MacJannet Prize for Global Citizenship Honors Innovative University Service Programs

On June 6, eight innovative higher education programs were recognized by the MacJannet Foundation and Talloires Network for their positive university and community impact. Leaders of universities and student representatives gathered in Talloires, France, to award these extraordinary programs the MacJannet Prize for Global Citizenship. The winners were previously announced on April 16 after careful review by a selection committee of leaders in higher education civic engagement. Video of the prize winners can be seen here. And the eight programs are listed here.

The first prize went to the Urban Health Program from Aga Khan University in Pakistan, which is recognized by the World Health Organization’s (WHO) grant for Universities in Solidarity for the Health of Disadvantaged Communities (UNI-SOL). This long-standing program provides health and socio-economic support to the residents of the squatter communities in Karachi, Pakistan.

Dr. Muhammed Yousuf of Aga Khan University commented that the “main objective is to provide teaching and learning that is important to medical students to learn about the community dynamics and social issues in Karachi.”

University students at Theewaterskloof International Community Development Project in South Africa design service projects addressing community needs.

Theewaterskloof International Community Development Project was one of the two second prize winners. The project is a cross cultural collaboration between Cape Peninsula University of Technology in South Africa and HAN University in the Netherlands.

Students from the respective universities work together to design service projects in their own area of studies after identifying certain community needs.

Student representative Fattinald Phaka Rangango described the program as one that “creates an environment where we can interact and share experiences – cultural experiences” and it had “brought in a new perspective of how institutions approach community engagement.”

The Operation 7th Day program at Université Saint-Joseph in Lebanon began providing emergency relief following the Israel-Lebanon war in 2006, before expanding into a national scale effort.

The other second prize winner went to Operation 7th Day from Université Saint-Joseph in Lebanon (USJ). The operation began after the Israel-Lebanon war in 2006 and provided emergency relief for surrounding communities in South Lebanon. Social Animator in USJ’s Social Service directorate Gloria Abdo explained that Operation 7^th Day continues “to offer health care for the displaced and education activities and civil engineering activities.” This program in collaboration with NGOs, student and faculty has expanded the initiatives beyond South Lebanon onto national scale efforts.

Rangango from the Theewaterskloof International Community Development Project asks “Do you drop those people that you brought so much hope to and continue and get your degree and leave? Or do you actually go back and say you’re still here for them, for the purpose of sustainability?” Undoubtedly, these programs have affected students and faculty in the long-term. Dr. Yousuf said that their Urban Health Program has “laid a road to help students and expose them to community issues and problems”, and many students have been inspired to choose public health as their future careers. Student Joëlle Hobeika of Operation 7^th Day commented that the program helps them in long-term studies.

Shamsh Kassim-Lakha, founding President of Aga Khan University and a member of the Talloires Network Steering Committee discussed the value of the Talloires Network and the MacJannet Prize: “It has enabled its members to learn from each other about the value, importance and methodology of engaging with the communities in which they function. Such direct engagement in the community is an important means of universities discharging their obligations to societies that have nurtured and sustained them.”

For more information, please visit the Talloires Network and MacJannet Foundation. Keep an eye out for the Talloires 24 Student Discussion Series on July 20!

This article was written by Alice Wu and first appeared in The New Service blog.

First Talloires 24 Student Discussion a Success

One June 17, the Talloires Network hosted our first in a series of student discussions on the Talloires 24 Discussion Forum. We addressed the introductory topics “What is civic engagement?” and “How can students initiate a civic engagement project?” The discussion was open to the Talloires Network Student Peer Advisors and any other interested students, with 23 students participating in this first discussion. Members of the Talloires Network Secretariat staff also contributed.

The students had a wide-ranging discussion about university civic engagement and how to implement it. Various definitions and facets of civic engagement were suggested. Civic engagement can be both individual and collective action to address a major concern for society, or to address the needs of a particular segment of the society. It should promote peace and social solidarity, a sense of belonging, and awareness among the communities served as well as those who are undertaking the civic engagement projects. The point was made that it should not just address symptoms of social problems, but root causes. Participants agreed that civic engagement may differ in practice from region to region based on local needs and resources, but that the same factors motivate civic engagement around the world, namely a sense of commitment to society and a desire to support the development of communities.

