The impact of curriculum content in fostering inclusive engineering: data from a national evaluation of the use of EWB projects in first year engineering
The year of Humanitarian Engineering draws our attention to the need to develop engineers who are not just technically competent but who can effectively address the needs of communities, maintain their ethical responsibilities, and take sustainability into consideration. This is what we understand by inclusive engineering. One approach to introducing such considerations into the curriculum has been the widespread use of Engineers Without Borders (EWB) projects in development settings as first year learning opportunities. We are evaluating different uses of these projects in 13 universities around Australia and New Zealand using a program logic data gathering methodology and a critical realist analytic approach to answer the research question 'what works for whom under what circumstances?' In this paper we will concentrate mainly on
one of these sites The University of Queensland. Data reveals that the EWB projects have great potential for
raising issues of community involvement, ethics and sustainability but that the content of projects alone
cannot guarantee that such objectives are addressed. Contextual factors, including: the focus of the course
(e.g. professional development versus design), the attitudes of staff, and the pedagogy used all contribute to
the successful pursuit of non-technical objectives. Projects with little obvious humanitarian or inclusive
content such as one for long-wall supports in mining were found to foster context-sensitive approaches. In addition to project content, educators who are seeking to develop humanitarian and inclusive engineers need to pay attention to consistently expressed goals and values amongst the teaching team and the alignment of assessment (in style and weighting) with clearly stated learning goals
