Publications

Our education team is published in peer-reviewed journals to share our model and validate our work! Most of the publications below reflect the work of our staff, volunteers, or collaborators!

Engineering Magazines

STRUCTURE Magazine: The Edlangeni Footbridge: Rural Isolation in Eswatini - 2019

In October 2019, STRUCTURE Magazine published a story on the Edlangeni Footbridge. The article was written by Jay Arehart, Bridge Builder and now Professor at CU Boulder. In this feature, the author uses the Edlangeni Footbridge example to describe footbridge projects' problems, solutions, and impacts.

Proceedings of the Institution of Civil Engineers - Structures and Buildings: Educating global engineers through footbridges - 2020

This article exemplifies the Edlangeni Footbridge as a service-learning project.

Development Engineering: Aligning learning objectives and approaches in global engineering graduate programs: Review and recommendations by an interdisciplinary working group - 2022

This article was written and published in Development Engineering by fellow bridge builders and collaborators at the Mortenson Center in Global Engineering at CU Boulder. It elaborates on the results of a workshop aimed at developing contemporary learning objectives in the graduate field of Global Engineering.

Advances in Engineering Education: Reevaluating Traditional International Service-Learning During a Global Pandemic - 2020

This peer-reviewed article explores an international service-learning project—EIA Bridge Build—in the light of recent events involving the global pandemic.

Engineering News Record: Bolivian Bridge Is a Tribute to PCL Exec’s Daughter - 2022

This article was written and published in Engineering News-Record in March 2022. It describes the impact and significance of the 52-meter “Merbear Memorial Bridge,” which serves over 1,000+ people in Huaraca, Bolivia. The bridge was built in tribute to Meridith, daughter of PCL executive and long-time bridge builder Patrick Malone.

e-BRIM Magazine: Collaborating Across Cultures for Community-Centric Bridge Construction - 2024

The article likely discusses the importance of involving diverse cultural perspectives in planning and constructing bridges. It emphasizes the need to understand and incorporate local community needs and values to ensure the bridge effectively serves its purpose.

Enbridge: Enbridge’s Catherine Dumsday traveled to a remote Andean village with Engineers in Action to build critical infrastructure - 2024

This article was written and published through the Enbridge website. The story follows Catherine Dumsday, an EIA volunteer bridge builder and her experiences working with EIA on the Rio Pocoata project in Bolivia. The story articulates Catherine’s unforgettable experiences working and living with the community of Huataraque and the great impact the project will have on the community for generations to come.

Listen up.

Want to learn more about our work? Our team has had the opportunity to share insights on various podcasts. Check out the links below to hear directly from our engineers and experts about the challenges we face and the innovative solutions we're developing.

Conference Presentations

Leading High-Performance Teams

SWE Conference 2024.

Chicago, IL

Recommended Publications

Amongst other functions, the EIA Bridge Program primarily facilitates a Service Learning (also known as “Learning through Service” and “Experiential Learning”) experience for university students. The following recommended publications are from various faculty and researchers in engineering education. Not only do they motivate service learning as a highly successful tool for engineering education and developing professional skills as an engineer, but they also recognize the globalization of engineering and call for more internationally and globally competent engineers in the field as a whole.

SERVICE LEARNING IN ENGINEERING

This article was written by Angela Bielefeldt (CU Boulder) and James Pearce (Michigan Technological University). It is an excellent resource for learning the terminology associated with “service learning.” It explores various research over the years on applying service learning to the engineering education field.

DISTINGUISHING ENGINEERS OF THE FUTURE: COMPARISONS WITH EWB-USA MEMBERS

This article was written by Kaitlin Litchfield (CU Boulder), Amy Javernick-Will (CU Boulder), Daniel Knight (CU Boulder), and Cathy Leslie (EWB-USA). The study compares EWB-USA participants and non-EWB-USA participants at the undergraduate level, simply comparing factors such as intrinsic motivation, personality type, ethnicity, retention in engineering, and more to make assertions about the effects of service-learning programs like EWB-USA.

GLOBAL ENGINEERING COMPETENCY IN CONTEXT: SITUATIONS AND BEHAVIORS

This article was written by Brent Jesiek (Purdue), Qin Zhu (Purdue), Sang Eun Woo (Purdue), Julia Thompson (Purdue), and Andrea Mazzurco (Purdue). It defines the dimensions of “global engineering competency”, breaking down the skillset that is necessary to be a successful, ethical global engineer. This article also discusses the globalization of engineering as a field and the necessity to address this in engineering education.

LEADERSHIP, MANAGEMENT, AND DIVERSITY: MISSED OPPORTUNITIES WITHIN STUDENT DESIGN COMPETITION TEAMS

This article was written by Susan Walden (University of Oklahoma), Cindy Foor (University of Oklahoma), Rui Pan (University of Oklahoma), Randa Shehab (University of Oklahoma), and Deborah Trytten (University of Oklahoma). Although this study focuses on the informal student competition team “Formula SAE,” the lessons learned are potent and relatable across any informal student organization outside of traditional education (such as EIABP chapters!).

A TRANSFORMATIVE LEARNING MODEL FOR SERVICE LEARNING: A LONGITUDINAL CASE STUDY

This article was written by Richard Kiely (University of Georgia). It uses a case study that follows a group of students working in a service-learning program Nicaragua. The case study is used to better understand how participants in the study experienced learning and how this was different from traditional education.