Issues of Privilege in University Service-Learning

Service-learning activities, such as projects organized under the Engineers Without Borders USA organization, are popular on many university campuses as a mechanism for providing applied, global learning experiences for both engineering and nonengineering students. Existing studies have found that these experiences are meaningful for students and help them to apply what they learn in the classroom to the “real world” while learning valuable teamwork, communication, project management, and other skills. In this paper, we report on our ongoing research about EWB-USA participation and outcomes and, using case studies from our ethnographic research, discuss barriers to EWB-USA project participation among less privileged students. The implications this issue has for institutions interested in using service-learning to meet core learning outcomes as well as the need to diversify service-learning will be considered. Index Terms – Humanitarian engineering, service-learning, diversity, privilege, international development.


INTRODUCTION
Service-learning has become popular in engineering education as a way to meet a variety of learning outcomes and prepare students to work in real-world settings in which they will have to collaborate with diverse professionals and stakeholders to set goals and design systems to meet these goals.As industry seeks professionals who "possess both strong technical skills and a broader set of capabilities that allow them to lead innovation, work across disciplines, and thrive on multicultural teams," i service-learning is widely seen as an important way to help students gain these skills.ii In particular, service-learning opportunities can help meet ABET accreditation standards that specify that engineers must have "an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts"."iii As students will be increasingly working in a global context, international service-learning has become popular since it provides opportunities to work across national and cultural borders.iv "Learning Through Service" opportunities take a variety of forms, from projects that take place in the context of specific courses to extra-curricular projects and programs (that are sometimes also integrated into course work).v In some cases, service-learning is undertaken with the goal of developing particular skills, while some have argued for incorporating such activities with the goal of recruiting and retaining a more diverse student body or creating a new generation of engineers who are more socially aware, more able to protect the environment, and more oriented towards "engineering to help" or humanitarian engineering.vi  A mounting body of evidence demonstrates that these experiences are beneficial and impactful for students (see literature review below), so it is important to ensure that these opportunities are accessible to as many students as possible."Service-learning courses are evolving in engineering colleges as a mechanism to elevate student communication skills, and provide engineering students with meaningful, community-based learning experiences.Research has found that people involved in service-learning experiences can improve academic learning of material and provide participants with a deeper understanding of the social context of their work."vii Many colleges and universities also rely on extracurricular activities to provide access to service-learning, and advertise student clubs and organizations to prospective students.Engineers Without Borders USA (EWB-USA) is an especially prominent example with chapters at more than 150 colleges and universities across the country.EWB-USA chapters are generally extracurricular and student-run with support from faculty, professional mentors, and EWB-USA staff.
EWB-USA chapters take on 5-year project commitments that include assessment, design, construction, evaluation, and monitoring.These projects aim to engage communities and partner with them to meet needs for clean water, sanitation, and other types of infrastructure (foot bridges, energy projects, etc.).The overall mission of the larger organization is to "build a better world through engineering projects that empower communities to meet their basic human needs" and to "equip leaders to solve the world's most pressing challenges" (EWB-USA mission statement).This includes encouraging students to gain skills in project management and working with diverse others, as well as helping them to gain a global perspective and generally fostering an orientation towards "engineering to help."In a study of over 500 EWB-USA members, Litchfield and Javernick-Will found that participation in EWB-USA specifically enabled individuals to expand their global perspectives, improve relationships with others, broaden their experiences, and improve project management skills.viii  Our larger research project seeks to understand how students, faculty, and professionals experience this work and how it affects them.It also aims to understand what makes projects successful, what roadblocks exist, what might lead to failures, and how communities are impacted.In this paper, we present preliminary results from our ethnographic work with EWB-USA chapters and our examination of project documents.We use a case study approach and examine two chapters, one that has been very successful and another that has struggled to sustain participation and complete a project.We examine the differences in these institutions and their student bodies to draw out what forms of privilege help facilitate participation in international service learning 1 and what barriers exist for less privileged students in these cases.We end by contextualizing these two chapters and highlighting the implications these findings have for engineering education more generally.Given that service-learning has clear benefits for students, it is important to examine who is able to participate and why so that systematic barriers to participation can be addressed.We also acknowledge that there often exist large discrepancies between the privileges of university students and the members of the communities they work with; however, evaluation of this issue was outside the scope of this paper (but will be discussed in future work).

