Final _ 20 November_Dr Jordaan

The Community-based Project Module


(Code: JCP 201, 202 & 203)

in the


Faculty of Engineering, Built Environment and Information Technology





Lecturer: Dr Martina Jordaan





The document contains numerous links to online content. Please view the examples provided as evidence to
support statements







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Contents

Background information ................................................................................................................................. 3
Teaching content and context ........................................................................................................................ 3
Areas of key challenges: .................................................................................................................................. 6

Broad social context: ....................................................................................................................................... 8
Reflection on the methodology of the module .............................................................................................. 9

Methodology to manage this module .......................................................................................................... 11
Reflection on student learning ..................................................................................................................... 14

Safety and security of the students .......................................................................................................... 14
Development of leadership skills through the module ............................................................................ 15

Development of mentorship within the module ...................................................................................... 15
Knowledge acquired by the students ....................................................................................................... 16
Ethical consideration within the module .................................................................................................. 17

Reflection on knowledge .............................................................................................................................. 17
Sustainability of the module ..................................................................................................................... 17

Reflection on growth .................................................................................................................................... 18
Awards and prizes ..................................................................................................................................... 18
Social media .............................................................................................................................................. 19

International collaboration ....................................................................................................................... 19
Publications on the module ...................................................................................................................... 20

Other public recognition ........................................................................................................................... 20
Annexure A ................................................................................................................................................ 21

Annexure B ................................................................................................................................................ 23
Research outputs on the module ............................................................................................................. 23

Publications in peer-reviewed or refereed journals ............................................................................. 23
Non-refereed publications or popular articles ..................................................................................... 23
Chapters in books ..................................................................................................................................... 23

Conference where the module has been presented: ............................................................................... 24
National conferences ............................................................................................................................ 24

International conferences ..................................................................................................................... 25
Guest lectures presented about the module ............................................................................................ 26











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Background information




Lecturer: Dr Martina Jordaan

Position: Senior Lecturer


Module: Responsible for the compulsory undergraduate eight credit

(80 hours) course, Community-based Project Module (code: JCP) of the
Faculty of Engineering, Built Environment and Information Technology.


Campus: Main campus

Size of classes:


2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
School for the 103 156 250 226 249 238 264 265 270 218 205 190 232 228
Built
Environment
School of 14 165 218 258 231 303 367 330 378 302 283 365 411 292
Information
Technology
School of 121 417 742 1213 815 918 959 1003 1008 1088 1172 1252 1092 979
Engineering
Total enrolment 238 738 1210 1697 1295 1459 1590 1590 1656 1687 1660 1808 1735 1499
in module



Teaching content and context



The Community-based project module within the Faculty of Engineering, Built Environment and
Information Technology, aims to enhance successful student life-long learning focussing on
creating an awareness of the value of the student’s involvement in the needs of the society. The

module also contributes to the University’s international profile within the Universities Social
Responsibility Network. The JCP module, therefore, supported three of the University’s strategic
goals for 2017 – 2021 in 2018.


Students from all the departments in the Faculty of Engineering, Built Environment and
Information Technology, are enrolled in the Community-based Project Module (code: JCP). The

module includes eight different engineering fields, IT-related courses, Information Science,
Informatics, Publishing, Architecture, Construction management, and Quantity survey students.




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These students must pass the eight credits (80 hours) JCP module during their undergraduate
studies to receive their degree. Most of the students enrolled are in their second year of study.


Students must do a community project (approved by the lecturer) for 40 hours. During the
execution of the project and after the completion of the project the students reflect on their
experiences via various assignments on the learning management system. After completing the

project, students do a final report, a reflective presentation and a vlog (YouTube). Students may
work more than the allocated 40 hours. During 2018 some students worked more than 90 hours
on their projects.


Students must demonstrate the learning outcomes in the context of their project depending on

Primary outcomes: the nature of the project chosen by the
students. Most of the outcomes must be
• Achieve a deep and broad understanding of accomplished as it relates to the
the social issues relevant to the project
• Communicate effectively with the underlying teaching philosophy of the
community at large module. The aim is to integrate social
• Perform leadership functions awareness into the domain of hard
• Work effectively in a multidisciplinary science. Social mindfulness is an essential
environment and to perform critical tasks attribute for students in their preparation
related to complete a successful project
• Communicate effectively through writing for the realities of the workplace in the
and presentations South-African context. Therefore, at a
macro-level, must students become

conscious of the unique challenges of different societies. At a micro-level require their projects

new competencies such as empathy and social sensitivity towards a single community. The
outcome is social insight whereby students make moral judgements of the importance to

complete the task at hand successfully. It means that students must be able to communicate
effectively within the group and with the community. Social awareness is often in such a context
associated with social intelligence which relates to the interpersonal skills of students to

collaborate with peers and community partners. The long-term successful outcome of the module
is measured when students apply their newly learnt social awareness skills in their workplace and

personal social life. The focus of the lecturer is to be a facilitator of a process to embed social
awareness as a student attribute and to create a learning environment which promotes a
positive learning experience while still measuring the short-term achieved project-related goals

within an academic context. Nearly half (48%) of the 2018 cohort of students indicated that they
had not been involved in any community service projects previously.









