AC 2009-740: EWB^2 - ENGINEERS WITHOUT BORDERS: EDUCATIONALLY,

A WORLD OF BENEFITS

Beverly Jaeger, Northeastern University

Beverly K. Jaeger, PhD is a member of Northeastern University’s Gateway Team, a select group
of full-time faculty devoted to the First-year Engineering Program at Northeastern University
(NU). While she concentrates on first-year engineering courses and instructs across all
engineering disciplines, Dr. Jaeger also teaches specialty courses in the Department of
Mechanical and Industrial Engineering at NU in Digital Simulation, Facilities Planning, and
Human-Machine Systems.

Ethan LaRochelle, Northeastern University

Ethan LaRochelle is a senior electrical engineering major at Northeastern University. He has been
involved with Engineers Without Borders since 2005 and was president of the NU student
chapter from 2006 through 2008. Ethan has traveled with the group to the Yoro District of
Honduras three times. In this time the group has partnered with a number of villages to improve
the reliability of their water distribution systems.

© American Society for Engineering Education, 2009

 EWB2 - Engineers Without Borders:
Educationally, a World of Benefits
Beverly K. Jaeger and Ethan Phillip M. LaRochelle, Northeastern University

Abstract
Community partnerships comprise a core aspect of the Engineers Without Borders–USA (EWB-
USA) mission. Since its inception in 2000 as a single chapter at the University of Colorado at
Boulder, EWB-USA has grown to incorporate well over 250 chapters working with communities
in 43 developing countries. This is largely through the efforts of young engineering students and
their mentors. The overarching mission of EWB is primarily to provide support for communities
in the developing world, by applying a broad range of engineering principles to generate
sustainable solutions in challenging settings. Examples of a few past projects are water sanitation
systems, solar electrification, and compost sites converting waste into usable energy.

The projects in which EWB chapters participate provide thousands of engineering students with
the opportunity to develop their skills and experience the global impact they can make through
their service. As noted, the effect that EWB programs have on partnering communities has been
well-established and documented. In contrast, very little assessment has been undertaken to
consider whether the experience of generating sustainable engineering solutions for developing
communities has an equally significant effect on many of the participating engineering students
as well.

A survey instrument was developed at Northeastern University and administered to EWB chapter
members to quantify the student-centered impact of involvement in the organization’s programs.
This first-phase research found that involvement in the EWB organization yielded the following
notable outcomes: over 80% of respondents reported that they developed a greater appreciation
for other cultures, nearly 80% indicated it taught them a stronger appreciation for teamwork, and
over 75% attested to an increased awareness of the role of ethics and personal responsibility in
engineering. In the second phase of this project, a more extensive web-based survey instrument
was then developed building on these results and extending the inquiry to a more national
demographic. This work also yielded encouraging results in terms of further quantifying (1)
individual benefits for volunteer participants and (2) identifying areas for academic programs to
partner with EWB programs and participants in the most productive way. In this work, these
results are used in conjunction with existing models for experiential-based global education to
support strengthening the affiliation between EWB programs and engineering curricula as a
positive and enduring pedagogical innovation.

Therefore, this paper builds on the original first-phase EWB survey and primarily focuses on
presenting the findings collected from the more recent second-phase survey of EWB-USA
members to help identify the academic benefits that can be derived from EWB service. Metrics
of the benefits of implementing international service projects will be discussed. In light of the
domestic educational advantages, further comparisons are made across multiple university
curricula focusing on the outcomes of exposing engineering students to global education.
Introduction
Engineers Without Borders-USA projects have directly impacted many developing communities
throughout the world. As a consequence of this process, thousands of engineering students have
had the opportunity to apply their skills in partnerships with the participating communities. With
the number of people living in developing countries projected to outnumber those living in the
developed countries six to one by the year 2050, programs like EWB provide a method to
directly address ongoing and ever increasing livability problems, while also opening a dialogue
regarding sustainable solutions to problems that are projected to emerge in the near-future [1].
Programs such as EWB have a strong impact on both the participants and the partnering
communities, yet despite this burgeoning opportunity, little has been done to allow these
programs to flourish or ensure their systematic development at many engineering institutions.
Accordingly, their existence at universities has been relatively untailored, and subject to the
prevailing academic elements at the time.