The participants also discussed things to consider when initiating a civic engagement project, including: Identifying the needs of the communities and one’s resources to address those needs, working to understand the society/community you wish to engage with, being realistic about how much time one has to devote to the project, developing a plan of action with specific goals, working with existing organizations and frameworks when possible, getting community buy-in and ownership for the project, planning for project sustainability and continuity, recruiting and training volunteers, and thinking about how to work with a community as an ‘outsider.’

This first Talloires 24 discussion was an auspicious start to the series, and we are looking forward to our next chat on July 20. Students who are interested in getting involved can visit our Student Initiative pages, Discussion Forum, Student Peer Advisor page, and Student Facebook Group. You may also contact Hannah Ayers or John Pollock with any questions.

Tapping the Greatest Resource for University Civic Engagement: Students

Until recently, the Talloires Network has focused mainly on university administrations and faculty, because it is vital that these stakeholders support civic engagement as part of the mission of higher education. However, we also recognize that the greatest resource that universities have to positively impact their communities is their students. As demonstrated by the successful first year of the MacJannet Prize for Global Citizenship, student participation and initiative is critical to the success of university civic engagement programs all over the world. Therefore, the Talloires Network is now making a concerted effort to involve students at our member institutions and become a resource for students all over the world who are active in, or wish to be active in, civic engagement activities.

One of the key roles that the Network plays is to connect people from all over the world with interests in civic engagement. We recognize that there are many students at our member institutions with diverse and extensive experience founding, leading, and participating in university civic engagement programs. Therefore, we have instituted the Student Peer Advisor (SPA) program to make some of our most involved students available to their peers to give advice and support. Visit our Student Peer Advisor page to learn more about these exceptional students. These students went through a competitive application process to be selected as SPAs, and they have committed to serve in this position for one year.

Students who are interested in seeking advice or exchanging ideas with like-minded peers around the world are encouraged to contact our Student Peer Advisors. To further facilitate communication and exchange, the Talloires Network has created a Discussion Forum. With active participation from our SPAs, other interested students, and Talloires Network staff, we hope that this Forum will become a valuable resource for students eager to connect with their peers. Through our Talloires 24 Student Discussion Series, we will discuss specific topics related to higher education civic engagement each month. The first discussion in the Talloires 24 Series will be held on June 17 starting at 13:00 GMT and lasting for 24 hours, addressing the introductory topic: “What is civic engagement and how can students initiate a civic engagement project?” We encourage all interested students to take part in the discussion!

For more information on the Student Peer Advisor Program or the Talloires 24 Student Discussion Series, please contact Hannah Ayers.

MacJannet Prize for Global Citizenship to be Presented at Award Ceremony in Talloires, France

The Talloires Network and the MacJannet Foundation will present the first annual MacJannet Prize for Global Citizenship at an award ceremony on June 6 at the Tufts European Center in Talloires, France. The Prize winners were announced on April 16 after a Selection Committee of leaders in higher education civic engagement reviewed the 67 applications.

First prize is being awarded to the Urban Health Program at Aga Khan University in Pakistan. The two second prizes are being awarded to Opération 7ème Jour (Operation 7th Day) at the Université Saint-Joseph in Lebanon and the Theewaterskloof International Community Development Project at Cape Peninsula University of Technology in South Africa. The third place winners are:
• Alashanek Ya Balady (American University in Cairo in Egypt)
• Assistance Program for Local Development (Universidad Señor de Sipan, Peru)
• The Human Rights Clinic (Al-Quds University, Palestine)
• Playing for Time Theatre Company (University of Winchester, United Kingdom)
• Women Legal Leaders & Legal Feminism Clinic (University of Haifa, Israel)

The Talloires Network will be flying two representatives from each of the first and second place winners to receive their awards in person at the award ceremony in Talloires. The Urban Health Program at Aga Khan University will be represented by Dr. Muhammad Yousuf, Principal Coordinator of the UHP, and Maliha Naseer, a Community Medicine Resident in the UHP. Opération 7ème Jour will be represented by Ms. Gloria Abdo, Social Animator in USJ’s Social Service directorate, and Ms. Joëlle Hobeika, a medical student at USJ active in Opération 7ème Jour. The Theewaterskloof International Community Development Project will be represented by Prof. Lineo Vuyisa Mazwi-Tanga, Vice-Chancellor of Cape Peninsula University of Technology, and Fattinald Rangongo, a student in CPUT’s Department of Entrepreneurship and active participant in the Development Project. Also participating in the ceremony will be several members of the Talloires Network secretariat staff as well as officials from the MacJannet Foundation Board.

