Students Gain Practical Experience While Serving the Community

Students gain practical experience while serving the community by Dr Martina Jordaan In 2005, the Faculty Since community-based learning Objectives, outcomes and was not included in existing modules assessment of Engineering, Built at the time, it was necessary to establish a separate new module Some of the critical cross-field Environment and Information to cover this field. One of the outcomes stipulated by the South complicating factors in developing African Qualifications Authority Technology (EBIT) at the such a module was the demanding (SAQA) are that students should be time schedules of EBIT students. FEATURES University of Pretoria encouraged to think for themselves and be able to work in teams. introduced the community- The Community-based Project Importance is attached to the (JCP) module is offered on an acquisition of general intellectual based project as a open-ended and project-orientated skills, communication skills, time basis. Students have the option management skills, and attitudes compulsory module in the of attempting the eight-credit (40 and values. The Community- hours) module in any one of their based Project module tries to students’ undergraduate undergraduate years of study, but accommodate these issues as preferably not during their final reflected in its objectives and curriculum. This initiative year. learning outcomes. was a new endeavour for the Depending on the specific nature The main objectives of the module faculty and the first of its kind of the project, it can be attempted are as follows: during the course of a semester or for students in the disciplines during vacation time. Projects can • The execution of a community be done by students individually or service-related project, aimed of engineering, the built in teams. The faculty encourages at achieving a beneficial impact multidisciplinary project teams that on a chosen section of society, environment and information consist of team members from preferably, but not exclusively, different schools and departments by engagement with a section of technology in South Africa. in the faculty. society that is different from the student’s own social background. Students choose projects in an area they feel passionate about, • The development of an while also considering the needs awareness of personal, social of the community. Popular projects and cultural values, an attitude include computer training for to be of service and a deep community members, designing and understanding of social issues. uploading websites for non-profit organisations, assisting secondary • The development of important school learners with Mathematics multidisciplinary and life skills, and Science, renovating rooms in such as communication, orphanages, and designing and interpersonal and leadership skills. building jungle gyms. Depending on the nature of the This module was formally accredited project chosen by the student, the by the Engineering Council of South main learning outcomes of the Africa (ECSA) in 2006. Since its module are demonstrated when the inception, the number of students student exhibits the following: enrolled for the module has grown from 238 in 2005 to 1 459 in 2010. • A deep and broad understanding The number of projects undertaken of the social issues relevant to in the various communities the project increased from 47 in 2005 to 445 in • The ability to communicate 2009. effectively with the community at large FEATURES 18 INNOVATE 5 2010 Students who have completed the Community-based Project module can enter the world of work with a better understanding of the needs of the community. • The ability to communicate project proposal, self-assessment, has a strong influence on the effectively through writing and peer assessment and assessment academic and civic engagement presentations by a supervisor from the community, that follows, and allows students to • The ability to perform leadership as well as the community-based engage in problem-solving, decision- functions lecturer, during the execution of the making, planning, goal-setting and • The ability to work effectively in project. helping others. Students who are a multidisciplinary environment dedicated to their projects develop and to perform critical functions It also includes three reflections a sense of social awareness and written during the project, a report in usually feel responsible for the In assessing a student’s project work, the form of a blog, and a presentation continuation of their project and the the mark allocation is based on what to the project coordinator, peers and partnership with the communities. the student has learned and the the community in which the student extent to which the learning outcomes was involved. To ensure the sustainability of have been achieved. The final mark projects and students’ involvement earned is a reflection of the quality Ensuring sustainability in the communities, a mentorship of learning achieved rather than the programme has been established nature of the service provided. One of the greatest challenges where students who have completed of the module is to ensure the the module become mentors to the Structure of the module sustainability of the module, as well following year’s cohort. as the sustainability of the projects Although the main focus of a done in the community and with These mentors ensure the community-based module is service the community partners. At the continuation of their projects by to the community, students are end of the project, the students’ assisting the new entrants to required to complete assignments participation may end, but the the module in executing their and reflect on their experiences. communities’ realities remain. projects and assessing them upon Assessment includes the attendance completion of their projects. of compulsory contact sessions, Giving students a say in the different evaluation and approval of the phases of the community projects FEATURES 19 INNOVATE 5 2010 assistance. Students also identify possible new partners and projects. To ensure ongoing engagement with the community partners, it is important to establish a good relationship with a contact person at an institution or non-governmental organisation (NGO) where the students will be doing their field work. An empathetic and dedicated supervisor or contact person on site ensures the successful execution of a project and positive feedback from the students. The community partners assist in assessing the students on their project outcomes. This assistance is acknowledged in the blog reports of the students. Feedback with regard Participating in the Community-based Project module helps develop a sense to module outcomes and possible of unity between the students. new projects is requested from the community partners. Attitude change involvement with the local community. As they implement Funding Community-based learning shows service projects, students usually students that they can make develop greater awareness of Most of the funding received for the a difference. It increases their social issues and the need for civic implementation of the community- confidence as citizens. Although responsibility. based projects is used for the the students’ collective actions are transportation of the students to not always successful, it teaches They often learn leadership, and from the communities. Some them to learn from their mistakes by teamwork and social skills, and corporate sponsors have come engaging in a continuous sequence improve their critical thinking and forward to address this problem. of action and reflection. analytical abilities. In the process, These companies take responsibility they tend to increase their self- for certain projects that are identified Community engagement is viewed confidence and self-efficacy. by the company. They then use the as valuable, useful, relevant and Feedback from students is very outcomes of the projects to meet interesting. Students become positive. their social responsibility targets. more engaged and acquire greater Such agreements are in place with knowledge and skills. It also Campus community partners Exxaro and Kumba Iron Ore. becomes more meaningful for students when they choose the issue A list of more than 500 community to address, when the issue requires partners has been compiled where analysis and problem-solving, and students may do their projects. when there is a personal connection These community partners identify with the community to the task at their specific needs and submit hand. Community engagement only them to the University each year. becomes meaningful for students when the service actually meets an New community partners are visited important need in the community. or invited to discuss possible new projects and developmental It provides students with needs. Many community partners opportunities for meaningful contact the University and request FEATURES 20 INNOVATE 5 2010 Junior primary learners enjoy their reading corners The vision of three students to create reading corners for learners became a reality when they carpeted the cement reading corners in three classrooms at the Irene Middle Farm School as part of their community project. These Community Engagement The learners of the Irene Middle Farm School benefited from the students' work. reading corners are now warm The students carpeted the reading and clearing out these corners. spaces where the learners can corners in three junior phase classes. This included moving shelves, 2 Each corner was 3 m in size

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