Through global service experiences, students refine many of the skills and apply the knowledge
they are taught and have acquired in the classroom and thereby additionally gain many new
actual rather than theoretical competencies. To prepare students for these experiences, a number
of experiential education models have been utilized to date.

International study-abroad programs are offered by many universities; however, international

opportunities for undergraduate engineers are often limited by their established programs of
study. Engineering curricula have numerous strict requirements, leaving little time for students
to take a broad range of elective courses to render them more “well rounded” with substantive
experiences beyond the founding principles. However despite these limitations, there have been
some examples of successful implementations of international service programs within
undergraduate engineering curricula. An example is described below.

An excellent example of how the EWB model can be incorporated into the curriculum has been
developed by Worcester Polytechnic Institute (WPI). In the early 1970s, WPI transitioned to a
project-based curriculum, from which their Global Perspective Program (GPP) was established
[2]. This program allows students to travel abroad and work on open-ended projects while
satisfying general educational and engineering requirements. The program is designed to meet
many of the Accreditation Board for Engineering and Technology (ABET) requirements, and
self-evaluation in students’ final reports indicate that off-campus projects are consistently higher
quality than those completed on campus [2].

The WPI program is specifically geared toward engineering, and while it has been successful, it
has not been replicated at many other institutions. In recent years international projects
sponsored by organizations like EWB, having many similarities to the WPI projects conducted
abroad, have provided more engineering students with these international opportunities outside
of the classroom. The time investment by the students to complete these international service
projects can be considerable, with disproportional possibilities to achieve results academically in
relation to the time and commitment spent. This thereby reduces the incentive (and in some cases
feasibility) for students to participate in the service programs themselves based on a superficial
evaluation of cost/benefit ratios.
In general, the challenges inherent to international service projects are not trivial and require
creative solutions derived from diverse backgrounds. The work required to complete such
projects motivates students to gain and apply new skills. ABET provides a number of general
expectations of engineering programs, which are outlined in Table 1. It will be demonstrated that
these goals can be met through EWB projects, creating a natural complement to relevant course
work thus equipping students with a diversity of skills as advocated by ABET.

Table 1: General ABET program outcomes

Engineering programs must demonstrate that their students attain the following
outcomes:

(a) An ability to apply knowledge of mathematics, science, and engineering

An ability to design and conduct experiments, as well as to analyze and

(b)
interpret data

An ability to design a system, component, or process to meet desired needs

(c) within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and sustainability

(d) An ability to function on multidisciplinary teams

(e) An ability to identify, formulate, and solve engineering problems

(f) An understanding of professional and ethical responsibility

(g) An ability to communicate effectively

The broad education necessary to understand the impact of engineering

(h)
solutions in a global, economic, environmental, and societal context

(i) A recognition of the need for, and an ability to engage in life-long learning
(j) A knowledge of contemporary issues
(k)
An ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice

Projects similar to EWB provide undergraduates with the opportunity to apply the foundations of
engineering principles they have learned in their course work. Students who are involved with
EWB, for the most part, participate in it as an extra-curricular activity. Quantifying the benefits
of their involvement can be difficult, but initial findings demonstrate that there are a wide range
of benefits to more appropriately justify the work involved in participating. The project-based
model of programs like EWB gives students the opportunity to apply many hard skills while also
emphasizing the development of soft skills. The major focus of the first-phase survey employed
in this study was to identify the impact EWB has on developing soft skills and the second phase
survey combined both hard-skill and soft-skill inquiries. The coupling of these skill-sets is a
necessity for the education of engineers in today’s society making them a more valuable resource
for the field of employment the students subsequently enter [3]. Specific statistics and open-
ended responses will be discussed, as well as areas for which further enquiry is suggested.

The purpose of this work is to persuade; the results provide a motivation for engineering schools
to better incorporate, to more readily offer, and to justify the expense of incorporating
international development projects into their curriculum. This paper will also look at what can be
done to make the present system better and support and increase the benefits available to the
students undertaking the programs. The impact of these types of projects will be discussed and
focus will be given to demonstrating that ABET program outcomes can still be attained with
their implementation.

