Gordon Prize for Innovation in Engineering and Technology Education. This reflection, presented primarily from the perspective of student participants, is offered as an example of how our group challenged the notions of success and externally designed and implemented systems, with the hope that the example may inform future efforts of this type.On February 21, 2006, the National Academy of Engineering recognized the achievements of the Learning Factory with the Bernard M. We have developed our thoughts within the context of previous work regarding approaches to international service learning projects, the challenges that are often faced, and the mindsets of those involved. This paper will explore two main questions: Are we, as students who conduct service learning projects, stuck in a single-frame mindset? If so, how do we break free? These questions are explored through the combination of lived experience and post-field reflection. Through the use of the metaphor “stuck in cement”, we wish to draw a distinction between viewing service learning through a results-focused lens with a sense of a clearly defined path rather than construction of partnerships. This article illustrates our understanding, as a student team, of the challenges that conventional approaches can have when structuring joint student-community partnerships. Results demonstrate the effectiveness of such hybrid engineering SL projects. Applicable ECMs were then selected and tailored, forming the basis of recommendations to the organizations. For the field-work component, the teams self-selected industry clients and performed IT/S energy audits. For the virtual component, student teams developed and published on-line, open-source ECM calculators. The hybrid SL projects had both ‘virtual’ and ‘real’ (field-work) SL components. This paper presents the findings of this novel pedagogical exercise in which students acted as change agents for industry by implementing unsolicited energy conservation measures (ECMs) focused on green information technology and systems (IT/S), in order to improve organizations’ environmental and economic performance. In contrast, here students chose both the project and the partner for a self-directed engineering SL experience. The limitation of both traditional SL approaches is that they do not prepare students to implement unprescribed projects. Traditional engineering service learning (SL) projects can be classified as: 1) collaborations with a community group or non-profit organization to provide specific engineering around a community need, or 2) an internship-like experience with industry to address work requested by a client. The paper concludes that the OSN can: 1) develop partnerships with sites with online tools to alleviate some of the technological overhead 2) help inform entrepreneurs and expanding businesses about the challenges and opportunities presented in social entrepreneurship and 3) benefit service learning implementation by acting as a repository for appropriate technologies, systems, and policies, while also acting as a clearinghouse for international and local collaborations. The paper will build an understanding of, and collaboration between, relevant online tools. This paper will discuss current work to overcome this challenge by creating an Open Sustainability Network (OSN) that links relevant individuals, programs, courses, projects, and organizations aimed at just sustainable development. In an era where a rapid transition towards sustainability is needed, such wasted effort is no longer tolerable. Currently, those working for a sustainable development in a vast array of contexts all over the world are often duplicating efforts.
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