A Qualitative Study to Assess the Learning Outcomes of a Civil Engineering Service Learning Project in Bolivia.

To better understand the learning outcomes of engineering service learning projects carried out in an international setting, we performed an exploratory study to assess the learning outcomes of a student-led project involving the design and construction of a pedestrian bridge in a village in rural Bolivia. The students kept reflective journals during their four-week stay in Bolivia. We have analyzed the journals from a phenomenological framework. The data suggests that the design experience stretched the students' abilities to communicate effectively across cultural and linguistic barriers and also strengthened the students' abilities to work effectively as a team. There were multiple issues that arose in the field that required deviations from the original bridge design, forcing the students to make important engineering decisions in the field. The hands-on nature of the project gave students a newfound appreciation for scale as well as practical experience using surveying equipment, mixing and pouring concrete, working with power tools, and using safety harnesses. Additionally, students reported a fresh appreciation for civil infrastructure and a meaningful understanding of the ways in which civil engineering can be used to benefit society at a global scale. The paper presents a detailed analysis of the qualitative data and offers implications for others wishing to adapt our work. [ABSTRACT FROM AUTHOR]