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Students enrolled in the module are from diverse study fields and have different timetables. It
makes it impossible to lecture during the day. Students, therefore, attend a compulsory

orientation lecturer in the Aula on the main campus. The students are orientated about the
module. The processes and expectations to complete the module successfully are discussed.
Examples of successful projects are shared and the Manager: Investigation Component, Mr Rowan

Watson, indicates to students how they need to stay safe in the community. After that, they
identify a possible project with the lecturer. Students may choose from the possible projects

advertised on the Learning Management System (LMS), or they may propose their project within
the criteria of the module.


Students may work in groups of 2 to 5 members. In the case where they are planning to work in
their community, e.g. Limpopo, Namibia and Swaziland they may work alone. Students are

encouraged to invite volunteers to join them. During 2018, 52 volunteers assisted the JCP students
with their projects. Students may identify their group but do receive credit if their group includes
race, gender and course diversity.


Students organise a session with the lecturer where the possible project is discussed, the
community partner is contacted to confirm that the students may the project at the site, safety
issues about the project is identified and discussed. The funding allocated to the projects is

discussed and the process to receive the funding is initiated. The role of the lecturer is to facilitate
the administrative logistics of the specific project while instilling a positive attitude towards the

project. The project initiation phase of the module is the most critical phase to enable a successful
outcome. The lecturer, therefore, allocated annually more than 500 hours to project proposals.
The lecturer needs to be aware of the agreed upon goals of each project.


JCP MODULE T-SHIRTS Each student receives a t-shirt as well as
R400 (for 2018) from the University to
complete their project. Students may

also find sponsors for their projects.
Evidence of their sponsorships, as well as

receipts for the allocated funding, must
be provided during the final
presentation. During 2018 students

managed to find sponsors for
R200 000.00. While this amount is not
unique, it demonstrates the degree of

ownership of the students towards





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successful completion of their project based on their commitment to address the identified
challenge within the community.


Reflection is a proven building block to increase social awareness among students. Students reflect
via De Bono’s thinking caps. They also complete an assignment on HIV/Aids in the workplace,
professional etiquette and gender issues on the LMS. While these assessment topics may not be

directly related to their projects, it creates an awareness of these soft social skills required as
students and in their future workplace. The teaching content, therefore, considers social issues
outside the curriculum of their degrees.


After the completion of
their projects, students

again book for an hour
session where they present

the outcomes of their
project through an
informal discussion with

the lecturer. They show the
results of their project via a
reflective PowerPoint

presentation, a video (virtual blog) uploaded on YouTube and a report on the LMS. They also need
to provide all the hard copy feedback documents from the community partner. It includes the
assessment of the community, the log hours that the community signs off as well as the permission

to make the YouTube “public”. Evidence of any sponsorships, as well as receipts for the allocated
funding, must be provided during the final presentation. Conversely, to other modules relies the

success of the module on the experience and commitment of the lecturer not only to manage the
required logistics but also to probe the students in a formal oral examination context to share their
experience and to inspire a positive attitude in the student’s perception of their social

responsibility. The ability of the lecturer to identify fake feedback requires a unique level of
experience and professionalism as the module has unique academic and logistical challenges.


Areas of key challenges:


The challenge in the module lies within the vast numbers of students enrolled in the module (2016:

1808; 2017: 1806, and 2018: 1499), as well as in the diverse group of students. Students also only
work for 40 hours in the community. The sustainability of the projects, therefore, must be with a

community partner and not as such in the projects. The sustainability of the community partners





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is an additional but vital task not required from other academic staff. It implies building of trust,
personal visits to community sites and numerous telephone calls to manage expectations.


Even though the module is a credit-bearing module, it is not a core module in the curriculum of
these students. The challenge for the students is to integrate their community project within their
hectic time schedules, to work in a group, to manage a budget and to work with an off-campus

community partner. Students need to take ownership of their role in completing a community
project. Personal face-to-face sessions with the students create the opportunity to convey
enthusiasm, the purpose and sense of community outreach.


The module’s study guide and related
documents provide a clear structure of the

module. The critical phases of the module are
also explained using a visual roadmap so that

the students know what is expected from
them, yet their time-management skills often
contribute to crisis management and failure in

executing their projects as well as additional
mentoring from the lecturer.

