This paper reflects on the Massachusetts Institute of Technology’s D-Lab and IDEAS Global Challenge pedagogy over the past 14 years (2002–2015). The MIT IDEAS Global Challenge, a program of the MIT Public Service Center, is an annual invention and entrepreneurship competition that awards up to $10,000 per MIT team for innovations and service projects that positively impact underserved communities. IDEAS student teams work with a community partner on projects that are designed to improve the quality of life globally. Since its founding in 2002, IDEAS has awarded more than $600,000 to 132 teams. D-Lab Water, Sanitation, Hygiene and Environmental Innovations for the Common Good (D-Lab WASH + ENV) is a MIT course offered for the past 10 years within a curriculum of over 20 D-Lab classes in international development. This author has mentored several hundred student teams that have entered the IDEAS Global Challenge, mostly through this course D-Lab WASH + ENV, including 26 winning teams. Eighty-one percent of these IDEAS winning teams have been led by women students. This is a model of the kind of program that can bring gender parity to science, technology, engineering and math (STEM) disciplines while nurturing the “whole student.†In common with the wider family of D-Lab courses, the D-Lab-WASH + ENV course is structured around experiential learning and real-world engineering. This paper links the Engineering Education for Sustainable Development (EESD) conference themes with the D-Lab/IDEAS pedagogy in terms of key concepts: mentoring, transdisciplinarity and real world engineering. It ends with challenges and recommendations.
CITATION STYLE
Murcott, S. (2016). D-Lab and MIT IDEAS Global Challenge: Lessons in Mentoring, Transdisciplinarity and Real World Engineering for Sustainable Development. In World Sustainability Series (pp. 213–233). Springer. https://doi.org/10.1007/978-3-319-32933-8_19
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