Design and Evaluation of a Humanitarian Engineering Education Pathway

Abstract

This thesis by compilation investigates the design, delivery and student outcomes from the first undergraduate Humanitarian Engineering pathway in Australia. The non-award pathway consists of opportunities across all four years of an engineering degree utilising curriculum approaches including project-based learning, study-abroad, intensive mode teaching, and service-learning. This built upon the systems engineering core of the degree where isolated assignments and project topics were available in compulsory courses before the research commenced. The first part of the research completed the pathway by designing and delivering a dedicated elective course, Engineering for a Humanitarian Context (EfaHC). In parallel, mechanisms for immersive Humanitarian Engineering experiences to be integrated into students' programs were finalised and partnerships with external groups established. To investigate students engaging with the pathway and the outcomes they gained, a concurrent nested mixed-methods approach was adopted. This collected quantitative and qualitative data from before and after dedicated Humanitarian Engineering education experiences. A baseline survey of the entire 3rd and 4th year engineering cohort was collected, to allow comparisons between the overall student body and those undertaking Humanitarian Engineering experiences. Interviews were conducted with graduates within three months of graduation who had completed two or more optional Humanitarian Engineering experiences, to explore their motivations, engagement, challenges and outcomes. From quantitative surveys it was found 8-12% of the overall engineering cohort was engaging in optional Humanitarian Engineering experiences. These students had characteristics that differed from the overall cohort, being more likely to be domestic, have English as a first language, study a double degree, and be female. They were more likely to have a wider range of experiences as a student including engineering work experience, volunteer work, involvement in student clubs and societies, and involvement in community work before university. Engagement with Humanitarian Engineering was motivated by opportunities to apply existing engineering knowledge, have an international experience, and utilise engineering to "help". Such students were also motivated to have career paths in humanitarian, development or community-based areas. Combining quantitative and qualitative results, seven outcome areas were found where Humanitarian Engineering experiences were providing benefits for students and graduates: employability; tools, processes and skills; personal beliefs; social and enjoyment; motivations; understanding of Humanitarian Engineering; and engineering practice. It was found that engaging with Humanitarian Engineering and the curriculum approaches utilised was creating graduates with discipline depth as well as greater appreciation of, and experience with, professional skills and the application of engineering. These findings shaped a new Minor in Humanitarian Engineering award program at the institution, which seeks to build a holistic program for students. It draws courses from other disciplines and fields, including international development, resource management, natural hazards, and domestic disadvantage. The research has helped shape the growth of Humanitarian Engineering education in Australia. The model of the Engineering for a Humanitarian Context course and its inclusion of international experiences has been adopted by other universities in Australasia. The research informed a national position statement for the further growth of Humanitarian Engineering education in Australia through dialogue engaging universities, the peak professional body, and range of community and for-purpose groups.