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dc.contributor.authorGoggins, Jamie
dc.date.accessioned2013-10-01T12:06:09Z
dc.date.available2013-10-01T12:06:09Z
dc.date.issued2012
dc.identifier.citationGoggins J. (2012) 'Engineering in Communities Learning by Doing'. Campus Wide Information Systems, 29 (4):238-250.en_US
dc.identifier.uriwww.emeraldinsight.com/1065-0741.htm
dc.identifier.urihttp://hdl.handle.net/10379/3690
dc.description.abstractPurpose The purpose of this paper is to focus on a number of initiatives in civil engineering undergraduate programmes at the National University of Ireland, Galway (NUIG) that allow students to complete engineering projects in the community, enabling them to learn by doing.Design/methodology/approach A formal commitment to civic engagement was undertaken by the NUIG in 2001 with the establishment of the Community Knowledge Initiative (CKI) to work on mainstreaming civic engagement (service learning) within the curriculum across the institution. Today, the majority of undergraduate and postgraduate degree programmes in the College of Engineering and Informatics at NUIG have embedded service learning into their curriculum. These initiatives allow students to work with and in local communities, international communities and multidisciplinary groups as part of their academic courses. The paper investigates and shows that community-based projects can enhance student learning and engagement in a number of ways. At NUIG, these projects are framed by a research orientation, commitments to civic engagement and building university-community partnerships, city-university partnerships and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results.Findings It was found that the students got a sense of pride and satisfaction out of the knowledge that their work may be helping communities and that learning is not just to get marks to pass the exam! The projects can increase the students sense of ownership of their own learning. Learners are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others.Research limitations/implications The work represents work done in one institution affecting a region in a country. This can be extended to include more institutions and other regions. This paper presents evidence from the aforementioned projects that by creating service-based learning the students energy in learning can have a positive impact on the community.Practical implications The energy and enthusiasm of learners can be better utilised (and increased) by setting assignments as real community-based projects.Originality/value This lies in the design of projects and assessment involving education providers and public for the benefit of learners and the society at large.en_US
dc.formatapplication/pdfen_US
dc.language.isoenen_US
dc.relation.ispartofCampus Wide Information Systemsen
dc.subjectIrelanden_US
dc.subjectUniversitiesen_US
dc.subjectCivil engineeringen_US
dc.subjectUndergraduatesen_US
dc.subjectAssignmentsen_US
dc.subjectCivic engagementen_US
dc.subjectCommunity-based learningen_US
dc.subjectEngineering educationen_US
dc.subjectResearch-based teachingen_US
dc.subjectService learningen_US
dc.titleEngineering in Communities Learning by Doingen_US
dc.typeArticleen_US
dc.date.updated2013-09-26T11:12:48Z
dc.identifier.doihttp://dx.doi.org/10.1108/10650741211253831
dc.local.publishedsourcehttp://dx.doi.org/10.1108/10650741211253831en_US
dc.description.peer-reviewedpeer-reviewed
dc.contributor.funder|~|
dc.internal.rssid2435401
dc.local.contactJamie Goggins, Civil Engineering Department, Nui Galway. 2609 Email: jamie.goggins@nuigalway.ie
dc.local.copyrightcheckedNo
dc.local.versionPUBLISHED
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