Members of the Talloires Network secretariat staff will also participate in the ceremony. Professor Robert Hollister, Dean of the Tisch College of Citizenship and Public Service at Tufts University, Susan Stroud, Executive Director of Innovations in Civic Participation, and Elizabeth Babcock, Coordinator of the Talloires Network, will all share their knowledge of higher education civic engagement with award winners. Tony Cook, President of the MacJannet Foundation, will also engage with award winners and offer his perspective on the role of the MacJannet Foundation in promoting global citizenship.

In addition to the award ceremony, representatives of the winning programs will have the opportunity to meet and discuss ideas with one another and with the Talloires Network and MacJannet Foundation staff. The Talloires Network will be holding several capacity-building workshops on topics such as fundraising, program management, and working with students in order to help the representatives gain new ideas and skills to take back to their programs.

The Talloires Network is also pleased to be partnering with the Pearson Foundation to produce a short video of interviews with the program representatives to be shown at the award ceremony and also posted on the MacJannet Prize website. The Pearson Foundation is sending several of its staff to film and edit this video with the program representatives the day before the award ceremony. As the philanthropic arm of Pearson plc, one of the world's leading media and education companies, the Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe.

The award ceremony and the other activities for the winning programs’ representatives will take place at the Tufts University European Center, which is based at the historic Priory in Talloires, France. Located on the scenic shore of Lake Annecy less than an hour from Geneva, the Priory was given to Tufts University by Donald and Charlotte MacJannet to host students studying abroad as well as international conferences and seminars. The Priory also hosted the Talloires Conference 2005, which gave rise to the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education and the launch of the Talloires Network.

Why do we care?

The following remarks were given on April 30 2009 by Lisa Anderson, Provost of the American University in Cairo, at the Gerhart Center Advisory Board Meeting

"The underlying premise of philanthropy and of civic engagement is that it is important that we care about something beyond ourselves, that we act on that concern and that we teach others to do so.

I would wager that everyone in this room thinks those propositions are self evident. But I would also bet that, although some of us have thought about how philanthropy and civic engagement should be fostered, very few of us have reflected very deeply or long on why. Most of us refer, without a great deal of thought, to religious obligations, family traditions, cultural imperatives—all of which are important. Indeed, even now I routinely do what my mother told me to do fifty years ago, and I have no doubt that I will go to my grave honoring her dictates, as I hope my own children will do.

But why does it matter? And what investment does a university have?

Well, let us start with the fact that I identified my mother as an important animator of my own concern with the well-being of others. We begin with our families—immediate, extended, fictive, proxy, metaphorical. We care about those whom we believe to be, or can describe as, related to us.

Over the course of human history, and certainly over the course of individual biographies, the extent of those relations expands. From the relatively tiny families of early human history and of our youth, we have grown, individually and collectively, to see ourselves embedded in worlds beyond our homes and our localities, in vast and far-flung religious communities, in the “imagined communities” of print capitalism that produced nationalisms, and—increasingly—in social networks defined, or at least fostered, by new information technologies. The capacity to imagine ourselves related, in nontrivial ways, to people—and perhaps even things—we will never actually encounter is one of the essential features of the modern human experience, and it is the foundation of the concern—the philanthropy and civic engagement—to which the Gerhart Center is devoted.

What is interesting about this moment in history is how rapidly the societies that will both reflect and foster those networks of relation and concern are changing, both in scale and structure. Much of the last two centuries have been devoted to the construction and contestation of the state as the organizing mechanism of mutual concern. The welfare state--in Europe, North America, Egypt and virtually everywhere else—was a device for mobilizing concern, for realizing and activating mutual responsibilities. My responsibility to others as a citizen was a constitutive feature of that state and of the distribution of resources—time and money—that was one of the important foundations of social welfare.

The flaws, or limitations, of the welfare state—its bureaucratic bulk, its lumbering and clumsy suppression of the light-hearted, nimble, joyful embrace of human ingenuity—produced a backlash, and for a quarter century or more, we celebrated the isolated, individualistic and selfish “magic of the market.” Prosperity was to have been an externality of selfishness, and the rising tide, as the cliché went, would raise all boats. In fact, as the global crises of the last few years—the steep rise in commodity prices, the threat of financial collapse, even perhaps the looming pandemic—starkly illustrated, altruism and indeed, welfare are barely visible in the traces of the market.

Today, we are both released and unmoored—neither the state nor the market provides the anchor in social responsibilities without which we all become unfastened, from our societies and communities. At the same time, however, I think we can begin to see the faint outlines of an alternative—embedded in the new technologies which shape our daily interactions but not entirely defined by them. And here I think nodes like the Gerhart Center play a role even more important than we fully understand.

