Community finding as learning: impacts of a novel model for community engaged, project based learning in engineering

This paper explores the impact of a specific implementation of community engaged engineering design pedagogy. By asking students about their experience in choosing, engaging with, and researching a community to develop an understanding of and clearly articulating a design problem in a Requests for Proposals, we seek to understand how student initiated community engaged learning (CEL) can contribute to learning about design. Results of the survey show that students did pick up skills and experiences that reflected course and activity learning objectives. Students engaged and relied on – sometimes to their detriment – personal contact and communication with stakeholder communities for information. They expressed an awareness of the importance of personal investment in the community, even if that investment was limited in their own projects. Not unexpectedly, students also reported a preference for and greater perceived learning in a more conventional design education experience. However, the act of community finding and engagement did impact their understanding of engineering design, particularly around often neglected aspects, and helped them to see design more holistically.