Abstract
Experiential learning (EL) holds high value within engineering curriculums. At the University of Dayton (UD), the Catholic and Marianist spirit and the students’ passion for contributing to the common good have led to a community-based EL opportunity known as Engineers in Technical Humanitarian Opportunities of Service-learning (ETHOS). Since its inception in 2001, ETHOS has evolved from a program to an established center within the School of Engineering, all the while offering students transformational experiences built on partnerships grounded in reciprocity in which engineering students work side by side with communities to co-create technical solutions. To assess the opportunities available within the ETHOS Center, in light of criticisms often made regarding community-based EL programs, ETHOS is evaluated against the core principles of the Fair Trade Learning framework using feedback from alumni and community partners and examples from various ETHOS programs. This informal evaluation process delineates the careful planning that has gone into every aspect of the center to ensure positive, sustainable impacts on both the community partner and the student. The reciprocity established between the ETHOS Center and the community partners empowers communities, whether local, national, or international. In addition, ETHOS graduates are more effective and influential engineers by having an enhanced cultural appreciation, resilience, and self-confidence; a greater understanding of and commitment to civic responsibility; and an increased awareness of the impact professional decisions have on society and the environment.