Increasing Student Development Through Multi-Level Immersive Learning: Clemson Engineers for Developing Countries Case Study

Dylan Bargar, Aaron Gordon, Jeff Plumblee, Jennifer Ogle, Claire Dancz, David Vaughn

Abstract


Clemson Engineers for Developing Countries (CEDC) is a multi-level, immersive service-learning program that provides sustainable solutions aimed at improving the quality of life of the Central Plateau of Haiti in which students lead design, planning, and project implementation.  CEDC operates under a corporate organizational structure, including vertical integration from first-year to graduate students and horizontal integration from over 30 majors, and works on between 15 and 20 projects per semester.  The program also features multidisciplinary teams of 2-4 interns who live in Haiti year-round, fall and spring break trips to Haiti for groups of 10-14 students to collect data for their projects, and a course at Clemson University for students to work on their multi-semester projects.  The program has designed and managed over $2 million in construction projects in Haiti, all with direct oversight and management from the CEDC interns.  This paper discusses CEDC’s evolution to its current state, including program formation and unique operating structure, describes a few selected infrastructure and community development projects and presents student perceptions of the program.


Keywords


Engineering Education, Haiti, Service-learning, Water

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DOI: http://dx.doi.org/10.24908/ijsle.v11i2.6395