TY - JOUR
T1 - Case study on community-based learning
T2 - toy design project for children in Egyptian squatter community
AU - El-Gabry, Lamyaa
N1 - Funding Information: El-Gabry was awarded five NASA Glenn Faculty Fellowships (2007, 2008, 2010, 2011, and 2015), the 2009 Air Force Faculty Fellowship, and a KTH Royal Institute of Technology fellowship in 2010/2011. She is currently an affiliated senior faculty in the KTH Department of Energy Technology in Stockholm. Publisher Copyright: © 2018, © 2018 SEFI.
PY - 2018/11/2
Y1 - 2018/11/2
N2 - Introduction to Engineering is the first engineering course American University in Cairo students take upon admission to the engineering program. It is required of students in all disciplines of engineering. It is a one-credit-hour course that covers topics including history of engineering, engineering fields of specializations, the engineering profession, engineering communications, engineering ethics, and societal obligations. Community-based learning (CBL) was introduced into the course via the required course project. The project was to design toys for children at a school in a disadvantaged squatter community in Old Cairo, Egypt, where infrastructure is poor and education and social mobility can be very limited. The project was carried out in partnership with a non-governmental organization based in Old Cairo. This paper shows how the introductory engineering course was redesigned to integrate CBL while meeting the stated ABET course outcomes. Included are detailed instructions on the tools and structure of the project to provide an example for others wishing to adapt some of these tools to other courses. The paper presents the outcome assessments and survey results to evaluate the project’s success at meeting the stated outcomes and includes a discussion on the benefits to the students and the community partner.
AB - Introduction to Engineering is the first engineering course American University in Cairo students take upon admission to the engineering program. It is required of students in all disciplines of engineering. It is a one-credit-hour course that covers topics including history of engineering, engineering fields of specializations, the engineering profession, engineering communications, engineering ethics, and societal obligations. Community-based learning (CBL) was introduced into the course via the required course project. The project was to design toys for children at a school in a disadvantaged squatter community in Old Cairo, Egypt, where infrastructure is poor and education and social mobility can be very limited. The project was carried out in partnership with a non-governmental organization based in Old Cairo. This paper shows how the introductory engineering course was redesigned to integrate CBL while meeting the stated ABET course outcomes. Included are detailed instructions on the tools and structure of the project to provide an example for others wishing to adapt some of these tools to other courses. The paper presents the outcome assessments and survey results to evaluate the project’s success at meeting the stated outcomes and includes a discussion on the benefits to the students and the community partner.
KW - Community-based learning
KW - collaborative learning
KW - first-year engineering
KW - project based learning
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U2 - 10.1080/03043797.2018.1451492
DO - 10.1080/03043797.2018.1451492
M3 - Article
SN - 0304-3797
VL - 43
SP - 879
EP - 894
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
IS - 6
ER -