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Service Learning for Sustainable Development. CPHI Retreat Water and Public Health December 2, 2010. Community Impact: Global Water Crisis. 1.1 billion people worldwide have inadequate access to clean water 2.6 billion people worldwide have inadequate access to sanitation

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service learning for sustainable development

Service Learning for Sustainable Development

CPHI Retreat

Water and Public Health

December 2, 2010

community impact global water crisis
Community Impact: Global Water Crisis
  • 1.1 billion people worldwide have inadequate access to clean water
  • 2.6 billion people worldwide have inadequate access to sanitation
  • 1.8 million child deaths occur each year as a result of diarrhea
opportunities
Opportunities
  • Communities in developing countries benefit from shared resources beyond their borders
  • Students from the U.S. benefit from global engagement in a cross cultural setting
different goals
Different Goals
  • Primary goal for community is to improve health with a sustainable water and sanitation system
  • Primary goal for students and the sponsoring academic institution is a global education
  • How can these goals be achieved with a positive outcome for everyone involved?
  • Water supply more amenable to merging goals than other community development projects
what s needed initially
What’s Needed? - Initially
  • Request for assistance from an established NGO working in community
  • Proposed project small enough in scale
  • Community willing to contribute their own resources
what s needed preparation
What’s Needed? - Preparation

Preparation and Groundwork for Community and students before implementation:

  • Assessment trip to understand design constraints and begin relationship
  • Preparation of a Memo of Understanding outlining roles and commitments
  • Community needs to organize its leadership and resources for long term sustainability
  • Students need to participate in design and learn about cultural context in a course
what s needed implementation
What’s Needed? - Implementation
  • NGO critical
  • Students need to be hosted in community
  • Daily communication at all stages
  • Sharing of technical design attributes
what s needed follow up
What’s Needed? – Follow-up
  • Community needs technical oversight from NGO’s representative in communication with Mentor/student team to complete project
  • Students need to provide feedback on their experience and the opportunity to learn on impact of design
  • Should be independent evaluation of project after complete and operating.
mission objectives
Mission & Objectives
  • Mission:
  • Improve the quality of life for individuals and communities in the developing world through sustainable technology and engineering, and through engaging students in learning about and service to civil society.
  • Program Objectives:
  • Teach students about the challenges in the developing world and the role that appropriate technology and sustainable engineering plays in this setting.
  • 2. Work closely with local communities to responsibly provide useful technical solutions to individuals and communities in the developing world.
organization
Organization
  • SEAS Community Technology and Outreach Initiatives “office”
    • Local initiatives
    • Global initiatives
  • Departmental and faculty involvement
    • Teaching
    • Leading field projects
  • Student organizations
    • Integral to the learning and projects model
    • Student leadership experiences
  • Oversight and administration
    • SEAS Office of Academic Programs/Associate Dean
    • Faculty Advisory Committee
    • Director
    • Staff
projects
Projects
  • Clean water delivery & sanitation systems

Honduras 2006-present

Cameroon 2007-present

India 2009-present

Guatemala 2009-present

problem solving learning
Problem Solving/Learning

EAS 296 - Sustainable Development in Cameroon

  • EAS 297 - Sustainable Development: Technology for Water & Sanitation
slide13
Classroom Preparation - Engineering

Engineering for Rural Water and Sanitation

Water demand and supply; Public health

Spring Development and Protection

Engineering for Sustainable Development

Appropriate Technology in International Development

Practical Field Engineering

slide14
Classroom Preparation - Cameroon Orientation

Presentation by Travel Medicine

Review of Cameroon history and culture with focus on Kob-Tudig region

Meta language

Team work in cross-cultural setting

academic deliverables
Academic Deliverables
  • Homeworks
  • System Design
  • On-the-ground experience
  • Daily journal
  • Capstone Project
community impact
Community Impact

Infrastructure Education Health and Livelihood

- Dramatic increase in clean water availability

- Perceivably decreased soil

erosion and increased quality of environment

- Improved communication capabilities and access to information

- Increased access to information and educational resources

- Inspired greater desire to complete education and to advance to senior secondary schooling and beyond

- Reduced incidence of

waterborne diseases in the community

- Reduced time used for water hauling, increasing time available for productive tasks

- Increased individuals’

ambulatory ability leading to happier and more productive living

key factors to success
Key factors to success
  • Strong NGO
  • Guidance and clear leadership of project mentors
  • Committed community. But how to gauge that from the beginning?
  • Long-term commitment to community, NGO
  • Ability, willingness to revise project tracking methodology on-the-fly
conclusions
Conclusions
  • Community and students have an exciting, sometimes life-changing exchange – many say time too short
  • Sustainable projects are possible but there is a risk of failure if NGO is not able to cover for the time student/mentor team is not present
  • Academic institution needs to have a long-term program both for students and communities
ad