LITERATURE REVIEW
Evidence that participation in service-learning in general, and in EWB-USA in particular, has positive impacts on students has been noted across the literature.Studies outside of engineering education have repeatedly found that incorporating service learning into the curriculum has positive effects on student learning, ix including in the areas of critical thinking, x problem-solving, xi and communication and teamwork skills.xii Other studies have noted that service learning helps students develop a greater respect for diversity and a stronger interest in civic engagement and helping.xiii For example, "UCLA's Higher Education Research Institute conducted a longitudinal study of over 22,000 college undergraduates, concluding that the use of service-learning pedagogy has significant positive effects on students' academic performance (GPA, writing skills, critical thinking skills), leadership skills, and increased commitment to continued civic participation."xiv Within engineering education, a variety of studies have looked at service-learning experiences, both international and domestic, embedded in a variety of courses, and found similarly positive outcomes.For example, "68% of students engaged in the Engineering Projects in Community Service (EPICS) projects from Purdue University reported that participation in service-learning positively impacted their determination to continue in engineering."xv Sevier et al. have also reviewed the efficacy of numerous service-learning projects which produc[ed] "positive learning outcomes such as improving student motivation in learning [and] increasing awareness of their roles as engineers and their contributions to the society."xvi Students report that they find service learning experiences valuable for learning a variety of technical and professional (e.g.projectmanagement, communication, team-work) skills.xvii Other studies have found that students gain a stronger understanding of the global and societal context of engineering work, xviii of sustainability principals, xix and of the engineering profession and how it can be used to help others.xx In one study, students "on average identified that 45% of what they have learned about technical skills and 62% of what they have learned about professional skills was gained through their engineering service experience."xxi  Regarding EWB-USA, Jaeger and LaRochelle point out that "Quantifying the benefits of ... involvement can be difficult, but initial findings demonstrate that there are a wide range of benefits to more appropriately justify the work involved in participating.The project-based model of programs like EWB-USA gives students the opportunity to apply many hard skills while also emphasizing the development of soft skills."xxii Bielefeldt and Canney have conducted crossuniversities promote these projects because they can be cheaper, easier for students to participate in, and still bring benefits of learning a variety of skills and respect for diversity.Even with domestic projects, issues of privilege still might come into play for some students.For example, not all students might have time to engage in such projects given work and other schedules.Thus, some of the patterns we note here might apply to domestic projects, perhaps to a lesser degree, but this is outside the scope of this paper.
institutional and longitudinal research of engineering students, and one specific aspect of their 2014 survey work focused on the impact of EWB-USA on students' attitudes around social responsibility (SR).In their results, students who had highly active participation with EWB-USA, through for example, making in-country visits to project partners, "had the highest initial SR and generally maintained this high level."xxiii .Another study of EWB participants found that the experience increased intercultural competence and the ability to work across differences.xxiv  Other researchers have pointed out that service learning might also help to diversify engineering education, and, in turn, the engineering profession.For example, Davis and Finelli have identified strategies that are specifically successful for retaining and fostering the academic achievements of underrepresented populations in engineering: engaging in research and in servicelearning.xxv Farinde et al. found a similar positive effect when working with African American and Latino high school students.Their project sought to expose these minority groups to communitybased service-learning while hoping to increase their interest in STEM and engineering, in particular.Their study produced impactful qualitative data on the positive effects of the servicelearning project.xxvi And, more generally, Espinosa's research with women of color in STEM found that "community engagement during college and post-college is a stronger priority expressed by many underrepresented student groups," xxvii thus suggesting that service learning opportunities might help in retaining these students.In sum, then, service-learning has a variety of positive benefits for students and ensuring that all who are interested are able to reap these benefits is important.

METHODOLOGY
Our larger project takes a mixed-methods approach and draws on several sources of data.xxviii EWB-USA shared project documents with our team (over 6000 documents representing approximately 500-600 projects).University of Wisconsin-Stout student research assistants cataloged these files, noting the type of chapter (professional or student) and the chapter's location, the type of project, the documents that existed, and the dates the documents covered.From there, we carefully chose thirty projects to reflect a variety of project types, EWB-USA chapters, and geographic areas.We chose a mixture of water, sanitation, and other infrastructure projects in rough proportion to these types of projects overall.Projects in different geographic areas were also chosen, again, in roughly the same proportions as the areas in which EWB-USA projects are conducted.Finally, we chose a mix of institutions-large public universities, elite private colleges, and smaller institutions.Our choices within these parameters were random (that is, we did not look into the details of the projects and pick particularly successful or unsuccessful projects).In two cases, a project was chosen because we also had interview data collected from members.We are currently completing the process of analyzing these documents, writing up case-studies of each and coding documents for themes using the qualitative data analysis software NVivo.