There are many community partners involved

in the module (yearly between 250 – 300) of
which nearly 200 are sustainable community

partners. The underlying challenge is that the
students represent the University in the
community and not only the module, and the

final quality of the projects must, therefore, be
of high standard. The lecturer is indirectly managing the risk of possible institutional brand damage
as an additional task not expected from academic staff. The management of risk to the brand of

the University is within the context of the module not only localised to the Gauteng province but
also nationally and internationally. For example, students completed projects in 2018 in eight
African countries.


Each student may receive R400,00 (for 2018) to execute their project. The approved University
process to provide the students with the necessary funding sometimes take too long for students

to complete their projects in their planned time frames. The associated financial regulations
require the lecturer to be accountable for the budget of the module and the management of all
the projects financial logistics.






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The safety of the students in the community is paramount, and students may not work at a site
where they feel unsafe. The lecturer must, therefore, have insight in all aspects of chosen projects

including the level of safety of the different locations. Managing these and other project related
challenges requires continuous attention to students’ requests over weekends and during
holidays. These requirements are unique to the module in contrast to other academic modules
but are essential to ensure the safety of students and to manage the sustainability of the projects.


The lecturer must be accessible and available to respond to students. The module has a specific
cell phone number to provide a 24-hour standby service to the students. The lecturer carries this

cellphone over weekends and during holidays. Also aims the lecturer to read all emails within 24-
48 hours.


Broad social context:



The changing face of the South African higher education
JCP Module at UP: sector in the post-apartheid era made higher education


The Faculty of Engineering, Built- more assessable to all South African citizens. Higher
Environment and Information Education Institutions (HEI’s) are expected to produce
Technology at the University of graduates who will contribute to South Africa’s economic
Pretoria implemented in 2005 a growth and promote democracy in society through their
compulsory module, Community- roles as educated citizens with an inquiry-based outlook
Based Project, for all towards society and their role in society. The students
undergraduates. This kind of module demand free education meant that HEI’s must be able to
was a first for students in a Faculty
of Engineering, the Built demonstrate an increase in socio-economic
Environment and Information responsiveness and continuously improve the quality
Technology in South Africa. of their academic programmes. The increase in
pressure on HEI’s to be relevant in their immediate

society and to take responsibility for the community at large implies that HEI’s can no longer
function in isolation but must view communities as stakeholders and take cognisance of

communities’ needs. Community engagement, therefore, became one of the core pillars or focus
areas of higher education in South Africa, and many institutions have included community

engagement into their mission statement and vision. It is for this reason that the JCP module
contributed to the Hatfield Improvement project.















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Community-based learning involves students in making a positive contribution to individuals in
the community and develops a combination of knowledge, skills, values and motivation to make

a difference, thereby promoting the quality of life. Students may work where they feel they may
make a difference, but they may not commence with their projects before the lecturer approved
it. Students prefer to work with a variety of non-profit organisations, from animal shelters, animal

sanctuaries, zoo’s, shelters, pre-schools, primary schools, secondary schools and museums.
Students may also do projects on campus with JuniorTukkie or with the Faculty.

Students also empower community members in basic computer skills as well as other skills such

as brick making- and welding skills. For example, during 2018 students in the module trained 352
community members in basic computer skills.


Reflection on the methodology of the module


The JCP module follows a blended educational approach that is aligned with the University of
Pretoria’s teaching and learning strategy within its hybrid model. A hybrid teaching model is

characterised by different modes of delivery in combination with each other or separately. Hybrid
learning involves face-to-face teaching and learning, enhanced by appropriate technology to

support student engagement inside and outside contact sessions.

The teaching strategy of the module incorporates the theory of Kolb, which entails experiential

learning that includes project-based, problem-based and inquiry-based learning. Experiential
Learning Theory provides a holistic model of the learning process and a multi-linear model of adult




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development, both of which are consistent about how people learn, grow, and develop. Learning
is the process whereby knowledge is created through the transformation of experience (Kolb

2005). Kolb states that to transform experience into new knowledge, students need to derive
meaning from experience. This approach is ideally suited to teamwork, where students are
expected to construct their knowledge and understanding of a learning opportunity. The inquiry’s

starting point must be emphasised, as it needs to be sufficiently open to provide the basis for the
investigation, such as an interesting case study or a “real-life” scenario. The characteristics of

inquiry-based learning are also closely linked to the JCP module’s outcomes. Students take
responsibility for their learning and present evidence of the attained knowledge in appropriate
ways.


The scale of the module necessitates collaborative group work. Students can create their groups.