Our identities will increasingly be the elective families of what our children, and certainly our students, call “social networks,” and these communities will be both the constitutive elements of our identities, and the vehicles by which we express our concern for others—particularly those whom we will never actually encounter. These networks will have less hierarchy than states and more cohesion than markets, less anonymity than the faceless bureaucracy, and more autonomy than the intimate household, and more flexibility than any of these alternatives.

We care because we imagine ourselves related—and in novel ways in two dimensions, space and time. Globalization has shrunk the world geographically—distances are shorter. This is not a novel observation. But it is worth considering that the underlying theory of sustainable development has also transformed time, obliging us to care about not only those who are distant in space but those who are distant in time; future generations.

In this context, it is important to recognize that universities—particularly universities like AUC-- play a pivotal role, negotiating not only between places and cultures but between generations.

Universities, and again particularly, places like AUC, are nodes in an emerging cross-national, cross-class, cross-generational network of relationships, of “families” about whom we care. All of which is to say, that the Gerhart Center, perhaps even more than those of us in this room, than those of us who animate and invigorate the Center, from John Gerhart himself, to Barbara Ibrahim, and Dina Sherif, and the Board members, and the staff and interns—all of us—more than any of us realize, is constructing the future.

The future is about networks of concern, about philanthropy and engagement, about mechanisms and vehicles for sustaining our fellow citizens—those who are with us and those who have yet to appear-- in this new world, this third sector beside and beyond the worlds of the state and the market. It is a complicated time, but heady too, as we all consider the opportunities we have at universities to shape the public debates of the day and the values of future generations. The Gerhart Center’s capacity to identify, animate and celebrate these networks of commitment, concern and community represents in real time an important window into this rapidly changing world, and it is an elegant token of the actual and potential contributions AUC makes to its world.

It is a privilege to be associated with institutions that play such a pivotal role in their communities, and I hope all of you are as inspired by the work of the Center and its staff as I am."

Talloires Network reaches 100 members worldwide

On May 14, 2009, the Talloires Network reached 100 members when the University of Richmond signed the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education and joined the Network. This represents an important milestone for the Talloires Network, an international association of institutions committed to strengthening the civic roles and social responsibilities of higher education, and to advancing the global movement of socially engaged universities.

In September 2005, President Lawrence Bacow of Tufts University convened the Talloires Conference 2005, the first international gathering of the heads of universities devoted to strengthening civic engagement in higher education. The meeting brought together 29 university presidents, rectors and vice chancellors from 23 countries.

These international leaders in higher education drafted the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education. All signatories of the Declaration have committed their institutions to educating for social responsibility and civic engagement, and to strengthening the application of university resources to the needs of local and global communities. As stated by the Declaration, “Our institutions recognize that we do not exist in isolation from society, nor from the communities in which we are located. Instead, we carry a unique obligation to listen, understand and contribute to social transformation and development.”

One of the recommendations of the Declaration was to create an international network to inform and support all signatories’ efforts to carry out the Declaration. This recommendation was realized with the launch of the Talloires Network in 2005. The Network strives to build a global movement of civically engaged and socially responsible higher education institutions. The Network advocates for the expansion of civic engagement activities and promotes the most promising practices from its members and others in the field of higher education.
The Network accomplishes this in a number of ways. It gathers and disseminates the best resources and tools in the field; organizes regional and global conferences to share ideas, encourage collaboration and expand impact; recognizes and promotes members’ civic engagement activities; awards the annual MacJannet Prize for Global Citizenship to exceptional student civic engagement programs; and facilitates the creation of regional networks of universities dedicated to civic engagement in order to make its work more relevant and driven by local contexts.

Since the 2005 Conference, the Talloires Network has expanded rapidly. The 100 members represent a diverse segment of higher education around the world, based in 38 countries on six continents. Membership includes 70 public and 30 private universities, 13 religious universities, five women’s colleges and universities, and four open universities specializing in distance and e-learning. Members’ student enrollments range from the hundreds to over one million, and the combined enrollment is nearly 3.5 million.

“The 100 members of the Talloires Network reflect the great diversity of higher education around the globe,” says President Bacow, who chairs the Talloires Network Steering Committee. “What has brought our institutions together is a shared commitment to advancing our civic roles and social responsibility. Every new member of the Network brings fresh ideas and resources from which all of us can learn.”