We have also conducted interviews or focus groups with a total of 42 students, 12 faculty, and 12 professional volunteers or mentors involved in EWB-USA.In addition, we have interviewed faculty who have done other types of service-learning projects.Most participants were recruited from EWB-USA and ASEE Conference attendees.Email invitations were sent to all attendees at EWB-USA events; for the ASEE conference, specific divisions were asked to send a request through their email lists.The only exceptions to this process were interviews conducted with the chapter we traveled with.Interview questions for EWB participants covered a range of issues including how the participant came to be involved in EWB-USA, what their participation has included, what they have learned or gained from their participation, if their participation has impacted their engineering identity or career path, how they were able to fit their work into their lives, and how they think about the ethics of doing their work (see Table 1 for a list of questions).Interviews were conducted during these conferences, during travel, and, in one case, via phone.Due to time constraints during conferences, some focus groups were conducted.At other times, one-on-one interviews were possible.All interviews were recorded and transcribed, with data coding underway through Nvivo.Originally, the ethnographic component of our project was envisioned as following one chapter through an entire project cycle.We planned to travel with a particular EWB-USA project team, sit in on community conversations, and conduct participation observation in chapter meetings, work, and planning sessions.The chapter identified for this portion has, for a variety of reasons, not been able to make progress on their project, but we were able to find another chapter to travel with.However, we have not been able to conduct participant observation during ongoing chapter activities due to geographical distance.Instead, ongoing check-ins with chapter leadership have been conducted.Dr. Tina Lee and student research assistants traveled with the chapter (described in more detail below) to a county in Latin America twice.On each trip, we observed all activities undertaken by the team (splitting up to make sure as much as possible was covered), interviewed all members of the team, and assisted with project tasks including translation, the construction and administering of a house-to-house survey and a physical survey to collect assessment data for the team's next projects, and basic construction tasks (moving rocks for the foundation of a sedimentation tank and helping to grade a road to move construction equipment).In addition, we had informal conversations about the work that was occurring and how the chapter is run.Extensive fieldnotes were taken to record these experiences and interactions.
Finally, and in addition to these qualitative sources of data, we have collected survey data from engineering students in a core engineering class and from a comparison group of students in other majors at UW-Stout.

CASE STUDY ONE: LARGE MIDWESTERN PUBLIC UNIVERSITY
This student chapter is at a large university with an overall enrollment of around 30,000 undergraduate students and one of the largest engineering programs in the county (total enrollment of around 4800 students)2 .The chapter was founded in 2003, has a large membership 3 of committed students, and is currently engaged in four programs in four countries in Africa, Latin America, and the Caribbean.One of the authors has conducted participant observation with the team working on one of the Latin American programs which has worked for the last several years to provide access to clean water to two small communities of a few hundred residents each.Her fieldwork included two trips to observe project work, attending some team meetings, and interviewing all travel team members.The first trip was an implementation trip to complete work in the first community and the second was an assessment trip for the second community.Traveling with the group allowed her to observe how projects are conducted and provided numerous opportunities for informal conversations about how students became involved and their backgrounds, motivations, and lives.The number of members in the overall chapter is fluid, but the students and mentors reported that there are 30-40 students who attend regularly and are helping with the program observed by the author.
The program runs smoothly.The team is able to make regular trips to the community, to complete all necessary paperwork (which is substantial), to plan their work effectively, and to deal with setbacks and unforeseen circumstances.Having a large membership means that work can be completed efficiently, and students can contribute as their skills and preparation permits.There are enough students to take on less glamourous tasks and not all students are able to travel for all incountry work.Travel is a major motivator for many students, however, and treated by the team somewhat as a reward.There is an application process to choose the travel team and it is made clear to everyone that those who are heavily involved in other areas are prioritized when choosing travel team members.