Methodology
The initial first-phase pilot survey (Appendix A) established a baseline of the background of
some of the participants and enhanced inclinations toward self improvement they experienced as
a result of EWB involvement. Following initial testing and evaluation, a more comprehensive
mixed-format survey second-phase was developed to further quantify a number of the perceived
educational benefits of EWB (Appendix B). A sampling of current members of EWB-USA was
the target population for this survey. The survey was posted online and subjects were recruited
through the website of the Northeastern University student chapter of EWB (EWB-NEU) and
also through emails from EWB-USA to all members. The research protocol was approved by the
Division of Research Integrity and objectives of the research were disclosed to the participants at
the outset in written instructions.

The second-phase survey had three main components: (1) demographic and background
information, (2) awareness and interests, and (3) individual effects of EWB involvement.
Demographics included graduation year, major, gender, home state or country, and involvement
with other professional engineering organizations. Awareness and Interests included cognizance
of current events, and students’ interests in topics relating to environmental engineering and
renewable energy technologies. Finally Effects of EWB Involvement focused on perceived
benefits of participation, and information about how the group was organized.

Results and Discussion

Demographics
A total of 99 people began the survey, and 70 participants completed it. The outcomes in this
paper are based on the number of participants that responded to each specific question. The
survey took participants approximately 15 minutes to complete and, as noted, was fully
supported by Northeastern University’s Division of Research Integrity. To give an overview of
the profile of respondents, 59% considered themselves to be active participants of EWB, 94%
had traveled outside of the United States, 95% had been involved in community service in the
past, and 85% had been involved with community service since high school or before.
Figure 1 shows respondents’ affiliations with other professional engineering societies. In a
survey of engineering professionals, it was revealed that association involvement ranked third in
a listing of non-engineering activities that help individuals become better prepared for and more
readily achieve leadership positions in engineering [4]. In keeping with this pathway to success,
EWB acts not only as a conduit for association involvement, but also as an entity that brings
together a number of professional societies across multiple disciplines. As the trend toward
multidisciplinary initiatives continues, the inclination to be involved in multiple engineering
affiliations also creates a multifaceted profile for service opportunities, a perfect fit for EWB.

Involvement in Other Engineering Organizations

50

45

40

35
Percentage

30

25

20

15

10

0
ASCE SWE Honor ASME IEEE IIE SHPE NSBE
Society

Organization

Figure 1: Distribution of professional engineering societies among survey participants

Awareness and Interests

Similar to some of the inquires in the first-phase survey, the second-phase survey participants
were also asked to indicate their level of knowledge and level of interest in the areas of
environmental engineering and energy technologies. Figures 2 and 3 illustrate the reported
disparity between the amount of knowledge participants have and how interested they are in a
particular area. Although ‘awareness’ is self-assessed and thus potentially subjective, this
information suggests a gap is present in current educational opportunities, which further
indicates that there is a desire to learn more about these areas. This need is presently unable to
be satisfied because of the limited available resources and curricular support.
 Discrepancies Between Familiarity and Interest In
Various Technologies
Familiarity Interest

80
70 71
70 64 62
60 58
60 57
48
50 42
Score

39 40 41
37 38 37
40
31 32 31
28
30
19
20
10
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Figure 2: Differences between familiarity and interest of energy technologies

Discrepancies Between Familiarity and Interest In

Environmental Areas
Familiarity Interest

90
80
80 76 74 75
72
70 63
59
60 56 53
48 49 49 50 48
46
Score

50 45 43
40 36
33 30 30
30 22
20
10
0
Green building

Bioremediation

Waste management
Eco-materials

Generating safe
supply/provisioning

Harnessing
Energy sources and

Agriculture; food

Transportation
catchments

Hazardous waste
Water sanitation &

drinking water
rainwater;
rainwater
power production

management
production

and removal

options

Figure 3: Differences between familiarity and interest in environmental areas.

