<div>Service learning, and specifically the work of organizations such as
Engineers Without Borders USA, have become popular with universities
looking to provide their students with applied educational opportunities
which blend technical skills with a broader social mission and help the
institution demonstrate its global impact. However, questions remain
regarding the truly realized outcomes for students, as well as the
unintended consequences that may be experienced by the partnering
communities. This paper describes early results results from a
four-year, mixed-method study which collected data through a combination
of interviews and focus groups with members of the Engineers Without
Borders USA organization, analysis and coding of completed project
documentation, and observations and notes collected during a field visit
to a project site. We conclude from our early data that students who
are able (given sufficient resources) to fully participate in these type
of projects do see positive benefits. However, barriers may prevent all
students from having this opportunity. Further, the nature of student
service learning projects inherently creates challenges for the
communities that partner on these projects. Ongoing revisions to the
Engineers Without Borders USA operating procedures may remedy some of
the deficiencies, while researchers, participants, and institutions
should continue to critically evaluate the impacts and outcomes of their
work.</div><div><br></div><div><i>Presented June 26, 2018 at the ASEE Annual Conference in Salt Lake City, Utah.</i><br></div