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cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2022: VOLUME 10 ISSUE 1  \nPartnerships Compass: Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning  \nERIC REYNOLDS BRUBAKER  \nMARSIE TREGO  \nSHOSHANAH COHEN Stanford University  \nStanford, CA  \nAND  \nKOFI TAHA  \nMassachusetts Institute of Technology Cambridge, MA  \nABSTRACT  \nCampus-community partnerships are integral to community-engaged learning, service-learning and similar pedagogies that extend project-based learning beyond the classroom into “real world”communities. Community-engaged courses have increased in prevalence in engineering education. Evidence suggests that they are effective at connecting engineering theory to practice, engaging students motivated to “make an impact,” and preparing students for global and multicultural collaboration. In community-engaged courses, campus partners (students, faculty, staff) and community partners (individuals or organizations from non-academic communities) collaborate on an engineering project that, if successful, benefits community members and contributes to student learning. However, partner relations are not always a primary focus, and partnerships can flounder and fail resulting in limited or imbalanced outcomes, dissatisfaction among partners, or even harm. Building upon documented principles for community engagement and frameworks such as critical service-learning, this paper directs attention to the relationships between campus and community partners as a crucial yet under-studied aspect of engineering community-engaged learning. We interviewed 22 campus and community partners involved in engineering projects spanning seven engineering colleges and five continents. The findings are presented in the form of a Partnerships Compass with guiding questions for nurturing partnerships that are both impactful (in achieving partners’ collective goals) and equitable (in attenuating power imbalances, unequal risks of harm, and  \n2022: VOLUME 10 ISSUE 1 1  \nADVANCES IN ENGINEERING EDUCATION  \nPartnerships Compass: Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning  \noutcome disparities between partners) . Ultimately, the paper aims to provide a timely perspective and actionable tool for engineering instructors, students, and community partners who aim to jointly build enduringly equitable and impactful partnerships.  \nKey words: community-engaged learning, service-learning, partnerships  \n“You know how it is: If you want to make a difference in life, do it together…  \nVery little is done alone.” — Interviewee (Professor of Mechanical Engineering)  \nINTRODUCTION  \nEngineering courses that engage students with community partners offer the potential for benefits for all involved, but also pose risks of harm. As an example, an engineering instructor and interview participant in this study described an encounter when a group of students traveled from the United States to South Africa to work with providers in a clinic:  \n[The students] showed up […] and nobody at the clinic had been briefed on who the students were or what they were doing. But the students had assumed that the [community] partner who was taking them around had a connection to this clinic and had told [the clinic] what was going on, and that just hadn’t happened. It was a huge communication gap. […] So [the students] were talking to the clinicians, and at some point, the manager of the clinic comes in and basically yells at them and says,“I’m sick of seeing young white researchers show up and just do research. It comes to nothing. You’re wasting our time. Who do you think you are?” […] Then one of the students […] responded very poorly and yelled back at this manager: “We’re here to help. […] It’s rude that you’re talking to us this way.”  \nThis excerpt illustrates several dangers in facilitating engagement between students and","cbCais1yeTarQYrT","https://ap.wps.com/l/cbCais1yeTarQYrT","pdf",1351638,37,"English","# Abstract\n# Introduction\n## Risks of harm in community engagement\n# Partnerships Compass and guiding questions\n## Interview-based findings\n# Key words and central framing","[{\"question\":\"What problem does the paper address about engineering community-engaged learning?\",\"answer\":\"Partnership relationships are often under-studied and can flounder, producing limited or imbalanced outcomes, dissatisfaction, or even harm for partners.\"},{\"question\":\"How does the paper investigate partnerships in engineering education?\",\"answer\":\"The authors interviewed 22 campus and community partners involved in engineering projects across seven engineering colleges and five continents.\"},{\"question\":\"What is the main output of the study?\",\"answer\":\"A “Partnerships Compass” that provides guiding questions to nurture partnerships that are both impactful and equitable.\"}]","Partnerships Compass - Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning | PDF",1792066564,93]