As in the first-phase survey, participants were asked to rate how their participation in EWB has
raised their awareness/and or inclinations in a number of areas (Figure 4). A similar –and
equally encouraging– profile emerged for this survey in relation to the pilot results. At the top of
this list, 83% of respondents agreed that participation in EWB has increased their appreciation
for other cultures. Over 79% of respondents also stated that EWB helped them identify the
importance of teamwork, especially with those outside of their own immediate field (77%). In
addition, the role that ethics plays in the field was reported with the same level of agreement as
interdisciplinary teamwork at 77%. These results indicate that EWB directly addresses items d, f,
h, and j of the general ABET program outcomes, and possibly some other outcomes indirectly.

Raised Awareness Due to EWB Participation

Improving technical writing;
35%
documenting thought process

Improving time management 52%

Analyzing data and information to

55%
make decisions

Using the problem-solving process;

62%
breaking problems down

Considering ethics and

77%
responsibility as an engineer

Networking with others outside

77%
your field

Dividing team tasks, teamwork 79%

Appreciating other
83%
cultures/cultural awareness

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Percentage

Figure 4: Increased awareness indicated by members of EWB

Effects of EWB Involvement

Another important factor that was considered in polling participants to help identify the didactic
benefits of EWB relates to learning styles. Participants were asked to rank the effectiveness of a
number of different educational techniques in terms of their own learning and retention. The
results, shown in Figure 4, indicate that experiential learning through internships or cooperative
education programs to be most valuable. This is followed closely by working on long-term
projects (>10 weeks), and generally working through problems. It is interesting to note that all of
the top four answers can be easily employed while working on international community service
projects. These findings can be further supported by work by Munter indicating immediate use of
learning and practice by doing have the highest average retention rate [5,6]. Increased
effectiveness and retention may be coupled with the motivation seen in participants to continue a
pursuit of life-long learning (ABET outcome j) as seen in the later open-ended responses.

Participant Ranking of Useful Learning Styles

Writing formal reports 51

Listening to lectures 58

Reading 62

Having a professor work

63
through problems

Taking notes 66

Working through problems

80
on your own
Working through problems
81
in a group
Working on a long-term
82
project
Working on an internship or
85
co-op

0 10 20 30 40 50 60 70 80 90

Score (0-100)

Figure 5: Rankings of perceived effectiveness of learning styles

Although EWB may seem to be an obvious tool to meet many of the ABET requirements, it is
currently not incorporated into many engineering curricula. Nearly 72% of respondents became
involved in EWB while in school, but only 25% report having a class at their university designed
to augment the mission of EWB. This suggests that there is a great potential for both the hard
and soft skills to be addressed in EWB-based courses. Further, the opportunity exists to
qualitatively develop many existing courses through EWB-base inclusion. In addition, nearly
50% of respondents indicate they spend more than 4 hours per week dedicated to work on EWB
projects, with 20% dedicating greater than 6 hours, revealing that there is a strong sense of
loyalty and commitment to the program and its mission. It is believed that related course work
would be managed with a similar level of dedication, because of the “sense of service”
component that these projects evoke.

A number of open-ended questions were also posed in this survey, with many responses
indicating EWB has provided many opportunities for personal growth and has provided a major
motivation for participants to continue in the engineering field. When asked why they joined
EWB, the general sentiment was well-represented by the respondent, who stated,
 “[EWB] transformed the engineering major from a technical exercise into a vehicle for
engaging and serving the world around me.”

This same participant went on to say,

“I can confidently say that without my experience with EWB, I would not be an engineer today.”

By design, EWB inspires a large population of engineers to continue applying their knowledge to
serve others. When asked how EWB has inspired them, a participant stated,

“EWB has been the most significant experience throughout my education. It has made me more
aware of the needs of the world. … EWB has inspired me to be an engineer and has made me a
more confident, skilled and knowledgeable student/professional.”

Many of the other responses state that EWB has been a motivation to pay more attention to
world events, and as one respondent put it,

“[EWB] has helped me stay connected with the purpose of engineering; to connect science with
practical solutions for the benefit of humankind.”

There are many more sentiments like these, stating that EWB has been an inspiration and
motivation to continue to apply engineering skills for the benefit of others. The amount a
participant can gain from such an experience –and also the benefit seen by the partnering
communities– seem to be proportional to the amount of effort put into this endeavor. From these
testimonials it seems that retention of students in an academic field is greatly enhanced by
students being presented with a specifically identifiable sense of purpose and achievement for
their future work opportunities. EWB projects allow the students to finally answer the previous
unquantifiable and virtually rhetorical question of, “What’s the point?”