Each group must allocate a leader, as well as a financial manager and logistics organiser. The group
leader is responsible for managing the project, organising and ensuring the completion of the
project and group reflections. Students negotiate the project with community leaders, sharing

leadership with them in an impartial way, and engaging with them as equal partners. After that
they manage their project as decided through the joint ownership, thus empowering the
community and acknowledging the traditional knowledge and leadership of community members.


The community partners of the JCP

JCP Module project examples: module do not only play an essential role

• Building of jungle gyms; in the identification of possible projects
• Completing various projects for animals at for the students, but also contribute to
animal sanctuaries and in zoo’s; the sustainability of the module. They
may request possible projects at the
• Assisting learners with Mathematics and
Science; beginning of the academic year and

• Training community members in computer coordinate longitudinal projects. These
literacy; projects are indicated on the LMS. As
• Establish computer centres; soon as the students have identified a
project, the lecturer contacts the
• Resotring museums; and
• Creating websites. community partners and request a
meeting between the students and the
community. A representative of the

community takes responsibility for overseeing the students’ project, assessing it, verifying the
hours that the students have worked and approving the final YouTube video on the project. If the
community does not pass the students, they fail the module.





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Through the partnerships with Non-Government Organisations and communities, some

renovation projects were completed.


Methodology to manage this module


The hybrid approach requires the lecturer to use the
LMS to facilitate both the academic and

administrative components of the module. The
module data show evidence of a holistic and
advanced use of the features of the LMS as well as

the learning design of the module. Student
engagement activity data align with evidence from research indicating a correlation between

student engagement in the LMS and student success. In the context of the module, LMS
engagement does not equal success by default as engagement within the group to completing the
group projects also contribute to the successful completion of the module. It is important to note

the value of the LMS announcement tool from the lecturer perspective to communicate with the
students.















































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The module has a high success rate historically even between the different ethnic groups. The data
show similar activity and success between different ethnic groups enrolled in the module.
















































Even though the module is a free-standing module, all the elements of a service learning
methodology are incorporated in the module. The module uses an academic, experiential

educational method in which students participate in an organised service activity that meets
identified community needs. They reflect through various assignments on the LMS as well as
during a presentation and virtual blog on their service activity in such a way as to gain develop

critical thinking skills and develop an enhanced sense of civic responsibility.

After attending the lecture, students book an hour project proposal session with the lecturer.
During this session, they discuss a possible project they will undertake. The logistics to complete

the project are discussed, e.g. transport and funding. The community partner is also contacted to
confirm that the students may come and do the project.

After the completion of their projects, students again book for an hour session with where they

present the outcomes of their project through an informal discussion with the lecturer. It is
required from them to present a PowerPoint presentation, a video (virtual blog) uploaded on




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YouTube and a report on the e-learning management system. The video reflection is assessed
based on a rubric provided to the students. The students also need to make available all the hard

copy feedback documents from the community partner. It includes the assessment of the
community, the log hours that the community signs off as well as the permission to make the
YouTube “public”. The value and impact of the development of YouTube videos are illustrated in

figure 1.












































Figure 1: Conceptual framework: Impact of YouTube video on stakeholders


The YouTube videos showcase expected University of Pretoria graduate attributes. The University
receives student-generated marketing exposure to its brand and social responsibility to society.

The students provide a visual representation of their involvement in supporting the mission of the
University to integrate engagement with society and communities into pursuing recognition and
excellence in its core functions (University of Pretoria, Mission and Vision).


The students collaborate with the community in the development of the video and receive
approval, including ethical approval from the community for publication on YouTube. The lecturer

coordinates the interaction between the students and the community and ensures that the quality
of the video will protect and promote the branding of the community and the University. The





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lecturer also ensures that the video complies with ethical and privacy regulations in to safeguard
the brand of the University and the community.


Community partners usually contact the JCP office in advance if they are not satisfied with the
students' work. Students need to return to their community partners and amend a project that
does not adhere to the required standard. Students who did not complete the required 40 hours

of work are assisted with alternative projects. The lecturer applies strict and transparent criteria
to ensure that all students adhere to the minimum criteria. Students often work much more than
the required number of hours.


The report, YouTube and presentation are assessed during an hour feedback session. If students
deliver a low-quality YouTube or report, they are guided to reach the required outcomes and to

re-submit the assessment.

The student’s track record in the communities is very positive (Annexure A). During the first few
years of presenting the module, the lecturer often had to contact communities to request projects.

In recent years communities contact the JCP office, asking that students will come and do their
projects at their sites. The module started in 2005 as a new endeavour for the Faculty of

Engineering, Built Environment and Information Technology. It developed via the dedication and
enthusiasm of the students, the support of the previous and current Dean of the Faculty, the Head
of Department of Informatics and the Community Engagement Department to one of the flagship

modules on the campus. The positive feedback and support from our community partners ensure
the sustainability of the projects and allow the students to work in a safe and accommodating

environment.

