EWB Challenge Learning Objectives

The EWB Challenge has developed a set of learning objectives to assist students and academics is delivering the EWB Challenge. 4 overarching aims of the EWB Challenge have been developed with a number of specific objectives identified for each Aim. These objectives are generic to all years of the EWB Challenge. Course Coordinators are encouaged to use some or all of these Objectives and Outcomes within their coursework if it is appropriate to the curriculum.

For each generic learning objective there is a learning objective specific to the current year of the EWB Challenge, in this case the 2011 EWB Challenge. Students will be assessed on these learning objectives. The judging criteria for each of the learning objectives has been identified to assist with student engagment.

Under the resources section of the website a number of interactive activities, resources and online media have been collated for each judging criteria. This will assist academics and students in delivering and identifying the knowledge they should be consider in the EWB Challenge. These items are identified in the table below.

Student submissions will be assessed against the 2011 Judging Crtieria which can be accessed at the link below:

2011 Judging Criteria

EWB Challenge			2010 EWB Challenge
EWB Challenge Aims	Engineers Australia Graduate Attributes	EWB Challenge Learning Objectives	2011 EWB Challenge Learning Outcomes	2011 EWB Challenge Judging Criteria
Demonstrate application of technical knowledge to the specified problem.	Ability to utilise a systems approach to design and operational performance.	Ability to use a systems approach to the design process that considers the appropriateness of the design to the project context	Students are able to explain their design process and how this was influenced by the  community context of working in Tamil Nadu India.	• Students to explain how their design criteria were developed to suit the specific needs of the people of Devikulum • Each team to compare design options against their design criteria and determine a preferred option.
	Ability to undertake problem identification, formulation and solution.	Ability to undertake problem identification, formulation and solution whilst considering the specific context of the project.	Students community development problem solving approach needs to have a clear process explained and a description of the final solution and how it meets the communities needs.	• Students should develop design criteria. •  Design criteria should include consideration the communities perspective of the design proposal.
	Ability to apply knowledge of basic science and engineering fundamentals.	Where appropriate, ability to design, construct and test a prototype from locally available materials.	Where construction of the prototype is undertaken students recognise the benefits of a working prototype over a theoretical design and the benefits of utilising locally available resources.	• Where constructed, demonstration of an operational prototype that has been tested to meet the needs of the community. The device should be tested under the situations it will encounter in the community. • Where constructed, demonstration that amount of material obtained from locally available resources has been maximised.
		Ability to apply basic science and engineering concepts to the cultural setting and develop innovative solutions to the design problem	Students understand how they can apply basic engineering and science to overcome some of the challenges of working in developing communities.	• Students demonstrate how they have utilised their scientific and engineering knowledge to create new, innovative and crerative solutions to the design problems encountered.
Develop skills in integrating Sustainable Development and Design Context into the decision making process.	Understanding of professional and ethical responsibilities and commitment to them.	Ability to integrate ethical considerations into the decision-making process.	Students are aware of some of the issues involved in undertaking community development activities in line with the Engineering Code of Ethics	• Students detail how the approach they have chosen meets the requirements outlined in the Engineering Code of Ethics.
	Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development. Understanding of the principles of sustainable design and development.	Ability to evaluate the environmental benefits and impacts of a design against other decision drivers to find the optimal design solution	Students understand the environmental footprint of the design, the high potential impact a proposal can have on fragile ecosystems and the potential implications for the local population of environmental degradation occurring.	• Students outline the positive and negative environmental impacts of the design and explain why the recommended design is better than the other options considered including the option to do nothing at all. • Where the proposed design does not result in the best environmental outcome, students to explain why this design is recommended (e.g. social / cultural benefits justify environmental impacts of proposal)
		Recognition of the need for Community Development / Engagement Principles to be applied to inform the development, design and decision-making processes (as well as implementation)	Students understand the key role of community engagement in any engineering development activity with and for developing communities, and that success or failure of a project is reliant on the level and quality of participation.	• Students outline the social and cultural benefits and impacts of the proposal in a form that the community can readily understand and use as the basis for making a decision. Information should be provided in a format that non-technical people can understand. • Students outline how their proposal has considered principles for community development / engagement.
		Understanding of the key principle that the positive values of a design proposal must be greater than the costs to the community	Students understand the full lifecycle costs of a proposal i.e. they have considered not only the building phase but maintenance, and the ongoing impact on the community of e.g.. usage, upkeep, development.	• Students to consider capital expense, ongoing running costs and potential revenue streams in determining their final design. • Students to explain the financial benefits of the project compared to the status quo (do nothing case)
	Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development.	Awareness of the implications for their design of the physical context of the site i.e. geographic location and environmental factors	Students understand some of the ways in which remote village communities have constraints and challenges imposed by their location e.g. reduced access to the every-day resources easily obtained in in urban areas; climate factors; terrain; transport challenges; etc	• Students demonstrate how they have attempted to use locally available materials for the proposed design. • Where local materials are unavailable students have detailed how the materials and resources will be obtained and transported to the remote location in a manner that minimises negative impacts.
Develop effective communication and teamwork skills for a development context.	ability to communicate effectively, not only with engineers but also with the community at large.	Ability to communicate effectively, not only with engineers but also with the community at large	Students understand some differences in communication patterns and values and strategies for effective communication with  non-engineering people	• Students outline the approach they would use to communicate their proposal to a developing community. Would you provide a written report, a video file, a demonstration of the design or some other method to convey your design top the community. The better the community is able to understand the design the more successful the proposal.
		Ability to communicate effectively through written, oral and/or visual medium.	Students submit a well-structured and organised submission (presentation, video & written report)	• Students are required to submit their report via electronic media. This must come in the form of a written report but could also include oral presentation or video demonstration of their design.  • Students will be judged on the clarity and quality of their written submission.
		Ability to critically and constructively reflect on the community engagement and consultation in the design process	Students recognise the importance of community consultation throughout the design process.	• Students to undertake reflection of the effectiveness of their consultation with the community throughout the design process and communicate this within their written report.
	ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager as well as an effective team member	Ability to communicate effectively in multi-disciplinary and multi-cultural teams and settings.	Students have reflected on cultural differences and strategies for working well within their own team,  and how this can apply to their work with the developing communities.	• Students outline their own teamwork group agreement  • Students outline the communication differences they might expect to encounter working with a developing community.