Photo 1: A girl from Los Planes, Honduras fills Photo 2: Through a partnership with EWB-NEU,
buckets with water from a stream near the village. each household in Los Planes now has a water tap. Other
Before EWB-NEU partnered with the people of Los NGOs in the area are now working with the villagers to
Planes in 2006, this was their main source of water. improve hygiene and nutrition.
Mapping to ABET Outcomes
As described above, EWB is a multidisciplinary organization that allows engineering students
and professionals to apply their skills to any number of life-changing projects, typically in
developing countries. EWB-USA provides the infrastructure necessary for identifying
communities in need. Working on a service project with a community from assessment through
to implementation is an invaluable life-experience. It is evident that projects of this nature are
able to provide institutions with the ability to engage students in projects that will stimulate a
desire for life-long learning (and service) while immediately addressing the ABET requirements.

Results collected from the survey demonstrate that EWB has the capacity to address every ABET
program outcome, and thus it is a valuable supplement to formal education. Here we address the
specific outcomes from Table 1.

(a) An ability to apply knowledge of mathematics, science, and engineering

à EWB projects address a wide range of topics, from gravity flow water systems to solar
electrification. Each of these projects requires thoughtful, tested, and often rigorous application
of learned foundational engineering skills.

Photo 3: Member of EWB-NEU working on refining calculations

with the guidance of the group's professional mentor

(b) An ability to design and conduct experiments, as well as to analyze and interpret data

à Assessment trips often require collecting large amounts of site data. At times a
straightforward collection method is not available, so new methods must be developed. Once
critical data is collected, an appreciable amount of time is required to compile and reduce it so a
design can be developed.
 Photo 4: Water samples collected to determine sources of contamination.

(c) An ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, and health-related

à Most EWB projects involve meeting with a community to identify needs and then developing
a customized solution. This solution, however, must account for funding, environmental impact,
sustainability, and social acceptance within the community. In addition, local and national
politics can play a major role, as well as ethical considerations and the potential health impact.

Photo 5: Community members unload

materials to begin construction of their
water distribution system.
(d) An ability to function on multidisciplinary teams

à Most EWB projects incorporate a system with many contributory components. Many of these
projects require diverse backgrounds to formulate a viable solution. In addition, to address the
sustainability of the projects, education, economics, and health factors must be considered and
usually require some consultation from professionals outside the field of engineering.

Photo 6: EWB members from a variety of backgrounds pose

for a picture with community members after working
together to pour a concrete anchor for a bridge.

(e) An ability to identify, formulate, and solve engineering problems

à The entire project-based concept that EWB is modeled on is the ability to work with a
community to identify, formulate, and solve problems within –and sometimes beyond– the
engineering domain. Typical EWB field challenges require brainstorming outside our own
societal norms and are further served by reflection on implemented projects. This requirement
for ingenuity has the potential to offer students lateral and complex problem skill development.
This can be more demanding and challenging in comparison to participation in the customary
projects offered by the current standard engineering coursework or local fieldwork.
 Photo 7: EWB members assess the
current status of a tank valve box.

(f) An understanding of professional and ethical responsibility

à EWB provides the groundwork for a life-long dialogue regarding the ethical responsibility
that engineers and others hold. By providing the opportunity to work with impoverished and
underdeveloped communities, EWB provides a tangible basis for showing the impact
engineering solutions can have on others.

Photo 8: EWB members pose with school children after teaching

a lesson. Working with local children helps EWB members grasp
the importance of their work.

(g) An ability to communicate effectively

à Communication skills can be tested by (1) working on a multidisciplinary team, (2)

interacting with people of other cultures by partnering directly with their communities, and (3)
documenting the development, form and function of engineering projects, thus providing ample
opportunity for improvement on communication within and outside of the technical realm. The
students also learn the importance of being able to listen. This way they can properly understand
the problem that is being presented to them –and its context– noting that it will not always be
formulated in strict engineering criteria as it would be in the standard classroom project
scenarios.
 Photo 9: EWB members and professional mentors meet with the
president of the village water board to discuss the role of EWB.