Reflection on student learning

Safety and security of the students



Students receive a lecture on their safety from Mr Rowan Watson, Manager: Investigation
Component during the compulsory lecture. Robberies influenced the decision to include safety in

the lecture. A talk on general safety procedures and practices was also included as many students
use heavy machinery during building and renovation related projects.

Each group received a keyring including all the institutional emergency phone numbers. The JCP

lecturer provides students with a cell number at the orientation lecture. The students must be
able to phone any time in case of emergency. Students must indicate in their final YouTubes that

they were aware of safety procedures and their safety.






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Development of leadership skills through the module


Students can create their groups. Each group must allocate a leader, as well as a financial manager
and a logistics organiser. The group leader is responsible for managing the project, organising and
ensuring the completion of the group project and reflections.


Students negotiate the project with community leaders, impartially sharing leadership with them,
thereby engaging with the community as equal partners. After that they manage their project as

decided through joint ownership, thus empowering the community and acknowledging the
traditional knowledge and leadership of community members.

Development of mentorship within the module


Students who have completed

the module may become a
mentor for a group, a project

manager for some groups, or as
a chauffeur for students using
the University’s pool cars. These

students connect the students
in the module with the

communities and oversee their
projects. The module works
very closely with some of the campus societies. A person within the society takes responsibility,

as a project manager, of some groups. In 2018, 40 students completed their JCP projects via
Engineers without Borders, and 52 students completed their projects via the Aeronautical Society
and the Keep that Gold Shining Society successfully mentored 50 students. The assessment of the

mentors and project managers is included in the students’ final marks.

The lecturer prefers to use a directive approach in the Community-based Project (JCP) module to

transfer knowledge. The mentors provide advice or direction based on their experience and
expertise. To become a JCP mentor, students must have passed the JCP module. Students who
want to complete a mentorship project as their JCP project must apply for such a project. These

students are selected according to a set of criteria for that specific project. This procedure ensures
that the student has the expertise to become a mentor for other students. The mentoring
approach differs from project to project and can include peer mentoring, group mentoring, flash

mentoring and reverse mentoring.







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There are two types of mentors in the module: students who mentor other students as part of
their JCP project and students who have already passed their module and mentor newly enrolled

JCP students. One example of a mentoring project is a project where students go to schools and
assist learners with various subjects. JCP students may also get involved in the established
mentorship programme on campus where they mentor first-year students. This project is closely

monitored by appointed senior mentors and a staff member from the Department of Student
Affairs Office. Once a year, prospective engineering students (Grade 10, 11 and 12 learners) visit

the campus. During this event, the JCP students assume the role of mentors and give the learners
a glimpse of the various engineering career opportunities.

Students who have completed the module may mentor a group, function as a project manager for

some groups or volunteer to chauffeur students who need to use the University’s pool cars. These
mentors link the students in the module with the communities and oversee their projects.


Alumni stay involved in the module and act as mentors for projects such as the Mpepu Rural Youth
Encouragement (MRYE) Career Guidance Project, the Siyaphila Literacy Programme and the

Zwartkop Air Force Museum Project. Projects that students identified when they completed their
JCP projects continue to be added as possible projects for new students.

The mentors play a crucial role in managing many students. They do the quality control of projects

and make sure that students deliver quality work. Their purpose is especially important when
there is no one to report to on-site, for example, during computer training on one of the
University’s satellite campuses. The mentor then takes over the role of the site manager and

assesses the students’ work. Mentors are acknowledged for their commitment and hard work at
an annual function.


Knowledge acquired by the students


Each project is unique, but include concepts of inquiring-based learning, and problem-based

learning. Students also learn the basic concepts of project management. The prominent skills that
students indicated that they learn during the execution of their projects are reflected below in the

feedback from students. Students also add the module to their curriculum vitae as a certificate of
completion is generated in the LMS after successful completion of the module. Students indicated
the following skills acquired after completing the module:













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Ethical consideration within the module

Students may only make their YouTube “public” after the lecturer approved it. The students must

also submit written permission from the community partner to enable the lecturer in approving
the video content. The students must provide written authorisation that their YouTube, as well as

photographs of their projects, may be used by the University for marketing purposes. Where
students worked with children younger than 18 years, written permission must be received from
the parents.


Reflection on knowledge



Sustainability of the module

The module has sustainable community partners who provide vital support to the JCP office in

managing the logistics of the module. The success of the module relies on the collaboration
between these stakeholders and the JCP office.