The chapter has been able to draw in students who bring a variety of skills beyond their engineering training-organizing, team building, Spanish language fluency, etc.The chapter has been successful in fundraising, including grant writing, which helps facilitate their work.They are able to recruit enough student leaders so that there is a smooth succession plan.Newer students (either new to the chapter or who are early in their college careers) are recruited and given tasks so that they can learn and grow into taking on more complicated tasks or leadership roles.The team is thoughtful about having a mix of students travel and giving students opportunities to learn more about the project over time.Students might be specifically chosen to travel, for example, in their first or second year so that they can eventually take over leadership as more senior-level students graduate and move on.Their processes are certainly not perfect, and not all students agreed that they were given the opportunity to grow into more substantial roles.A couple of those interviewed complained that they were not able to see the bigger picture and were unsure how they fit into the larger whole.Nevertheless, according to the students interviewed and their mentors, the team has not faced the problem, common to many student organizations, of ebbs and flows of participation when students come into and leave the organization.In addition, all of the students we interviewed (members of two travel teams) reported that they have benefited in a variety of ways from their participation, gaining skills in project management, fund-raising, team-work, and a variety of design tasks.Students also reported that they found the ability to travel and interact with the community rewarding and gained a lot of personal satisfaction in addition to the skills gained.
Part of the reason for these successes is certainly the overall size of the engineering school.There is a large pool of students to recruit from and the chapter is tied to a local professional chapter that can provide mentoring.The chapter has also been able to fundraise and is regularly supported by a local engineering firm which has enabled the team to take on ambitious projects, a network of support that the chapter has had time to build.At the same time, it is apparent that their success is not only about the absolute number of students involved.The students involved are all privileged in many ways, and these advantages allow them to commit to this work.These privileges are relatively common on this campus as a whole: in 2016, only 18% of all students were first-generation college students, and only 12% were eligible for Pell grants in 2017-18 (one measure that indicates how many students come from low-income families).Students involved in the chapter had a variety of resources that allowed them to fit this work in with a rigorous and demanding program of study: high academic preparation, family support, money, time, and cultural capital.
Fully participating in an EWB-USA chapter is costly in both time and money.Although we do not have data about all chapter members, and there are certainly some who are less involved and might come from substantially different circumstances, those who are heavily involved come from educated families with a myriad of resources, grew up in relatively wealthy suburbs, and received excellent high school educations.They were all able to devote time to this work and did not have to spend substantial time in paid employment.Many were either supported by their parents or were comfortable relying on loans to pay for school and were thus not working to afford school.I only heard one student talk about having a part time job that took a substantial amount of time, and this seemed to be related to having a somewhat strained relationship with their parents.Not having to worry about affording college enabled them to put substantial amounts of time into this extracurricular activity.
Many of these students also had time in their schedules because they were very well-prepared for their engineering curriculum.Many of them entered college with substantial numbers of Advanced Placement (AP) credits (including in math and science) and were able to efficiently complete course work due to their skills and knowledge.Most of them have educated parents as well, and several had parents who worked in engineering or other technical occupations (computer science, medicine, etc.).They all talked about ways that their parents were involved in their lives and educations and were extremely supportive of their activities.
Despite fundraising success, students are also responsible for contributing financially to the project.Students must be able to contribute a substantial amount towards travel costs ($750 for the trips we observed) and must be able to pay for other items such as passports, visits to doctors for needed vaccines and travel medicines, and gear for the trip (travel backpacks, hiking boots, appropriate outdoor clothing).The researcher, for example, spent several hundred dollars buying gear to make the trip possible and more pleasant.Most of the students had items from previous family trips or school activities like scouting, but others were able to rely on parents to help in this area.
Finally, students have other forms of knowledge and cultural capital that make participation possible.Most of them were experienced travelers and talked a lot among themselves about previous trips and experiences.Many had traveled abroad as children and youth with their families and were able to easily and comfortably navigate traveling.Many of them had access to foreign language instruction and were able to converse at least a little in Spanish.Overall, few seemed to be outside their "comfort zones." All of this was in direct contrast to the author's own undergraduate research assistants who participated in the observation trips.Neither had been outside the country before and had far less experience with travel.They both expressed feeling that the trip was a good experience but that they were far outside their comfort zone.They had little in common with their peers, in part due to differences in campus cultures and majors, but also because they did not come from wealthy families and could not easily relate to each other's lives and find common ground.