(h) The broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context

à This is a particularly interesting point: whereas (a-g) represent examples in which EWB
applies skills that are perhaps already provided by a robust engineering curriculum, there are
many EWB situations in which they are introduced to (h) for the first time. This is due to the fact
that the service arena for EWB is typically developing countries.

Photo 10: EWB member working with school children. In addition

to the technical designs that go into a project, education is another
important factor. EWB members can develop lessons to teach locals
about the project and other related topics.
(i) A recognition of the need for, and an ability to engage in life-long learning

à As stated in the open responses above, EWB is a major motivator to be an engineer and
continue to learn and grow well beyond the undergraduate setting. Through the life-changing
experiences that EWB can provide comes an understanding of how important an education is and
what it can offer a student for the future.

Photo 11: EWB member overseeing villagers install PVC

pipe. Teaching others is a major factor in understanding
the importance of education.

(j) A knowledge of contemporary issues

à EWB provides a context for engineers to experience and, in some cases, respond to many
real-world issues. Knowledge of world events is gained through travel, and much can be
learned through thoughtful reflection after discussions with partnering communities.

Photo 12: A family poses for a photo outside their home.

Speaking with members of the partnering community
provides valuable insight into how other cultures live.
(k) An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

à A project’s success is largely related to the engineer’s ability to develop, construct, install,
reflect on, and plan maintenance for a workable design or system. The design process in the
project-based model is highly emphasized and requires the selection and application of many
engineering tools and techniques.

Photo 13: EWB members pose for a photo by a new garden in the
partnering community. After successfully designing and construct-
ing a water distribution system, members of the community can now
improve their hygiene and nutrition.

ABET, Skill Set Development, and the Curriculum

Academic preparation in the traditional sense prepares students for examinations in specifically
defined areas and selective application of acquired skills in practice. While this grounding in
hard skills is needed for the foundations of an engineering curriculum, project-based service
learning opportunities allow for the concomitant development of soft skills, such as
communication, ethics, responsibility, sensitivity, and respect, among many others [6]. These
experiences also provide a great context for self-reflection, giving students the opportunity to
derive their own solutions to the problems they face.

Using EWB as a tool to bring together hard skills and soft skills will enhance the quality of a
student’s overall education. The integration of these skills provides students a more complete
understanding of the context in which their technical engineering abilities can be applied. The
practical life-experiences gained through EWB’s service learning opportunities will reinforce
and enhance existing engineering competencies while simultaneously forming a consciousness of
the world and motivate participants to be an integral part of developing tomorrow’s society.

Programs similar to the EWB model have been implemented successfully in the past. As noted,
the program at WPI is an excellent example of this, in which students and faculty from a number
of disciplines engaged in international service projects. Internal review of these projects focusing
on the ABET accreditation outline found the quality of off-campus projects consistently
outscored those of on-campus initiatives [ 2]. This program however, is based around a specific
project-base curriculum developed at WPI, so it may not be easily adopted at other institutions.
The EWB infrastructure, which has spread to hundreds of institutions over recent years, could be
more readily leveraged to implement successful programs similar to the one at WPI, so more
students would have the opportunity to apply their engineering skills in partnership with under-
developed communities.

Can we offer the students more? Given that the students are confirming perceived benefits from
their involvement and work on EWB-type projects, we need to identify whether there is a way
we can aid them in their engineering curriculum to achieve greater skill development. In
incorporating these programs into courses, educators will need to identify and focus on the skill
sets that are being learned, developed and used in completing their tasks and ensure the
curriculum promotes these areas so the students can be even more prepared and take greater
advantage of the learning and service opportunities offered.

EWB-USA has been growing nearly exponentially since its inception. This growth will
eventually saturate at engineering intuitions, but its rapid adoption provides evidence of the trend
toward intercultural project-based service learning opportunities. There are many benefits that
accompany participation in EWB projects, but currently little academic credit is given for such
hard work. This needs to be reconsidered in light of the quality educational benefits such
programs can offer students and the amount of time and effort the students invest in their work.
The grades need to reflect the skills and knowledge acquired through involvement in the
programs. Much more can be done to structure programs such as EWB into the curriculum.
These programs will better prepare engineers to work on real-world problems at a higher
qualitative level, while still meeting every general ABET program outcome.

