2005 Bernard M. Gordon Prize Lecture * : Integrating Engineering Education and Community Service: Themes for the Future of Engineering Education
2005 Bernard M. Gordon Prize Lecture * : Integrating Engineering Education and Community Service: Themes for the Future of Engineering Education
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2005 年 Bernard M. Gordon 奖演讲*：工程教育与社区服务的整合：工程教育未来的主题
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
W. Oakes
中科院分区：
文献类型：
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作者：
E. Coyle;L. Jamieson;W. Oakes
2005年2月20日，美国国家工程院授予伯纳德·M·戈登工程与技术教育创新奖，以表彰社区服务工程项目(EPICS)项目的成就。作为其创始人和董事，我们被表彰为“通过开发和传播社区服务工程项目(EPICS)计划，在培养未来工程领导者方面的创新。”我们为我们的节目获得这个享有盛誉的奖项而感到非常自豪。我们希望它对该项目的关注突出表明，社区中的长期学分项目为体验提供了时间和背景，使我们的学生能够：发展技术深度和多学科广度；体验从头到尾的设计；获取和磨练许多专业技能；创造对社区有重大影响的产品；以及作为个人、工程师和公民成长。EPICS的这些好处是工程教育界在20世纪90年代初寻求的结果[1-4]。我们相信，将时间和背景整合到课程的其他方面将导致进一步的创新，提供工程教育界在未来几十年寻求的结果[5，6]。二、史诗概述
On February 20, 2005, the National Academy of Engineering recognized the achievements of the Engineering Projects in Community Service (EPICS) program with the Bernard M. Gordon Prize for Innovation in Engineering and Technology Education. As its founders and directors, we were commended “For innovations in the education of tomorrow’s engineering leaders by developing and disseminating the Engineering Projects in Community Service (EPICS) program.” We are very proud that our program has been honored with this prestigious award. We hope the attention it focuses on the program highlights the ways that long-term, for-credit projects in the community provide the time and context for experiences that enable our students to: ● develop technical depth and multi-disciplinary breadth; ● experience start-to-finish design; ● acquire and hone many professional skills; ● create products that have a significant impact on their community; and ● grow as individuals, engineers, and citizens. These benefits of EPICS were outcomes that the engineering education community was seeking in the early 1990s [1–4]. We believe integrating time and context into other aspects of the curriculum will lead to further innovations that provide outcomes that the engineering education community seeks for the coming decades [5, 6]. II. OVERVIEW OF EPICS