The University of Cape Town (UCT) in South Africa, in partnership with EPICS in IEEE, led a project at Emasithandane Children’s Home in Nyanga, Cape Town, to install a solar water geyser and introduce a solar PV system, providing the community with sustainable energy solutions and hands-on engineering experience for high school students. Throughout the year-long project, learners participated in regular extracurricular activities, receiving mentorship and career guidance from UCT students and professionals, enhancing their understanding of engineering and its role in community development.
What was the impact of your project on the community?
The project, as an extracurricular activity for the learners, kept them engaged weekly for a year. They spent a considerable amount of time with University of Cape Town (UCT) students and young professionals who mentored them on career choices and opportunities. Through their engagements, the learners developed a deeper understanding of the role of engineering in uplifting society. This impact is significant in Nyanga, a community with a high crime rate. I recall a conversation with an elderly man who lived down the same street. He told me, “Buti (gentleman in isiXhosa), we appreciate what you and your team are doing with these young children. It helps to keep them off the streets, and I can see how excited they are to go to UCT to learn and implement what they learned in their home, through this renewable energy solution. They tell everyone here how solar power works and are proud that their home is powered by solar energy.”
This project brought the first solar PV system to the community around the children’s home and became a beacon of hope to the needy.
How many years was the project in use in the community?
The solar 2400 W PV power generation and 300 L solar water geyser systems were in service for four years before we decommissioned the site in 2015.
What is the impact on the students involved in the project?
One of the project’s outcomes was the opportunity for students to experience service learning within a community close to their local university. This profoundly impacts how students perceive their role in developing society and how to advance humanity through engineering solutions. I recall my conversation with one of the students when she told me how the project empowered her to seek opportunities to address community challenges through her engineering expertise. This promotes civic responsibility. Other outcomes include developing the skills to identify problems and create and implement solutions within a diverse team.
How have you been involved in IEEE since your project? How are you involved in IEEE?
EPICS in IEEE was the program that got me grounded in the IEEE. I went on the serve as a committee member in the first ad-hoc committee of IEEE SIGHT in 2012. I have had the privilege to serve the South Africa Section as IEEE YP Chair- Southern Region, IEEE South Africa Section Secretary, Vice- Chair and Chair. In global roles, I had the privilege to serve on the EPICS in IEEE Committee for three years. I have actively participated in various programs to recruit and retain IEEE members, develop programs to increase member value and create opportunities for members to advance their careers.
Are any other team members still engaged with IEEE?
Blessing Katsande, Tenele Dhladhla, and Fa Mulumba were IEEE members for some years after the EPICS-in-IEEE project. I am not sure of their current involvement in IEEE.
How does EPICS in IEEE/the connection to IEEE enhance service-learning projects?
We can look back at the vision of the IEEE , which ends with a line that reads…. “and be universally recognized for the contributions of technology and of technical professionals in improving global conditions .” As a community of professionals, we have the technical knowledge, skills, and a network of volunteers who are keenly interested in service-learning opportunities around the world. We recognize our role in creating opportunities to improve global conditions (starting with our immediate communities), and support and develop the engineer of tomorrow. These, and many more, are why IEEE is the right vehicle to advance service learning, and in this case, through a wonderful program such as EPICS in IEEE.
What was your experience like as an EPICS in IEEE committee member?
Coming from a background of developing and implementing multiple EPICS in IEEE projects, I enjoyed using my experience to support the review process for projects around the world. Through my work on the committee, I had the privilege of being a member of a community of service-learning-oriented folks around the world. This community is made up of project applicants and members of the committee who adjudicate project proposals and develop the EPICS in IEEE program.
Where do you see EPICS in IEEE going in the future?
EPICS in IEEE has attracted a wide range of projects from more countries over the last 15 years. The IEEE South Africa Section implemented the first non-US-based EPICS in IEEE project in 2009. The project was called Western Cape Breeze. High school learners come together to understand how we can come together to use technology and renewable energy sources to meet community energy needs. Since then, over two hundred projects have been completed in 6 continents. This is a testament to the increase in reach of the work of IEEE volunteers around the world, and the support provided by the committee to the program.
I see the EPICS in IEEE finding relevance in transforming research and academic outputs of university students into solutions to immediate community needs. This ecosystem embodies the true spirit of service learning. We celebrate 15 years of EPICS in IEEE this year, and I am proud to be counted among the many volunteers around the world who have been part of this journey.
How important are the donors that support our program?
The success of this program, with over 200 projects, over 1000 volunteers, and 11000 students involved, would not be possible without the financial support of donors. The impact of donor support far exceeds the lifetime of any of the funded projects.
Kai Goodall, MIEEE
UCT STEM Outreach @ Portland High School, Mitchells Plain. Photos by Je’nine May
Electrical Engineering MSc Student at the University of Cape Town
Current EPICS in IEEE Committee Member
Service Learning Outreach Projects in South Africa
Describe the outreach projects you have done and their intended impact on the community.
In partnership with the IEEE and the University of Cape Town, I have undertaken several STEM outreach projects at local underprivileged high schools in Cape Town. These projects included hands-on educational robotics and talks on engineering, sustainability, renewable energy, and electrical engineering. The goal was to inspire students to become engineers and solve problems in their communities.