There are a number of ways institutions can begin to implement this model. In many cases, it
may be difficult to create new curricula, but modifying current courses may also be beneficial
and serve as a way to utilize this valuable resource. Further investigations would be required to
quantify the impact of course modifications, but some initial findings indicate positive results
[7]. Table 2 lists a number of different suggestions for improvements or modifications to
engineering curricula. This list is not exhaustive, but rather, the beginnings of possible building
blocks to better incorporate the model of EWB in the engineering curriculum in terms of
preparation and/or credit.

Table 2: Methods Institutions can use to Incorporate EWB-Style Projects into the Curriculum.

Modification of Current Curricula Suggestions for Developing New Curricula

Focus introductory engineering design
classes on design for developing world
Focus senior design classes and Capstone
Projects on design for developing world
Use an EWB research area as the focus
of a Special Topics class
Incorporate local service projects into the
curriculum (ongoing and/or self-contained)
Develop specific study abroad programs for
engineering students to work on service projects
Develop a curriculum that prepares students to
work on international service projects
Create a course to focus on engineering through
international sustainable development
Develop department-specific courses and tracks
with modules for hard- and soft-skill development
Summary and Conclusions
There are a number of compelling reasons to support adopting the model of EWB into more
engineering curricula. By affiliating with EWB, student participants are becoming better
prepared for leadership positions. The experiences and skills gained through service-learning
projects provide exposure to a number of different areas of expertise. Specifically in the areas of
the environment and energy, there is demand (Figures 2-3) to learn more about a number of
different topics that could be addressed through EWB projects. EWB projects represent the next
frontier for activity-based learning. So much of engineering curricula has shifted under this
umbrella to better prepare students for work outside the university. The purpose of EWB projects
afford the participating students a new dimension of substance that will further prepare the
students for their entry into the workplace while also instilling a sense of humanitarian service.

Service-learning projects provide a context for solidifying a number of fundamental skills and
theories acquired in the classroom. This can be a very effective tool for increasing retention rate
while also developing a number of ancillary soft skills. These soft skills help the participant
develop as a socially conscious global citizen while providing motivation for life-long learning.

The projects developed through EWB require the application of a number of engineering
principles. While working on these non-trivial, open-ended problems, participants exercise a
number of critical skills identified by ABET. Engineers Without Borders provides an experience
that is both unique and inspiring thereby directly addressing the retention issue faced by many
universities. As one participant stated,

“[EWB] inspired me to find meaning in my work. … I met some of the most inspiring people
during my international experiences, now I volunteer as an EWB mentor so other students/adults
can have that same type of experience.”

EWB is a motivation for many to continue in humanitarian service and the field of engineering.
After experiencing how powerful a tool their engineering education can be, many participants
have a renewed motivation to apply and further refine their skills. With 854 million illiterate
adults worldwide, and 183 million people living on less than $2 a day, there are certainly a
number of areas where engineers can help [1]. Not only are these service learning projects
beneficial to the communities they assist, but they can also have a significant impact on the
quality of engineering education here at home and on the students themselves.

Now that the multifaceted benefits of Engineers Without Borders have been well recognized, to
further bridge and strengthen the established association between this service program and its
educational opportunity, EWB and academia have a two-pronged pathway to consider when
adjusting its position in the curriculum: (1) How to prepare our students specifically in the
curriculum for the experience they would likely encounter in the EWB work field so they are
even better equipped skill wise for what they will face, and (2) What is appropriate academic
credit for dedicated participation and ensuring its implementation into the grading structure. By
addressing these two areas we can further ensure these programs continue to thrive as an
educational and societal “win/win” for everyone.
References
[1] Hobson, R. (2006) The Role of Engineering Education in International Development. Proceedings of
the American Society for Engineering Education, Hawaii.

[2] Mello, N., DiBiasio, D., & Vaz, R., (2007). Fulfilling ABET Outcomes by Sending Students Away.
Proceedings of the American Society for Engineering Education, Chicago.