CASE STUDY TWO: SMALLER MIDWESTERN REGIONAL UNIVERSITY
In contrast to the school above, this chapter has struggled to get off the ground and was unable to complete its first project.This school is much smaller, with an overall enrollment of around 9,500 students and an engineering school with an overall enrollment of close to 1,100 students (including students in the closely related technology programs).Insights into this chapter's activities and operations was gained through interviews and discussions with chapter leaders and membership as well as through project reports and outcomes.
The chapter began in 2014 and took on a clean water project in Latin America.Only a handful of students have been involved at any given time, and they had little time to devote to the project due to family and work commitments.The chapter was able to make one trip to the community to conduct a needs assessment in 2015.When the chapter traveled for the assessment trip, they had difficulty recruiting enough students interested in travel primarily due to apprehension about travelling outside of the country and limited ability to contribute needed resources such as equipment and financial contributions towards travel expenses.Ultimately, three students were able to travel in addition to the faculty mentor and professional mentor.After this trip, the group faced a variety of delays in completing necessary tasks (paperwork and designs) and were unable to adequately fundraise to meet project expenses in a timely fashion.These delays, again, were related to the lack of time students had in their schedules.The community expressed frustration with the delays and long timeline and eventually decided to look elsewhere for help.
In terms of delays in completing tasks, this result was also, in part, due to difficulty the chapter faced in identifying local, professional mentorship due to the small size of the local community and lack of a regional professional EWB-USA chapter that isn't already encumbered with other university affiliations.The professional mentor that travelled with the team in 2015 was serving in a temporary capacity and was not available to continue with the project.Since that time, the chapter has connected with project mentors from across the country who have attempted to provide professional assistance remotely, but this has proven difficult when faced with solving challenging engineering tasks collaboratively over a video call.In our review of other chapters, we saw that these challenges are not unique.Copeland and Yip-Hoi, for example, shared many of the same problems in terms of chapter continuity, securing mentors, and working with small teams that made completing projects problematic, xxix Additionally, the chapter has also discovered difficulty in raising funds within their local community.The potential donors (individuals and businesses) preferred to support activities which had more direct local impact.The group ran several fundraising events to limited success, often raising only a few hundred dollars at a time and ultimately falling short of the funds needed to support anticipated project costs.Because it is situated in a small university in a small town, this chapter lacks the fundraising potential of chapters in large cities with more firms and larger alumni bases.
The overall smaller number of students at the University in this case study makes recruiting for the organization difficult, but there are successful chapters at even smaller schools who have been able to successfully run EWB-USA programs.To take just one example, a small liberal arts college in the west with a total enrollment of 1,400 students currently has four ongoing programs in four countries in Africa, Latin America, and the Caribbean.Rather than being explained only by numbers, then, a key factor is that there are far fewer students at this University with the privileges and resources to make participation possible and practical.This school has a high percentage, around 40%, of students who are first-generation, from low-income families, or both.In the engineering majors, 36.2% are first generation, 19.6% are low income, and 11% are both.
Part of the reason this school attracts more low-income and first-generation students is its career focus and marketing campaigns that highlight job placement rates.In many ways, the school is attractive to students and families who view it as a good investment.The campus climate also focuses on activities that are directly tied to future employment (internship and co-ops are required in many programs including all engineering and technology programs), and this makes participation in extracurricular activities particularly challenging for some students who struggle to find time for them alongside long hours working to afford school and meet graduation requirements.Further, due to having an over-full curriculum with little flexibility and a lack of prior university credits, for many students there is simply not enough time and few resources to focus on extracurricular activities such as EWB-USA.Similarly, during the Summer break between terms when many EWB-USA chapters are travelling to visit their project sites, the students we spoke with reported that they are unable to travel during this time because they need to work Summer jobs and participate in internships in order to be able to afford their education and meet program requirements.
Overall, then, this chapter faced a lack of resources (time and money) and this was, in turn, related to the fact that the students come from less privileged backgrounds.The university's focus on paid employment through its marketing and curriculum initiatives also played a role as did its location in a small town far from EWB professional chapters with time to devote to mentoring.

