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As global engineering education projects and programs are initiated, too often social outcomes and long-term impacts are assumed to be positive. This is particularly true for sustainable development projects, which often have an inherent assumption of positive transformation through engineering solutions. We argue that a focus on technical deliverables absent prioritization of how and with whom our partnerships happen is less likely to actually lead to our desired social outcomes and longer-term impacts. We draw from the fields of community-based global learning, global development, and program evaluation to provide tools and insights for university-based engineering teams and off-campus partners to improve their long-term outcomes and impact. In particular, we draw on the fair-trade-learning (FTL) framework and core principles. We suggest adaptations to the FTL framework for engineering education, namely (i) broadening the definition of "community" to explicitly incorporate multiple types of off-campus partners, including for-profit enterprises; and (ii) more clearly distinguishing between outputs (e.g. deliverables), outcomes, and longer-term social impacts. Our analysis suggests integration of the FTL core principles of partner/community voice and direction and dual purposes increases the likelihood of achieving the desired social impact.

This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.

This study explored the perspectives of community organization representatives and community residents about a partnership between a College of Engineering and a rural municipality in Nicaragua. The intended community outcomes described by university participants during interviews corresponded with tangible project outcomes, such as access to clean drinking water and electricity as well as improved access to healthcare services. However, the community participants also described the following community outcomes: confianza, sense of pride, and consciencia. Comments about using the community as a laboratory illuminate how categorizing outcomes as positive or negative represents an oversimplification and draw attention to the importance of community participation in various ways including data analysis. Findings are analyzed using Fraser's framework for social justice and provide a model for enacting global service-learning partnerships with the potential to advance social justice.

This article is based on some findings in a larger project concerned with Deaf settlement in Maine. Maine is the site of one of the oldest and largest extended Deaf families in the United States: the Lovejoy-Jellison-Berry family (Jones 1996). However, in the late eighteenth and early nineteenth century, many extended Deaf families lived in Maine. Examining the 1850 census, the first government census to identify all of the household members who were "Deaf and Dumb," will give some idea of the number. This article recounts intermarriage and family life in a nineteenth century extended Deaf family in Maine: the Rowes and the Curtises. It draws on letters between Nancy Rowe, George Curtis, and members of their families, letters that have fortunately been preserved. (Contains 5 figures, 2 tables and 2 notes.)

The Deaf world in the United States has major roots in a triangle of New England Deaf communities that flourished in the early nineteenth century. Hypothesizes that the social fabric of these communities differed as a reflection of language and marriage practices that were underpinned. To evaluate the hypothesis, local records and newspapers, genealogies, and other publications are used to illuminate the Henniker Deaf community in New Hampshire. (Author/VWL)

Discusses the benefits of rubber flooring for college fitness areas and what to look for when buying it. Money-saving tips when selecting rubber flooring are discussed. (GR)