[3] Shakespeare, P., Kelleher, P., & Moxham, L.(2007). Soft Skills, Hard Skills, and Practice Identity. A
paper presented at the WACE conference. Singapore Accessed January 2009:
http://www.open.ac.uk/pbpl/resources/details/detail.php?itemId=468ffbb02ea70

[4] Bachner, J.P. [Developer] (2002). Survey of Engineering Practitioners: Foundations for Professional
Practice. Engineers’ Leadership Association.

[5] Mehta, Y., Dorland D., & Jansson, P.M. (2007). Learning through the Design of a Fish Hatchery for a
Community on the Cheyenne River Reservation – an EWB Service-Learning Project. Proceedings of
the American Society for Engineering Education, Chicago.

[6] Munter, J. (2000). The Authority of Experience in Learning to Teach: Bridging the Gap Through
Service-learning. Academic Exchange Quarterly. Vo. 4 No. 1, 2000. 69-74.

[7] Vaz, R., Bitar, S J., Prestero, T., & Cantor, N. (2004). Student Design for the Developing World.
Proceedings of the American Society for Engineering Education, Nashville.

[8] Jaeger, B.K., Rumberger, E., & Dennerlein, T. (2007). Engineers without Borders: Service Learning
at Northeastern University and Beyond. Research Project and Poster Presentation, Northeastern
University Research and Scholarship Exposition.
 Appendix A: Results Page, First-Phase Survey
EWB: Serving and Learning at Northeastern University and Beyond

A preliminary study was done within the Northeastern University Chapter of Engineers Without
Borders, which found encouraging results [8]. This survey element used for this study was
modified for the current study described in this paper. Those with a connection to EWB
responded that they have been affected in so many positive ways by the program, with enhanced
inclinations toward the following:

• Teamwork and Networking • International Travel

• Ethics/Social Responsibility • Problem-Solving and
and Cultural Awareness Time Management
• Further Humanitarian Opportunities • Learning another language

More specifically, relevant responses are shown below for outcomes in the areas of increased
awareness (Figure A-1) and areas of inspiration and interest (Figure A-2).

Engineers Without Borders:

Engineers Without Borders:
Areas of Increased Awareness
Areas of Increased Awareness
100
100
90
90
Percent responding 'Yes'

80
Percent responding 'Yes'

80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
D a ta
or k

ns .

ne s s

r it in g
e n nt
ki g

es s
po ns
W or

g a
o c es
o r k in

ta
k

ss

em e

g
re n e

in g D
ng

s
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am W

W r it
a g em

in
P r oc
tw o r

wa a re

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T e e am

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v Pr

an a g
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/R e

al z
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M an

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ra l A
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T

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of N

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m M

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Et i

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Im p r
h

Ti e
Et

Pr o b

m
C u lt

Im
Va l u

e
Ti
Cu
Pr
Va

Figure A-1. Self-Reported areas of increased awareness as a result of EWB participation.

 Engineers Without Borders:
Engineers Without Borders:
Areas of Inspriration & Interest
Areas of Inspriration & Interest
100
100
90
90
80
Percent responding 'Yes'

80
Percent responding 'Yes'

70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
ga in

am s
ge e
t ie s

or s
Te eam
ua ag
ni tie

aj r
A a
in

s
s

M ajo
s
e/ Ag

ng gu
tu ni

se T

er M
or e/

or rtu

La an

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M or

th r
pp o

er L

O he
iv r
el M

O pp

D i ve

d Ot
th er
av el

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no t h

in D
Tr rav

an d
A o

st an
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k in
n An
rv ic
T

er st
Se rv

or k
W or

r
ar n
Se

nd e
L e ar

U nd
W
Le

Figure A-2. Self-reported areas of inspiration and interest as a result of EWB involvement.

The remarkable and passionate work of Northeastern University’s Engineers Without Borders
begins with their dedication here at home, extends to the mission fields across the world and
brings its rewards and lessons back to NEU in the hearts and minds of our students.

Special thanks go to Northeastern students Emily Rumberger and Taylor Dennerlein for their work on this project.
Appendix B: Example Survey Questions, Second Phase