Synchronizing International Service Learning with ABET Outcomes

The international service learning experience for engineers at The University of Alabama engages students in leadership and teaming roles on service projects for academic credit in remote Peruvian Amazon villages. During this experience students practice some of the skills necessary for the challenges of engineering in a globalizing profession and demonstrate accreditation learning outcomes not easily taught in traditional classrooms. The service part of the course has involved the planning and installation of a range of projects in five remote Amazonian villages. Students live and work with villagers on installations in accordance with the Engineers Without Borders TM model. Students on the trips also participate in a formal post-trip assessment. They score elements of the experience using the five-level Likert scale to evaluate 12 course elements that include ABET outcomes. In addition, the students are asked four open-ended questions that allow for both qualitative assessments and additional comments. Among the outcomes that serve as an assessment basis for engineering accreditation, students agreed strongly that it was an effective learning experience with regard to communication, learning outside the classroom, teaming, and assessment of societal impacts. They agreed, but not as strongly, that it was a valuable learning experience regarding leadership. The student assessment is consistent with feedback the instructors have received following similar service learning trips. Learning outside the classroom box is the real deal and teaching outside that box has similar rewards for faculty.