DISCUSSION AND IMPLICATIONS
These two chapters and their experiences certainly do not represent the entire range of EWB-USA chapters.One reviewer of this paper noted that their experience as a mentor has differed, specifically in how their students with few resources were still successful in fundraising.Certainly, the privileges of the students involved is not the only factor that leads to success.Continued research with other chapters will help to shed light on how students with fewer privileges might be able to overcome them.Nevertheless, judging by our interviews with a range of highly involved EWB-USA members in other chapters, these patterns (i.e.how privileges help enable students' participation and success) seem common.Even if they are not universal, they are worth addressing, especially given the documented benefits of service learning.Many of the individuals we interviewed mentioned the privileges they grew up with (without us asking about this issue) and their desire to "give back" and make a difference.To take just one example, one student member we interviewed, when asked what EWB-USA has meant to her and why she first got involved said: I've lived in pretty affluent areas my entire life.Very, bubble, I like to call it my bubble of the self, and engineers without borders gave me the opportunity to step out of that bubble.Now the place that I live in is in Georgia actually.That area is one of the most affluent areas, within Georgia.Um, our income is the reason the city of Atlanta is not completely in poverty… But I've lived in that bubble and, the students I went to high school with were, you know, half of them came to Georgia Tech with me, my incoming class so, it's a very little and narrow view that I basically brought up in.Many other mentioned that parents and teachers encouraged them to become involved and mentioned that their parents are college-educated professionals.Some specifically mentioned the opportunities at their high schools and the travel and other opportunities of which they were able to take advantage.
Participants in other chapters have also mentioned the costs associated with travel and the amount of time it takes to be able to participate in a meaningful way in these projects.In examining a sample of project documents from a range of student chapters, it becomes clear that projects are costly, and not all chapters are able to raise enough money to cover all costs.In our sample, travel costs alone ranged from $5400 to $16700 with an average of $9200.Budgets note when costs are covered by grants and other sources, and many of those we examined state that funds to cover costs had not been secured.These documents do not mention whether individual members pitch in to cover these costs, but we suspect this is common, and certainly not possible for all who might wish to participate.Although members can certainly participate without traveling, travel is a big selling point and a motivation for participation among most of the members we have interviewed.
Travel is also noted by many members as being particularly transformative in terms of learning about cultural difference and global processes.Thus, it is something that should be supported for those students who cannot afford it.
In addition to these issues related to the resources that privileged students have access to that other students do not, there are also issues surrounding university characteristics.Smaller universities, programs that focus on encouraging paid industry experiences, and universities without a large pool of alumni and local firms to approach to help fund projects also make running a successful chapter more difficult.Universities in cities that are near vibrant professional chapters will also be more successful since they can draw on a larger pool of qualified professional mentors.These universities should perhaps consider allowing more service-learning projects to count for graduation requirements, but these projects will need far more institutional support to make this a more viable option that allows students to get the depth of experience needed.
That not all students are able to equally participate in EWB-USA projects is perhaps not surprising, but it is concerning.Certainly not all students will be interested in participating in these activities, but the positive outcomes are clear, and thus it is important to take steps to lower barriers to participation when possible.When engineering schools use EWB-USA participation as a marketing tool, and especially when it is cited as one way that students meet ABET accreditation outcomes, they should take steps to ensure that all students who want to participate are able to do so.Providing scholarships for students to cover costs associated with participation and perhaps making course credit available so that students have more time would be good first steps.We agree with Jaeger and LaRochelle who note that the efficacy of service-learning and EWB-USA experiences "provide a motivation for engineering schools to better incorporate, to more readily offer, and to justify the expense of incorporating international development projects into their curriculum."xxx Diversifying participation in service-learning can also, perhaps, help better retain more female and underrepresented students which can help make the profession more diverse, an important goal.Moreover, "Innovations designed to help female students and underrepresented students of color actually [benefit] all students."xxxi Having diverse service-learning teams will benefit all involved as it provides another way for students to learn respect for cultural diversity, how to work across differences, and how to effectively incorporate different views into their work.

TABLE 1 EWB
Can you please describe your participation (how long?In what ways?Have you been involved in a project from start to finish?)What is the value of EWB to you?Or what does your participation mean to you? Have you been involved in other service learning, internship, or other professional activities?If so, how is this different?How is it similar?Has your participation in EWB changed your sense of yourself as a professional?Or your sense of your responsibilities as a professional?If so, how?What difficulties did you face in completing your projects?Can you please describe how you think about the ethics of EWB projects?