The Impact of Multidisciplinary Teams on Sustainability Projects in EPICS
The Impact of Multidisciplinary Teams on Sustainability Projects in EPICS
复制标题
多学科团队对 EPICS 可持续发展项目的影响
DOI：
10.18260/1-2--33397
复制
发表时间：
2019
影响因子：
2.3
通讯作者：
Joshua Loughman
中科院分区：
文献类型：
--
作者：
D. S. M. Gillespie;Mr. Mark;Vincent Huerta;Mark Huerta;Dr. Jared Joseph Schoepf;Mr. Joshua Loughman;Joshua Loughman
马克的研究围绕着培养能够在其社区引领并实施积极变革的工程师展开。他的研究探索了创业思维、创新、幸福、领导力、人际交往技能以及其他21世纪的能力等主题。马克在以人为主的设计、社会创业、人道主义工程、领导力和专注力方面有着教授和指导工程专业学生的经验。
摘要
社区服务工程项目（EPICS）是普渡大学于1995年创立的一个服务学习项目，现在是亚利桑那州立大学课程的一个活跃部分。与传统的服务学习相比，EPICS的不同之处在于通过与真实的社区合作伙伴、多学科团队、行业导师开展设计项目来实现学生的学习，并且项目跨越多个学期，每个学期可能会有新的学生团队。在这项工作中，由于在学术课程中支持多学科团队存在潜在的益处和挑战，因此对多学科团队因素进行了研究。虽然基于多学科项目的学习和多学科服务学习并不是新的理念，但很少有人考虑团队构成对学生学习和认知的影响。这项工作考察了三个以可持续发展为重点的多学科团队的经验，这些团队为被视为“食物沙漠”的社区提供使用和教育方面的解决方案。这三个团队结构在多学科构成的程度上有所不同，这是EPICS的一个特点。学生被要求定义多学科团队，然后反思自己的团队经验和团队构成。对当前和以前的学生团队成员进行的焦点小组访谈记录进行了分析，以确定学生团队的多学科构成在多大程度上影响了学生对项目成功的看法、所获得的技能以及整体团队环境。为了补充学生的观点，还通过圆桌讨论收集了教师关于在EPICS项目中支持多学科团队的观点。包括并讨论了圆桌会议和SWOT（优势、劣势、机会、威胁）分析的结果。本文报告了对多学科EPICS团队以学生为重点和以教师为重点的分析结果以及进一步工作的计划。
Mark’s research revolve around developing engineers capable of leading and enacting positive change on their communities. His research explores the topics of entrepreneurial mindset, innovation, well-being, leadership, interpersonal skills, and other 21st century competencies. Mark has experiences in teaching and mentoring engineering students in human-centered design, social entrepreneurship, hu-manitarian engineering, leadership, and mindfulness. Abstract The Engineering Projects in Community Service (EPICS) program is a service-learning program founded by Purdue University in 1995 and is now an active part of the Arizona State University curriculum. Compared to traditional service learning, EPICS differs by implementing student learning through design projects with real community partners, multidisciplinary teams, industry mentors, and projects that span multiple semesters with potentially new student teams every semester. In this work, the multidisciplinary team factor is examined due to the potential benefits and challenges of supporting multidiscipline teams in an academic curriculum. While multidisciplinary project-based learning and multidisciplinary service-learning are not new ideas, rarely is the team composition considered in relation to the impacts to student learning and perception. This work examines the experiences of three multidisciplinary, sustainability focused teams providing solutions for use and education in communities considered food-deserts. The three team structures vary in degree of multidisciplinary composition, one of the EPICS differentiators. Students were asked to define multidisciplinary teams and then reflect on their own team experiences and team compositions. Transcripts of focus group interviews with current and previous student team members were analyzed to determine the extent to which multidisciplinary composition of the student teams impacted student perceptions of project success, skills acquired, and overall team environment. To complement the student perspectives, faculty perspectives regarding supporting multidisciplinary teams in the EPICS program were also collected through a roundtable discussion. Results of a roundtable and SWOT (Strengths, Weakness, Opportunities, Threats) analysis are included and discussed. This paper reports the results of the student-focused and faculty-focused analysis of multidisciplinary EPICS teams and plans for further work.