Design Global, Engineer Local COURSE SYLLABUS
EWB-USA/ASCE Global Leadership Program: Design Global, Engineer Local COURSE SYLLABUS Course Highlights
The Design Global, Engineer Local course is led by Bernard Amadei, PhD, internationally renowned expert in the field of sustainable community development Unique perspectives from international thought leaders Six pathways for learning about different disciplines in sustainable communitydriven development The Panama Experience: Collaborating with local community partners Participation in the ASCE/EWB-USA Global Engineering Conference 2014 3 college credit hours/45 contact hours/4.5 continuing education units
Course Overview Design Global, Engineer Local is an accelerated course focused on sustainable community development projects. In one action-packed week, participants will learn about and discuss community and partner selection, cultural awareness, and the steps involved in taking a small-scale project in a developing community from concept to design, implementation, assessment, closure, and long-term sustainability. Bernard Amadei, PhD, professor of civil engineering at the University of Colorado Boulder and founder of Engineers Without Borders USA will lead the course. Participants will receive 3 college credits from the University of Colorado Boulder or 4.5 continuing education units. The course will emphasize the role that engineering plays in small-scale community projects in developing countries and will introduce participants to the technical and non-technical components of project management combined with a systems approach to decision making. Participants will learn how engineering in sustainable human development is about the delivery of projects that are done right from a performance (technical) point of view and are also the right projects from a social, environmental and economic (non-technical and contextual) point of view. The course will include lectures and presentations from thought leaders around the globe. In addition, participants will select a Pathway of Learning focused on one of the following disciplines: bridges/structures, civil works, energy, water, water treatment, or WASH (water, sanitation and hygiene). This will offer an opportunity to dive more deeply into specific topic areas, participate in small group discussions, learn from Panamanian community partners and apply learnings to course assignments. Participation in the ASCE/EWB-USA Global Engineering Conference is a component of the course, which includes associated lectures and a tour of the Panama Canal. The unique setting of Panama’s vibrant capital city provides an exciting backdrop for discussion, learning and professional growth. Panama Course Syllabus
1
Learning Objectives Participants will learn how to: understand the role of the Global Engineer define a community’s baseline by understanding the different components of community capacity, vulnerability, risks and resilience conduct a community appraisal, analyze the results of the appraisal, identify and rank key problems, and prepare preliminary design solutions develop strategies and plans that include logical framework analysis, project quality management, behavior change communication, rights-based analysis understand project design, incorporating health and safety standards and moving towards successful monitoring and evaluation implement, monitor, and evaluate a project for long-term sustainability and manage project closure and scalability
Learning Outcomes By the end of the course, students should have attained competency in the following areas: participatory decision making among many parties (ABET 3d) creating and administering a community needs assessment (ABET 3c,e,h) creating and analyzing multiple design alternatives (ABET 3c,e) determining appropriate technology choices based on the existing knowledge within a partner community (ABET 3c,e,f,h) determining metrics for a project design (ABET 3c) determining metrics for project success vs. failure (ABET 3c,e,h) understanding of general construction and safety practices within the partner community (ABET 3k) objective monitoring and evaluation of a built system (ABET 3b,e) creation of long-term communication strategies among in-country partners, partner communities, and project teams (ABET 3d)
Course Preparation Engineering for Sustainable Human Development by Bernard Amadei, is required reading for course participants and will be available for purchase in August 2014. Students also are encouraged to read the following books in preparation for the Course and should be prepared to apply them to Course discussions. Other resources will be made available at Design Global, Engineer Local. These resources aim to set the context for the class, allow students to engage lecturers, generate questions for discussion, and deepen knowledge of topics. (The following texts are available on Amazon.com.) Development Anthropology by Riall Nolan is a detailed examination of how anthropology is used in international development projects. Field Guide to Environmental Engineering for Development Workers by Mihelcic, Fry, Myre, Phillips, Barkdoll is a complete handbook for international engineering service
Panama Course Syllabus
2
projects that involve water supply and treatment, watersheds, sanitation systems, and indoor air quality. Engineering in Emergencies, A Practical Guide for Relief Workers by Jan Davis and Robert Lambert is a practical handbook for all relief workers involved in giving humanitarian assistance. It provides the information needed to implement an effective engineering response in the aftermath of an emergency.
Course Assignments Pre-course Case Study: Prior to arriving in Panama, each participant will be asked to prepare a case study of a project in a developing community that they have participated in or read about and be prepared to discuss and revise it during the Course. The case study should align with one of the following pathways: civil works, energy, structures/bridges, water supply and distribution, water treatment, and WASH (water, sanitation and hygiene). Attendance & Participation: During the week in country, students will be expected to attend all of the sessions associated with the Course; this includes participation in selected ASCE conference sessions. Participation and attendance will be monitored during the Course. Final Case Study & Reflective Essay: Following the Course experience, students will integrate new materials into their reinvented case studies and prepare a post-trip reflective essay. Case studies and essays will be evaluated using a defined grading rubric for grading consistency.
