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    Is international service-learning win-win? A case study of an engineering partnership

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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    Reynolds, Nora Pillard
    Advisor
    Horvat, Erin McNamara, 1964-
    Committee member
    Kaplan, Avi
    Keith, Novella Zett
    Hartman, Eric, 1976-
    Brandt, Carol B.
    Department
    Urban Education
    Subject
    Education
    Engineering
    Sociology
    Global Service Learning
    International Development
    International Service Learning
    Partnerships
    Service Learning
    Voluntourism
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2234
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2216
    Abstract
    Given the tormented history of development projects around the globe and the fact that global service learning and engineering-for-development often engages students in development interventions, it is critically important to explore the impact of global service learning projects and partnerships not only on student learning, which has received ample attention, but also on the international host communities. Although there is increasing research on student outcomes of participation in service-learning, there is a lack of research focusing on the outcomes related to the community where the service takes place. Research focused on the impact on communities should include the wide range of perspectives that compose the community- participants, organization leaders, residents, and others. This study responds to this need by exploring the community participants’ perspectives in Waslala, Nicaragua about the projects and partnership with Villanova University’s College of Engineering. The two research questions explore the community participants’ perspectives about: (1) outcomes of the projects or partnership, and (2) educational goals. Community participants’ perspectives call for a broader conceptualization of what counts as outcomes and highlight the importance of participation in all phases of the research process. Supporting existing scholarship about host community motivations to serve as co-educators, my findings describe what the community participants want to teach university students. Community participants’ perspectives describe a desired shift in students and a move towards critical global citizenship education. This study highlights the utility of Fraser’s (2009) theory of social justice and Andreotti’s (2006) framework for critical global citizenship education as useful tools to analyze and understand GSL partnerships.
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