The number and diversity of membership illustrates the growing momentum of the global movement for socially engaged universities and for civic engagement of young people worldwide. There are more than 110 million students enrolled in higher education institutions, over half of which are in the developing world. This enormous cohort of talented and energetic young people, along with the academic, financial and technical assets of their universities, can have a huge positive impact on their local, regional and global communities. Increasingly, higher education institutions and their societies are recognizing the incredible potential universities have to confront social problems and drive local development. Now is the time to capitalize on this momentum and expand investment in opportunities for engaging universities and students for meeting critical community needs.

In engaging with their societies and gearing their teaching, research and service to concrete community needs, universities can also provide students with relevant and practical experiences that will make them more competitive in today’s labor markets, as well as instilling in them a sense of civic responsibility that will inform their actions throughout life. Thus, community engagement has joined teaching and research as one of the three pillars of the university’s mission in many parts of the world. Through the efforts of the Talloires Network and its growing membership, this recognition of the civic roles and social responsibilities of higher education will continue to grow, changing communities all over the world for the better.

* * *

Innovations in Civic Participation and the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University serve as the secretariat of the Talloires Network. For more information about the Network and how to join, please visit the Talloires Network website or contact Elizabeth Babcock, the Talloires Network Coordinator by email (babcock@icicp.org) or phone (202-775-0290).

Charles Darwin University: “Community garden gets the green light”

The following article, originally published by CDU's newsroom, highlights the latest progress made by the university's Talloires student group:

Members of the CDU Talloires student group from Charles Darwin University are moving forward with their plans to establish a community garden at the Casuarina campus.

CDU Talloires is a new student group committed to engaging with the community in interesting and innovative projects that are sustainable, ethical and forward-thinking.

Community gardens are recognised worldwide as a great way to grow food, improve health, meet people and cultivate vibrant communities.

With a current one year waiting list for the nearby Jingili Community Garden, CDU Talloires seized the opportunity to set up a garden at Charles Darwin University.

CDU Talloires member Leah Galvin said that creating community gardens was a great way to connect with community members and in turn share knowledge.

“We can learn the skills to grow food that's appropriate to our climate and reduce our reliance on importing and transporting food from all around Australia, and it’s about having fun and being outside in the garden,” she said.

Last year, former Vice-Chancellor Professor Helen Garnett met with CDU Talloires and together with Darwin City Council, approved the proposed site on Lakeside Drive. In addition, Professor Garnett provided CDU Talloires with a grant for $5000 to assist in seeding the project.

With the assistance of the CDU Horticulture Team, Grounds Supervisor, Nerida Noble and Coordinator Community Engagement, Linda Cuttriss, students have collected and tested soil samples to ensure suitability of the site and were thrilled to find they revealed that the soil is suitable for growing fruit and vegetables.

Anjea Travers, a CDU Talloires member, said they were a little worried that the soil might be too high in salinity to grow food but when they found out it was ok they were really excited.

CDU Talloires will now work towards securing sponsorship for connection of water to the site and establishing a steering committee to begin formal planning and decision making about how the garden will operate.

Local community members, CDU staff and students with knowledge of community gardens are invited to participate in the planning process.

To get involved or for further information about the CDU Talloires student group, please contact Linda Cuttriss, Coordinator Community Engagement on (08) 8946 6336 or linda.cuttriss@cdu.edu.au

For the CDU Talloires website go to: http://www.cdu.edu.au/communityandaccess/communityengagement/talloires/index.html

Congratulations to the winners of the first MacJannet Prize for Global Citizenship!

First place winner, receiving $5,000:
The Urban Health Program based in Aga Khan University in Pakistan
Established by Aga Khan University in 1983, this innovative program run by Aga Khan’s Department of Community Health Sciences provides critical health and socio-economic support to the squatter settlements of Karachi.

Two second place winners, each receiving $2,500:
Opération 7ème Jour (Operation 7th Day) at l'Université Saint-Joseph in Lebanon;
and Theewaterskloof International Community Development Project at Cape Peninsula University of Technology in South Africa

Five third place winners, each receiving $1,000:

• Alashanek Ya Balady (American University in Cairo, Egypt)
• Assistance Program for Local Development (Universidad Señor de Sipán, Peru)
• The Human Rights Clinic (Al-Quds University, Palestine)
• Playing for Time Theatre Company (University of Winchester, United Kingdom)
• Legal Leaders & Legal Feminism Clinic (University of Haifa, Israel)

Thank you to everyone who nominated a program. We received 67 nominations from 40 universities in 19 countries around the world, and were highly impressed by the quality and scope of all of the programs.