Course Grading Course grades will be comprised of these three components: Pre-course case study (15%) Course participation (35%) Post-trip case study and reflective essay (50%)
Panama Course Syllabus
3
The Design Global, Engineer Local course is led by Bernard Amadei, PhD, internationally renowned expert in the field of sustainable community development Unique perspectives from international thought leaders Six pathways for learning about different disciplines in sustainable communitydriven development The Panama Experience: Collaborating with local community partners Participation in the ASCE/EWB-USA Global Engineering Conference 2014 3 college credit hours/45 contact hours/4.5 continuing education units
Course Overview Design Global, Engineer Local is an accelerated course focused on sustainable community development projects. In one action-packed week, participants will learn about and discuss community and partner selection, cultural awareness, and the steps involved in taking a small-scale project in a developing community from concept to design, implementation, assessment, closure, and long-term sustainability. Bernard Amadei, PhD, professor of civil engineering at the University of Colorado Boulder and founder of Engineers Without Borders USA will lead the course. Participants will receive 3 college credits from the University of Colorado Boulder or 4.5 continuing education units. The course will emphasize the role that engineering plays in small-scale community projects in developing countries and will introduce participants to the technical and non-technical components of project management combined with a systems approach to decision making. Participants will learn how engineering in sustainable human development is about the delivery of projects that are done right from a performance (technical) point of view and are also the right projects from a social, environmental and economic (non-technical and contextual) point of view. The course will include lectures and presentations from thought leaders around the globe. In addition, participants will select a Pathway of Learning focused on one of the following disciplines: bridges/structures, civil works, energy, water, water treatment, or WASH (water, sanitation and hygiene). This will offer an opportunity to dive more deeply into specific topic areas, participate in small group discussions, learn from Panamanian community partners and apply learnings to course assignments. Participation in the ASCE/EWB-USA Global Engineering Conference is a component of the course, which includes associated lectures and a tour of the Panama Canal. The unique setting of Panama’s vibrant capital city provides an exciting backdrop for discussion, learning and professional growth. Panama Course Syllabus
1
Learning Objectives Participants will learn how to: understand the role of the Global Engineer define a community’s baseline by understanding the different components of community capacity, vulnerability, risks and resilience conduct a community appraisal, analyze the results of the appraisal, identify and rank key problems, and prepare preliminary design solutions develop strategies and plans that include logical framework analysis, project quality management, behavior change communication, rights-based analysis understand project design, incorporating health and safety standards and moving towards successful monitoring and evaluation implement, monitor, and evaluate a project for long-term sustainability and manage project closure and scalability
Learning Outcomes By the end of the course, students should have attained competency in the following areas: participatory decision making among many parties (ABET 3d) creating and administering a community needs assessment (ABET 3c,e,h) creating and analyzing multiple design alternatives (ABET 3c,e) determining appropriate technology choices based on the existing knowledge within a partner community (ABET 3c,e,f,h) determining metrics for a project design (ABET 3c) determining metrics for project success vs. failure (ABET 3c,e,h) understanding of general construction and safety practices within the partner community (ABET 3k) objective monitoring and evaluation of a built system (ABET 3b,e) creation of long-term communication strategies among in-country partners, partner communities, and project teams (ABET 3d)
Course Preparation Engineering for Sustainable Human Development by Bernard Amadei, is required reading for course participants and will be available for purchase in August 2014. Students also are encouraged to read the following books in preparation for the Course and should be prepared to apply them to Course discussions. Other resources will be made available at Design Global, Engineer Local. These resources aim to set the context for the class, allow students to engage lecturers, generate questions for discussion, and deepen knowledge of topics. (The following texts are available on Amazon.com.) Development Anthropology by Riall Nolan is a detailed examination of how anthropology is used in international development projects. Field Guide to Environmental Engineering for Development Workers by Mihelcic, Fry, Myre, Phillips, Barkdoll is a complete handbook for international engineering service
Panama Course Syllabus
2
projects that involve water supply and treatment, watersheds, sanitation systems, and indoor air quality. Engineering in Emergencies, A Practical Guide for Relief Workers by Jan Davis and Robert Lambert is a practical handbook for all relief workers involved in giving humanitarian assistance. It provides the information needed to implement an effective engineering response in the aftermath of an emergency.
Course Assignments Pre-course Case Study: Prior to arriving in Panama, each participant will be asked to prepare a case study of a project in a developing community that they have participated in or read about and be prepared to discuss and revise it during the Course. The case study should align with one of the following pathways: civil works, energy, structures/bridges, water supply and distribution, water treatment, and WASH (water, sanitation and hygiene). Attendance & Participation: During the week in country, students will be expected to attend all of the sessions associated with the Course; this includes participation in selected ASCE conference sessions. Participation and attendance will be monitored during the Course. Final Case Study & Reflective Essay: Following the Course experience, students will integrate new materials into their reinvented case studies and prepare a post-trip reflective essay. Case studies and essays will be evaluated using a defined grading rubric for grading consistency.
Course Grading Course grades will be comprised of these three components: Pre-course case study (15%) Course participation (35%) Post-trip case study and reflective essay (50%)
Panama Course Syllabus
3
