Marquette University

What value does a real-world project bring to students?

Our students thrive seeing how engineering concepts are applied to problems facing our world. The hands-on experiences and the need for adapting based on the difference found in the field from what was expected enhances their learning in so many ways!

How do you decide which projects to work on?

We work with a local NGO–ISF-Guatemala to determine what projects are feasible and which ones have the needed municipality support, typically in funded materials, and the community who provided literally tens of thousands of volunteer hours.

How did this project prepare students for professional practice?

They are responsible for the design and the assessment. They interact with their mentors to ensure standards and constraints are met. Just like they will once they graduate.

What advice do you have for other programs wanting to add similar collaborative projects to their curriculum?

Find great mentors and in-country partners. Provide significant University support. The time of the faculty is more important than the financial support.

What did you like best about participating in this project?

I loved having the opportunity to collaborate with other students on the project, which was one of the best aspects of the project overall. Traveling and living in‑country together made the whole experience feel even more meaningful and created a sense of shared purpose that you don’t always get in the classroom. Lastly, seeing our technical designs come to life on the ground, while getting to experience the joy and gratitude of the communities, was something I’ll never forget.

What did you learn?

I learned how important it is to really understand the needs and wants of a community before jumping into any technical work. The project taught me the importance of working with not for a community, and that collaboration and listening are just as important as engineering skills. I also learned how valuable it is to share past stories and experiences to help new teammates feel excited and prepared to travel!

How did the participation of professional engineers improve the experience?

The professional engineers who contributed to this project helped us understand how design decisions can shift once you’re in the field, and they encouraged us to stay flexible and open to changing our plans when conditions on the ground didn’t match what we expected. They also emphasized the importance of maintaining strong relationships with the communities we work with, which shaped how we approached conversations and collaboration. And one of the biggest things they taught us was to trust the expertise of the Guatemalan engineers, who know the land, the culture, and the community dynamics.

What do you think the engineers learned from working with students on this project?

The engineers involved in this project got to see how willing we were to jump in, ask questions, and adapt quickly when things changed. Working with students probably reminded them about how sharing their experiences can shape the next generation of engineers.

What did you like best about participating in this project?

I was blessed to have a full circle experience with the organization at Marquette University. I was just once a contributor on the CAD team then became treasurer of the club. For the project in Cruz Chich and Chumisa, I was honored to be one of the project leads and got to see the growth of other students. I am thankful to have been part of leading a talented group of students in leaving our impact on the world through this water infrastructure project in Guatemala.

What did you learn?

I learned that engineering principles are universal. Despite having focused on biomedical content in my university studies, I was able to exercise my engineering knowledge by applying it to this project. It was unique to be able to apply my leadership skills with a foundation of engineering understanding.

How did the participation of professional engineers improve the experience?

With professional engineers, I never felt alone. For every question that I had, there was guidance or an answer. I felt capable of leading others in the completion of this project with professional engineers available as a resource.

What do you think the engineers learned from working with students on this project?

I think the professional engineers involved were able to have an opportunity to go beyond their career projects and serve as teachers for the next generation of engineers. I believe they learned how to break down challenges into smaller steps to ease the complexity of each task for students. They learned how to vocalize and provide examples on how experienced engineers navigate their work in their field.

Why did you get involved with the project?

There are a few reasons for getting involved with the project. During the design process, as a contributing practitioner, I have the standard responsibilities of providing technical assistance, guiding students on the design process, and overseeing quality assurance and quality control to ensure that the project can be successfully built. But I also feel a responsibility to help prepare students for their professional lives after graduation. Our students contribute to real projects that impact the lives of real people. When students are exposed to these projects early in their career and have quality mentorship, it brings more meaning to their studies and starts them on the career path with purpose and focus that might otherwise take more time to develop.

How did you assist the students in the project?

For many students, this might be their first experience working on an engineering project with real-life impacts. As practitioners, we educate and guide students on all aspects of traditional project delivery and roles, including planning and detailed design, construction management, and project management. We provide technical design guidance, including assessing water quality, capacity, demand projections, hydraulic analysis, geotechnical and structural design, and the production of design drawings. Once the design is complete and a project enters the construction phase, our construction management guidance helps them with assessing means and methods, ordering construction materials, and evaluating and managing field changes to achieve a fully operational system. Throughout the process, we also help the project team’s student leaders to develop their project management skills to ensure projects remain on schedule and within budget. Many of the practitioners have worked on similar projects and have developed relationships with our in-country partners which also allows us to help the students with communications, navigate local institutional and community structures, and consider cultural customs to ensure a successful project that aligns with the community’s long-term goals.

What did you learn from working with the students?

They ask many questions, which is a hallmark of a successful engineer. As a mentor, taking the time to explain the “why” and “how” when approaching engineering problems helps fill in the knowledge gaps at this early stage in their engineering careers. They routinely show their abilities to put what they’ve learned into practice. and seeing their transformation over the course of a project is rewarding as a mentor. 

What did you want students to learn from working with you?

My goal is to be an ambassador for the engineering career path. I want students to see that engineering is an interesting, challenging, and fulfilling career, and the problem-solving skills you develop as an engineering student can lead to unique career opportunities. The engineering field requires teamwork, creativity, life-long learning, and a commitment to ethical engineering practices that protect the health and well-being of people and the environment. Whether these engineering opportunities arise in your professional life or in volunteering pursuits, through them you can use your skills to have a positive impact in local and global communities.