Please visit our website (www.macjannetprize.org) in the upcoming months to view profiles and videos of our winners, and keep an eye out for next year’s MacJannet Prize competition.

Ahfad University Program Highlighted in VOSESA Bulletin

It has not been without its challenges, but an innovative volunteer-based programme mobilising local communities to combat female genital mutilation (FGM) in Sudan has met with a fair amount of success.

Implemented in 2006 by the United Nations Volunteers (UNV) programme, the United Nations Population Fund (UNPF) and Ahfad University for Women in Sudan, there is evidence that this programme has lead to a change in attitude towards the culture of FGM. In some instances the practice is even being challenged.

Sudan’s innovative volunteer programme
The project initially set out to examine previous efforts to combat FMG in Sudan. Based on this analysis, an innovative approach was developed that involves the inclusion of all concerned in the local community through volunteerism and local community action. The project is based on three pillars: volunteering through peer and formal education, sex education, and the inclusion of males and youth among target groups.

A cooperative effort: Previous efforts to combat FGM in all its forms showed that success depends on sustainable community-based interventions that include youth of both genders. Community-based programmes that were designed and implemented by community-based organisations proved to be more sustainable over time (Bedri, 2007). UNV and the other partners capitalised on this prior knowledge and involved both international and community volunteers at different levels.

Critical success factors
The involvement of the Ahfad University for Women as a strategic partner provided technical assistance for the project and greatly contributed to the following aspects, seen as key to the success of the programme:

* the involvement of the project partners in the implementation of activities at different levels;
* co-operation with community leaders; and
* co-operation between the project’s team members and the community workers.

Project results
There were several success stories of youth and women who managed to stop the circumcision of girls in their families. Almost 30% of the girls at the target female school returned uncircumcised after the summer vacation, which is when most of the FGM practices take place.

In addition, the project successfully integrated new strategies for combating FGM that included sexual education, community mobilisation through volunteerism, and the inclusion of males and youth in the strategy.

This article first appeared in the VOSESA journal Focus, Volume 3 Number 3 (March 2009)

Study: does service learning enhance engineering education?

The following article, entitled, "Do Helping Hands Make for Better Engineers?" was written by Marjorie Howard for Tufts Journal. The study could help determine if service learning activities motivate students and attract more women to the field. The text of the article follows.

Chris Swan and a group of his colleagues are studying something they have long observed anecdotally: women are more interested in engineering when their work involves a combination of academics and community service.

“Some people believe service learning distracts from hard-core engineering skills that we should be providing,” says Swan, an associate professor in the department of civil and environmental engineering. “I agree that we need to teach those skills, but we want to see if you get a benefit from doing a project for, say, a village in Guatemala. We think it may engender a stronger engineering ethic, making you more motivated and confident.”

With a three-year, $500,000 grant from the National Science Foundation, Swan is leading a team of students and faculty that is studying whether service learning attracts more women to engineering and whether it can enhance engineering education overall. Joining Swan are Linda Jarvin, a research associate professor and director of the Center for Enhancement in Learning and Teaching; Chris Rogers, a professor of mechanical engineering; Adam Carberry, a graduate student in the education department; and Gay Lemons, a postdoctoral associate in engineering. Faculty and students from Purdue University are also participating in the study.

A better understanding of how service learning works can be useful not only in a university setting but also in the professional world, Swan says. He notes that 40 percent of the members of Engineers Without Borders, a national student organization that works on community projects around the world, are women. Yet in the professional world, only about 5 percent of engineers are women. “There is a big attrition rate from getting a degree in engineering to practicing engineering,” he says.

In one part of the study, engineering students will be asked to design a jar opener for a one-armed person. The research team wants to find out if students will use standard engineering design processes for the task, or if designing the tool for a particular person motivates them differently in their work.

In this first year of the study, students also are being surveyed about their views of engineering, how they see themselves as engineers and how they solve engineering problems. The goal is to determine if students who participate in service learning are different from students who engage in independent research but not in service learning.

Swan points out that Tufts already has a strong service-learning component and a higher than usual number of women enrolled in the School of Engineering. Women make up approximately 32 percent of the student body at the school, compared to 15 to 20 percent at the country’s other engineering schools.

http://tuftsjournal.tufts.edu/2009/04_1/briefs/01/