Dr. Rita Henderson, Senior Lecturer, School of Chemical Engineering, University of New South Wales.  

“We have strong student interest in humanitarian engineering and the EWB Design Summits give students the opportunity to gain global exposure, get practical
experience and understand how they can use their engineering skills to assist community development." 

"It gets them out of Australia and seeing how what they are learning is applicable to other contexts. Going overseas also really informs students about what engineering can do.  When they visit a country like Cambodia, they see how engineering can help societies develop and they realise that even though we have fantastic infrastructure in Australia, we still need Australian engineers to be constantly innovating."

"From a personal perspective, I find the hands on development work experience as an EWB Design Summit facilitator gives me lots of great ideas on how to teach engineering and human centred design, makes my own teaching more authentic and helps me teach my own course better.”

 Dr. Daniel Edgington-Mitchell, Senior Lecturer, Department of Mechanical and Aerospace Engineering, Monash University

"The EWB Design Summit program is unparalleled within engineering education.
A common critique of current STEM pedagogical practice in Australia concerns the focus on fundamental theory and a consequent disconnect from practice. The Design Summit provides not only invaluable exposure to practice, but also direct interaction with stakeholders, cultural exchange, and specialist training typically unavailable within a university context.

"As an academic mentor on the Design Summit program, I have seen first hand the transformational power of the program; students rapidly develop an understanding of human-centered design practice that is entirely distinct from the formal training they
have received. They leave the program with an entirely changed perception of their role
as engineers and as members of a global community."

"The Design Summit clearly differentiates itself from typical “voluntourism” programs, through its focus on rapport-building. Students are imbued with an appreciation for the strengths of a community, and the value of their experiential knowledge. Experienced mentors use modern pedagogical approaches to provide training in topics as diverse as development, human-centered design, and cultural sensitivity. This theory is then given full praxis through living with (and sharing the experience of) a developing community. Close consultation with local stakeholders during and after the community visit gives students tangible evidence of the critical role consultative practice plays in design."

"The Design Summit benefits local communities through careful program design. It benefits students through an experiential learning process available nowhere else. Finally, it benefits academic mentors such as myself; I am now able to teach in the humanitarian design discipline with an authenticity that only comes through experience."