The students work only 40 hours on a site each year. The sustainability of the partnerships does
not lie in the activities of the students, but the relationship between the module lecturer, the

students and the specific community. Annually, at least 350 campus-community partners are
involved in the module. Many these campus-community partners have been included in the
module from 2005.




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The communities must give feedback on the students’ work in various ways. This is included in the

agreement between the student/s and campus-community partners about the outcomes, the
hours that the student/s will be working on the project and the final marks from the community.
These marks are crucial for the student/s to pass the module. Feedback of the community partners

is positive (see Annexure A).


Reflection on growth



The module grew from a small module presented of just more than 200 students into a flagship
module on campus. The module did not receive any

budget initially. Currently, the module receives nearly
R800 000,00 per year from the University as well as
Students have raised
more than R 200.000.00 of various other sponsors. The student willingness to find
sponsorships themselves to additional financial contributions is proof of their
complete their projects in 2018. attitude towards their projects and the community.
Furthermore, provides it evidence of their social

responsibility and the achievement of the goals of the module.

The module is assessed every year and inputs from the students as well as the community

members are taken into consideration to improve the learning design and experience of the
students. The students are provided with all the assessment rubrics at the beginning of the year
to increase transparency in the evaluation of their projects and assignments.


The lecturer attended all the available courses on campus with regard the LMS and continued
empower herself through Linda.com or various MOOCs.

Awards and prizes



The module received various awards and recognitions, including the first Community Engagement

Award on campus as well as a National Marketing Award (MACE). It was also internationally
recognised through the MacJannet Prize for Global Citizenship, University Education for
Transformative Leadership in Africa Mini-Grant and the Global Engineers Deans Council Airbus

Diversity Award.

A yearly function acknowledges the students as well as the community partners that assisted in
the module. Students receive a small version of the JCP module’s mascot.







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Social media

































The JCP-module makes extensively use of the web and social media. The impact of these media
sources does not only contribute to the marketing of the module but also give students the

opportunity to share their work with peers and family members. The photographs of the projects,
as well as the YouTube’s, are shared on the Facebook link of the module. The number of visitors
to- and reach of the Facebook link is significant as it includes international visitors. More than 7

000 visitors accessed the JCP link on the University’s website is. Some students YouTube’s are also
visited more than 1000 times and their video’s received nearly 9000 views and approximately 2200
views.


International collaboration


The module has various international partnerships. Students from the University Illinois Urbana-
Champaign worked with JCP students on their projects during 2016 and 2017. During 2018
students from Sichuan University in China, while the other student study at The Hong Kong

Polytechnic University worked with the JCP students. JCP students attended the Talloires network
conference in Mexico during 2017. JCP students also participated at the Global Youth Leaders’
Summit in 2017 and 2018. Articles on the JCP module also reflects in the University Social

Responsibility Network ‘s e-bulletin as well as the Talloires Network.










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Publications on the module



Articles and conference papers were published and presented at national and international
conferences on the outcomes of the module. The module was also used as an example of a
blended learning module for community engagement in a textbook (Annexure B). The module also

regularly features in campus-wide magazines and publications, like JuniorTukkie, Innovate, EBIT
trends, and Tukkie. The JCP students even manage to get exposure in local newspapers.




Other public recognition


The lecturer presented various guest lectures based on invitation on how the module is executed
(Annexure B). Dr Jordaan is also an external examiner for the University of Stellenbosch as well as

Sefako Makgatho Health Sciences University. The lecturer is a member of South African Society
for Engineering Education (SASEE), a member of the South African Higher Education Community

Engagement Forum (SAHECF) and on the committee for students’ research and development for
the University Social Responsibility Network (USRN). She also assists with the projects of the USRN
at the University of Pretoria and is an adjudicator for the MacJannet Prize and peer reviewer for

various conferences of which the most recent one was the World Engineering Education Forum -
Global Engineering Dean’s Council. She also assists with the assessment and facilitating of the

module on Community Engagement for the Postgraduate certificate for higher education at the
Faculty of Education.

























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Annexure A
Feedback from communities:



















































































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Annexure B
Research outputs on the module

Publications in peer-reviewed or refereed journals


1. Jordaan, M. (2012). Ensuring sustainability in a community-based module. Acta

Academica. 44:1.
2. Jordaan, M. (2014). Community-based Project Module: A service-learning module for
the Faculty of Engineering, Built Environment and Information Technology at the

University of Pretoria. International Journal for service learning in engineering,
humanitarian engineering and social entrepreneurship. Special issue, 269 – 282.


Non-refereed publications or popular articles
1. Jordaan, M. (2008). Community-Based Project Module. Innovate. Issue 1.
2. Jordaan, M. (2010). Students gain practical experience while serving the community.
Innovate. Issue 5.