One of my notable projects was the creation of a small-scale educational self-driving solar car for students to interact with. This was followed by an advanced version with AI lane detection and an onboard solar tracker. These projects excited and educated students on electrical engineering. During an outreach event in 2023, many students expressed a newfound interest in studying electrical engineering. Additionally, I developed a Tap and Door Opener Multi-tool with Dr. David Oyedokun during the peak of COVID-19, donating 2,000 units to Cape Town informal settlements to help prevent the spread of the virus.
Why is service learning important to you?
Service learning merges my professional skills with my desire to contribute positively to my community. It’s about understanding real-world challenges and using innovative solutions to address them. Service learning combines learning objectives with community service to provide a pragmatic and progressive learning experience while meeting societal needs.
What has been your experience with service learning projects?
My service learning projects with IEEE and the University of Cape Town have been deeply rewarding. Initiatives such as developing educational self-driving solar cars aim to inspire underprivileged students in Cape Town to pursue engineering. These hands-on projects bring theoretical concepts to life and show students the potential of technology to solve real-world problems. Seeing increased interest in engineering among students after these events is always the highlight.
Describe your experience with service learning and working with community partners.
Service learning has broadened my perspective and helped me identify new community problems to solve. It has also allowed me to innovate and discover new places in Cape Town. Working with community partners such as local leaders, high school teachers, headmasters, and traffic police officers has been incredibly beneficial. For example, during the distribution of the Tap and Door Opener Multi-tools, traffic police officers ensured an orderly and safe distribution in informal settlements. These partnerships are vital to the success of my projects.
Talk about your experience working with younger students.
Working with younger students has been a very positive experience. They are the future changemakers in their communities, and inspiring them is incredibly fulfilling. Seeing their genuine interest in engineering and their enthusiasm for learning is motivating. They ask so many insightful questions, and I love sharing my knowledge with them and giving back to the community.
UCT STEM Outreach @ Portland High School, Mitchells Plain. Photos by Dr. David Oyedokun
What skills and knowledge have you gained through service learning projects?
Through service learning projects, I have gained a comprehensive set of skills and knowledge. I’ve learned determination, hard work, and the importance of community service and engineering for people. My soft skills have been significantly enhanced, including communication, public speaking, leadership, and project management. Additionally, I’ve developed the technical skills necessary for building these projects, which has improved my practical engineering abilities.
As the STEM outreach lead for the University of Cape Town’s Electrical Engineering Department, I’ve further honed my leadership and project management skills. Through outreach events, I’ve also improved my teaching styles and people skills, learning to transfer information more efficiently.
From your committee experience, what learning outcomes do you see students taking away from their EPICS in IEEE experience?
Students typically develop practical engineering skills, teamwork, and collaboration abilities, along with a deeper understanding of community. They enhance their leadership and project management skills and foster innovation and creativity by addressing unique community-specific challenges. This experience helps them grow both personally and professionally, preparing them to make a positive impact in their future careers.
Would you encourage other engineering students to get involved with service learning?
Yes, I would highly encourage other engineering students to get involved with service learning. The rewards are significant both personally and professionally. It can expand your network, provide opportunities to work with like-minded IEEE members and volunteers globally, and teach you new skills not typically learned in the classroom. Additionally, it fosters innovation and creativity in solving community problems, making it an invaluable experience for any aspiring engineer.
What made you interested in getting involved with EPICS in IEEE?
I first learned about EPICS in IEEE from my UCT honors and master’s supervisor, Dr. David Oyedokun. His passion for service learning and social innovation inspired me to get involved. My passion for engineering, community service, and social innovations fueled my interest in EPICS in IEEE as a committee member.
Describe your experience as an EPICS in IEEE committee member.
As a committee member, I oversee project alignment with educational and community goals and review service learning proposals. This role has been incredibly fulfilling and has enriched my leadership and project management skills, reinforcing the positive societal impact of engineering.
How does EPICS in IEEE and the connection to IEEE enhance service learning projects?
The connection to IEEE provides access to a global network of engineering professionals and resources, including mentorship, technical advice, and increased funding and partnership opportunities. This support enhances EPICS service learning projects significantly.
How important are the donors that support our program?
Donors are vital to the success of the EPICS in IEEE program. Their funding and resources enable projects that allow students to apply their engineering skills meaningfully, significantly impacting communities. We are deeply grateful to all our donors.
What are your future career goals and plans for involvement with IEEE?
My future career goals include staying at the forefront of cutting-edge technology and sustainable development while solving problems around me. As I near my master’s in Electrical Engineering graduation, I plan to explore various engineering fields, including AI, Computer Vision, and IoT connectivity, to enhance my expertise. I’m also interested in technology entrepreneurial ventures, project management, and innovation. I plan to stay connected to the IEEE on both a South African section level and an international level through the IEEE Educational Activities Board (EAB) and other IEEE volunteering efforts to continue making a difference in communities.
Where do you see EPICS In IEEE and service learning in the next 15 years?
In the next 15 years, EPICS in IEEE is set to dramatically expand, transforming engineering education and community impact worldwide. As technology advances and educational priorities evolve, this program will increasingly empower students to tackle critical global challenges such as climate change and sustainable development. Together, we can change the world.
Check out the full video interview below!
