Review of Humanitarian Action and Development Engineering Education Programmes
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| Title: | Review of Humanitarian Action and Development Engineering Education Programmes |
|---|---|
| Language: | English |
| Authors: | Smith, Jeremy (ORCID |
| Source: | European Journal of Engineering Education. 2020 45(2):249-272. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering, Engineering Education, Sustainable Development, Social Action, College Students, Student Projects, Active Learning, Study Abroad, Service Learning, Recognition (Achievement), Accountability, Integrated Curriculum |
| DOI: | 10.1080/03043797.2019.1623179 |
| ISSN: | 0304-3797 |
| Abstract: | Numerous engineering education programmes internationally actively incorporate principles of humanitarian action and development, particularly aligned to the UN Sustainable Development Goals. To assess these, a review of 67 engineering education programmes and initiatives linked by the common goal of preserving life and alleviating human suffering was conducted to identify approaches used for design, support, delivery, integration and recognition. This found multiple designs and integration methods from short-term extra-curricular initiatives to dedicated award programmes at undergraduate and postgraduate levels. Numerous curriculum approaches were employed with project-based learning, study abroad and learning through service common. The breath of programmes, and various award and recognition methods highlight the need for institutions and countries to discuss methods and approaches to ensure both education outcomes and appropriate and ethical development practice. Three approaches are given for this, building from individual institutions to national discussions and professional recognition. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1248834 |
| Database: | ERIC |
| Abstract: | Numerous engineering education programmes internationally actively incorporate principles of humanitarian action and development, particularly aligned to the UN Sustainable Development Goals. To assess these, a review of 67 engineering education programmes and initiatives linked by the common goal of preserving life and alleviating human suffering was conducted to identify approaches used for design, support, delivery, integration and recognition. This found multiple designs and integration methods from short-term extra-curricular initiatives to dedicated award programmes at undergraduate and postgraduate levels. Numerous curriculum approaches were employed with project-based learning, study abroad and learning through service common. The breath of programmes, and various award and recognition methods highlight the need for institutions and countries to discuss methods and approaches to ensure both education outcomes and appropriate and ethical development practice. Three approaches are given for this, building from individual institutions to national discussions and professional recognition. |
|---|---|
| ISSN: | 0304-3797 |
| DOI: | 10.1080/03043797.2019.1623179 |