3. Jordaan, M. (2010). Creating empowering learning experiences and environments in
BrightenUP your IDEAS, Department for Education Innovation, University of Pretoria.
4. Jordaan, M. (2013). Sustainability of Community Outreach Projects in Post-Apartheid

South Africa. The International Journal of Social Sustainability in Economic, Social and
Cultural Context. 8(4): 77-87.

5. Jordaan, M. (2014). Community-based Project Module: A service-learning module for
the Faculty of Engineering, Built Environment and Information Technology at the
University of Pretoria. International Journal for service learning in engineering,

humanitarian engineering and social entrepreneurship. Special issue, 269 – 282.


Chapters in books



1. Jordaan, M. (2012). Education of Community Engagement in Higher Education
Institutions in Post-Apartheid South Africa: The Case of a Community-based Project
Module at the Faculty of Engineering, the Built Environment and Information

Technology, at the University of Pretoria. In Khudori, D, Kamino, Y. 2012. Towards a
sustainable ecology. 55 years after the Bandung Asian-African Conference 1955. UB

Press: Indonesia.
2. Jordaan, M., Belino, M.C. & Paredes, C.R. (2012). International Perspectives on Service
Learning in T.H. College (ed) Convergence: Philosophies and Pedagogies for Developing

the Next Generation of Humanitarian Engineers and Social Entrepreneurs.




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3. Jordaan, M. (2013). A blended approach to service learning. The Faculty Engineering,
Built Environment and Information Technology at the University of Pretoria in Osman, R.

& N. Petersen. 2013. Service learning in South Africa. Oxford Press: Cape Town.


Conference where the module has been presented:


National conferences



1. Jordaan, M. (March 2005). Community-Based Learning: Empowering engineering
students at the University of Pretoria. Community Service-Learning Conference. The
University of Johannesburg.

2. Jordaan, M. (June 2005). Community-Based Project a new module for the Faculty of
Engineering, Built-Environment and Information Technology. South African Higher
Education Conference. The University of Kwa-Zulu Natal.

3. Jordaan, M. (August 2009). Sustainability of a community-based project module.
Colloquium on Community Engagement, North-West University.
4. Jordaan, M. (20 – 21 April 2011). Using blended learning in the community-

engagement module. Service-Learning Research Colloquium, Service-Learning:
Innovations for the next decade. The University of Stellenbosch.

5. Jordaan, M. (17- 20 May 2011). Community-engagement outreach projects of Higher
Education Institutions in collaboration with the National Zoological Gardens of South
Africa. African Association of Zoos and Aquaria conference, Pretoria.

6. Jordaan, M. (10 – 12 August 2011). Community-based outreach as a key prerequisite
for engineering education. First Biennial Conference Society of Engineering Education

in South Africa, Stellenbosch (peer-reviewed).
7. Jordaan, M. (8 – 10 November 2011). Using e- and m-learning in a community-based
project module. Projects in the communities. South African Higher Education Forum:

Community Engagement: The Changing Role of South African Universities in
Development, East London.
8. Jordaan, M. & Jordaan, A.J.J. (4,5 June 2015). Alumni and enrolled students’ perceived

value of the compulsory community engagement module in the undergraduate
curriculum of the Faculty of Engineering, Built Environment and Information

Technology at the University of Pretoria. Third Biennial Conference South African
Society for Engineering Education, Durban.








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9. Jordaan, M. (21-23 September 2015). Using Blackboard Collaborate as a reflection
tool in a service learning module. 9th Annual Teaching and Learning in Higher

Education Conference. Durban.
10. Jordaan, M. & Pieterse, V. (14, 15 June 2017). Service learning in engineering: Developing
group collaboration. South African Society for Engineering Education. 4th Biennial

conference. Cape Town, South Africa.
11. Jordaan, M. & Jordaan, A.J.J. (14,15 June 2017). Using YouTube as a Reflection Tool for a

Service-learning Module. Fourth Biennial Conference South African Society for
Engineering Education, Cape Town.
12. Jordaan, M. (29, 30 November 2018). Perceiving local history through service learning

th
programmes. 4 annual regional history conference, Vereeniging.


International conferences



1. Jordaan, M. (November 2005). Community-Based Learning for Engineering students at
the University of Pretoria. International Service-Learning Conference, University of
Stellenbosch.

