Engineering design with Syrian refugees: localised engineering in the Azraq refugee camp, Jordan

ABSTRACT

This paper presents lessons from the process of creating and implementing an engineering design course in the Azraq refugee camp in Jordan over multiple iterations from 2016 to 2019. This design course used an innovative localised engineering in displacement curriculum, integrating an active, blended, collaborative, and democratic learning environment. The idea of ‘localisation,’ building off of authentic learning and participatory design, was central to the contextualised design we use, tailored to local assets, and showcased in capstone projects at the end of the course. The capstone projects consisted of realistic design solutions to problems that refugees faced in their daily lives. We present findings that include a description of the course design and the students’ localised products. Further, our thematic analysis provides insights into both the contextual challenges in implementing engineering courses and co-design in refugee camps as well as the pedagogical response to these challenges. Overall, we describe as a general outcome of our study the novel approach to teaching engineering design for learners in the Azraq refugee camp, which could be applied in other contexts.

KEYWORDS:

• Humanitarian engineering
• localised engineering
• engineering design process
• authentic learning
• refugee camp
• community development

Acknowledgments

The course development and analysis detailed in the paper is based upon work supported by the National Science Foundation, Division of Engineering Education and Centers under Grant No. 1454558. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors also gratefully acknowledge the students, facilitators, course participants, the University of Geneva (InZone) as a research and academic partner, and UNHCR as an implementing partner.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The course development and analysis detailed in the paper is based upon work supported by the National Science Foundation, Division of Engineering Education and Centers under Grant No. 1454558. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors also gratefully acknowledge the students, facilitators, course participants, the University of Geneva (InZone) as a research and academic partner, and UNHCR as an implementing partner.

Notes on contributors

Claudio Freitas

Dr. Claudio Freitas is a Postdoctoral Research Associate in the School of Engineering Education at Purdue University (USA). Claudio received his Bachelor of Science degree from the Higher Education Institute of Amazonia, in Brazil, in 2011. In 2014 he received his Master of Science degree in Electrical Engineering from the State University of Campinas in Brazil. In May 2020, he completed his Ph.D. at Purdue University. His research interests lie in the area of educational technology and digital learning in diverse settings.

Jennifer DeBoer

Dr. Jennifer DeBoer is currently Associate Professor of Engineering Education and Mechanical Engineering (by courtesy) at Purdue University. Dr. DeBoer conducts education research and supports diverse students around the world as they are empowered to access, develop, and meaningfully apply engineering knowledge, skills, and attitudes. She has been awarded multiple grants and awards from the National Science Foundation (NSF), the American Education Research Association, and the Ford Foundation. During her first year as assistant professor, she received the NSF’s prestigious Early CAREER Award, and in 2017, she received the American Society for Engineering Education Mara Wasburn Women in Engineering Early Engineering Educator Award.