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The conventional model uses an in-person implementation trip, but 2020 pandemic cancellations forced rapid change. EIA shifted resources to on-campus learning, developed online courses with Open edX, and reoriented students to support local staff and communities remotely. The adapted format kept chapters active and indicates students still value these experiences. Future projects should consider online options to reach broader institutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reevaluating-traditional-international-service-learning-during-a-global-pandemic-volume-8-number-4/588895/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reevaluating-traditional-international-service-learning-during-a-global-pandemic-volume-8-number-4/588895.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Engineers in Action (EIA) Bridge Program and where does it operate?","Question",{"text":112,"@type":113},"The EIA Bridge Program engages university students in designing and constructing pedestrian bridges. It operates in Bolivia and Eswatini through a design-build footbridge approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the 2020 pandemic affect EIA’s traditional learning model?",{"text":117,"@type":113},"COVID-19 caused travel restrictions that cancelled implementation trips in 2020. 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AREHART  \nUniversity of Colorado Boulder Boulder, CO  \nKATHRYN L. LANGENFELD University of Michigan Ann Arbor, MI  \nAND  \nETHAN M. GINGERICH Engineers in Action Tulsa, OK  \nABSTRACT  \nThe Engineers in Action (EIA) Bridge Program provides engineering students with international service-learning opportunities through design-build footbridge projects. The conventional project model relies on an implementation trip as a primary learning activity. Prior to the pandemic-caused cancellations of all implementation trips in 2020, EIA resources were already being allocated to increase on-campus learning activities in an effort to improve the inclusivity of the program to students without the financial means to travel and forego paid internships. Online courses were developed using Open edX ( [https://eiaeducation.org](https://eiaeducation.org)) and the focus of students was shifted from preparing themselves to implement the bridge projects in person, to aiding local staff and communities to implement the projects without EIA students onsite. All student chapters remained actively engaged in their projects through the adapted project preparations and online courses. The successful adaptation of a service-learning project to an online format suggests that students still highly value these educational experiences. In the future, service-learning projects should consider offering online formats to engage more engineering students across a wider range of institutions.  \nKey words: service-learning, online education, community development  \nINTRODUCTION  \nThe Bridge Program of the non-profit organization, Engineers in Action (EIA), engages university students in the design and construction of pedestrian bridges in Bolivia and Eswatini.  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nReevaluating Traditional International Service-Learning during a Global Pandemic  \nThe implementation trip serves as a very influential and impactful learning activity for students. In spring and summer of 2020, the COVID-19 pandemic led to international travel restrictions imposed both by the universities participating in EIA bridge projects and by the countries in which projects are implemented. The EIA Bridge Program is one of many engineering projects with travel components postponed indefinitely due to these restrictions, including student design competitions (e.g., Gadola & Chindamo 2019), Engineers Without Borders (e. g., Oaks et al. 2019, Witting 2013), and universitybased service-learning projects specific to individual universities (e. g. , Ellzey et al. 2019, Ranger & Mantzavinou 2018) . As universities have moved their instruction online, service-learning activities contingent upon domestic or international travel have faced the unique challenge of providing a remote or virtual learning opportunity to replace the traditional implementation trip.  \nPrior to the pandemic in the 2019–2020 academic year, 17 student chapters participated in the EIA Bridge Program. These student chapters were primarily from the United States with four chapters in Canada and one chapter in the United Kingdom. In a typical project, student chapters work with local EIA staff, who have identified communities in need of footbridges. Students then design a footbridge under the supervision of a professional engineer and prepare a construction implementation plan. The students then travel to live and work alongside a rural community for six to eight weeks while constructing the footbridge. The service-learning experience of the design-build construction project addresses many of the American Board of Engineering and Technology (ABET) learning outcomes, which are designed to supplement formal engineering curricula. W","cbCaiqK5WOyfMfer","https://ap.wps.com/l/cbCaiqK5WOyfMfer","pdf",399772,"English","# Introduction\n## Bridge Program Background\n## Pandemic Impact and Online Adaptation\n# Learning Outcomes and Project Activities","[{\"question\":\"What is the Engineers in Action (EIA) Bridge Program and where does it operate?\",\"answer\":\"The EIA Bridge Program engages university students in designing and constructing pedestrian bridges. It operates in Bolivia and Eswatini through a design-build footbridge approach.\"},{\"question\":\"How did the 2020 pandemic affect EIA’s traditional learning model?\",\"answer\":\"COVID-19 caused travel restrictions that cancelled implementation trips in 2020. Service-learning had to provide a remote or virtual alternative to the in-person implementation experience.\"},{\"question\":\"What changes did EIA make to support students during the pandemic?\",\"answer\":\"EIA increased on-campus learning activities for inclusivity, developed online courses using Open edX, and shifted student focus from preparing to work onsite to aiding local staff and communities in implementing the projects remotely.\"}]","Reevaluating Traditional International Service-Learning during a Global Pandemic - Volume 8 Number 4 | PDF",1792066145,15]