2. Jordaan, M. (2006) Community-Based Project at the University of Pretoria. Institut fűr
Frauenforschung und Gender-Studien, Kiel, Germany.

nd
3. Steyn, D. & Jordaan, M. (June 2006). Helping! (Yourself through others). 2 International
CDIO TM Conference, Linköping University, Sweden.
4. Jordaan, M. (September 2008). Community engagement: A vehicle for the development

of life skills, social and cultural values of students in higher education institutions. 5th
International Conference. The Learning Teacher Network. Vienna.
5. Jordaan, M. (October 2008). Community-Based Learning for Engineering students at the

th
University of Pretoria. 7 ASEE Global Colloquium on Engineering Education. Cape Town.
6. Jordaan, M. (July 2009). Using blended learning in a community-based module for the
faculty engineering, built environment and technology at the University of Pretoria,

South Africa. EDULEARN09.International Conference on Education and New Learning
Technologies. Barcelona, Spain. (virtual conference).

7. Sandenbergh, R. & Jordaan, M. (15 – 18 October 2012). Using E- and M-learning in a
Community-Based Project Module. World Engineering Education Forum WEEF, Buenos
Aires, Argentina.

8. Jordaan, M. (23 – 25 November 2012). Adding a service learning module to the
engineering curriculum for the understanding of the immediate social context: A case






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study of higher education institutions in South Africa. 3 International Conference of the
rd
roles of Humanities and Social Science in Engineering. Kuala Lumpur, Malaysia.

9. Jordaan, M. (13 – 15 January 2013). The Unique Blended Learning Model of a
Community-Based Project Module at the University of Pretoria that Ensures High Pass
Rates. International Higher Education Teaching and Learning Association: Exploring

spaces for learning 2013, Orlando, USA.
10. Jordaan, M. (20 – 22 November 2013). E-service learning. 5th International Symposium

on Service-Learning, Stellenbosch, South Africa.
11. Jordaan, M. (20 – 22 November 2013). Campus-community partnerships: Challenges
and expectations. 5th International Symposium on Service-Learning, Stellenbosch, South

Africa.
12. Jordaan, M. (7 - 9 July 2014). E-Service learning projects in a community-based project

module at the University of Pretoria, South Africa. 6th International Conference on
Education and New Learning Technologies, EDULEARN14, Barcelona, Spain. (virtual).
13. Jordaan, M. (22 – 24 June 2016). Large service-learning classes - a challenge for

successful campus-community partnerships. 7th Living Knowledge Conference, Dublin,
Ireland.
14. Jordaan, M. (4, 5 November 2016). Community-based Project Module of the University

of Pretoria. University Social Responsibility Summit, Beijing, China.
15. Jordaan, M. (19 – 21 June 2017). The Community-based project module. University
Education for Transformative Leadership in Africa (UETLA) Cohorts. Talloires Network

Leaders Conference. Social Responsibility and Human Dignity through Higher Education
Engagement. Universidad Veracruzana, Xalapa, Mexico.

16. Jordaan, M. & Maharaj, B.T.J. (12 – 16 November 2018). Promoting diversity in a
community engagement module for undergraduate engineering students. World
Engineering Education Forum - Global Engineering Dean’s Council, Nieu Mexico, USA.



Guest lectures presented about the module


2005 Gauteng Department of Education: District Tshwane South. Campus-

community partnerships.
2006 Introduction courses for new lecturers at the University of Pretoria.
The use of WebCT in the JCP-module.


2007 Introduction courses for new lecturers at the University of Pretoria.
Continuous assessment in the JCP-module.





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2007 The University of Stellenbosch. Faculty of Engineering. Community-
based projects at the Faculty of Engineering, Built Environment and

Information Technology at the University of Pretoria.
2007 The Durban University of Technology. Faculty of Engineering.
Community-based projects at the Faculty of Engineering, Built

Environment and Information Technology at the University of Pretoria.
2007, 2008, World Bank South Africa. Community-based projects at the Faculty of

2009 Engineering, Built Environment and Information Technology at the
University of Pretoria.
2008 Rotary Club: Pretoria. The community-based projects at the Faculty of

Engineering, Built Environment and Information Technology at the
University of Pretoria.

2008 Exxaro. Community-based projects at the Faculty of Engineering, Built
Environment and Information Technology at the University of Pretoria.
2008 Introduction courses for new lecturers at the University of Pretoria.

Use of ClickUP in the JCP-module.
2011 Introduction courses for new lecturers at the University of Pretoria.
Community Engagement.

2007 – Engineering and Built Environment Weeks.
2011 The JCP-module at the University of Pretoria.


2015 The University of Pretoria. Department for Education Innovation. How
to use YouTube as an assessment tool.

2014 - Assistant lecturer for the Community Engagement module for the Post
2018 certificate in Higher Education, University of Pretoria.


2018 The Community-based Project Module to representatives of the
University of Bologna, Italy.


2018 The Community-based Project Module to representatives of the
Wayne State University, USA.













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