1) How could you apply these principles to the work you will do for the EWB Challenge?
? Skills and Knowledge-: in the years 2012 and 2013, pre-challenge and post-challenge questionnaires were done by UK and Ireland students.
? Engagement-: as a suggestion, holding interviews with challenging stakeholders was considered as a positive response.
? Operations-: it is not uncommon for students to show resistance towards the realistic aspects of the challenge, which is the cause for lack of participation shows reports from academics as well as students.
It is often addressed by students that more and better data is essential to tackle the problem and design requirements. A considerable amount of input data revolves around the interpretation of the goals of the challenge at the degree of module delivery. Furthermore, the presence of divergences in accentuation on various parts of the program has been brought to attention of the supervisory crew of the challenge due to collection of systematic as well as narrative criticism.
? Lessons from the Australian context-: In Australian context, a precise amount of literature based on the EWB challenge has been created
2) Is the work you are doing humanitarian in nature?
? Yes, it is.
Not only does it improve the student experience it also develop skills based in design, project management, sustainability and research, which in place aid with project-based learning and provides a strong foundation for future work. Therefore, it can be considered humanitarian in nature.
? Research defines that engineering revolving around humanitarians, also can be termed as humanitarian engineering, is a sector that is centered on people in order to make better amendments towards a healthy wellbeing and create opportunities.
Meanwhile, students are introduced to these concepts first hand through real-life critical challenges based on the context and the user needs.
3) Is humanitarian engineering important? If so, why?
? It is essential! Engineering programs and Humanitarian engineering takes different approaches towards development of communities in the present. As most of the engineering modules focus on ‘big’ problems like infrastructures in emergencies as well as safe and resilient structures against disasters, humanitarian fields are bound to a disciplinary approach that in return limits the education and research on that field. But, as the contexts unfold in an interdisciplinary point of view, new insights are produced as a result with a far better knowledge on the role of factors such as economic, social, political, medical in the subject. Therefore it will be easier to face global problems.
? In the present world, it is possible to lose interest in engineering as traditional engineering educational programs can kill creativity and has minimum relevance to humanitarian challenges; it can leads to boredom and most of them are male-dominated. It is clear that interdisciplinary programs are needed to spark interest in this education and spread awareness of global realistic activities via problem-based learning.
4) Are there principles here that could apply to any/all engineering designs projects? If so, what are they and why are they important?