Service-Learning Integrated throughout a College of Engineering (SLICE): Implementation

整个工程学院的服务学习整合（SLICE）：实施

• 批准号: 0530632
• 负责人: John Duffy
• 金额: --
• 依托单位: University of Massachusetts Lowell
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2009-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0530632&HistoricalAwards=false
• 关键词: Service; Learning; Integrated; throughout; College

This department level reform project will revitalize an entire college of engineering at the University of Massachusetts, Lowell through the energizing pedagogy of service-learning. Service-learning is the integration of academic subject matter with service to the community in credit-bearing courses, with key elements including reciprocity, reflection, coaching, community voice in projects. Service-learning (SL) has been shown to be effective in a large number of cognitive and affective measures, including critical thinking and tolerance for diversity, and leads to better knowledge of course subject matter, cooperative learning, recruitment of underrepresented groups in engineering, retention of students, and citizenship, as well as helping meet the wellknown ABET 2000 criteria (a)-(k). The thesis here is that SL spread throughout the core curriculum will be more effective than one intensive course, that a mixture of required and elective SL is more effective than either one or the other, and that SL could result in less coursework time than traditional programs satisfying ABET 2000 criteria. Therefore, service-learning will be integrated into a broad array of courses so that students will be exposed to SL in every semester in the core curriculum in each of the five engineering departments.This project builds on a long history of a variety of core courses with SL within different departments in engineering at the University of Massachusetts Lowell, particularly through projects in assistive technology, and global sustainable infrastructure development. Thirty-six faculty members are implementing, or have committed to integrating, service-learning in 40 courses; in the first semester of the planning phase, over five hundred engineering students participated in SL projects in required courses. Initial steps have been taken towards developing and using appropriate assessment tools. More faculty recruitment and training, community partnering, course modification, a staff SL director to link faculty and students with the community, course release time for faculty, SL minigrants, assessment, anddissemination of results are needed to propel this SL initiative to full implementation. Experienced higher education researchers at Brandeis University will serve as an independent assessment team.Intellectual merit: To link individual course objectives with service-based hands-on projects which meet the real needs of a community, whether local or international, requires considerable creativity and intellectual rigor. No single undergraduate degree program is known to have SL in at least one required course for every student every semester, much less for five degree programs in a whole college, even though the research indicates such a program would be more effective for students, faculty, and community on a number of dimensions. Development of assessment tools for such a broad approach is challenging and will be focused particularly on faculty and community, where there is a dearth of information in the literature. The impact of such a systemic approach on student interest, attitudes, retention and learning should be of genuine interest to the engineering education community.Broader impact: The implementation phase of this unique study is expected to have significant impact on students and faculty (and the diversity of their makeup), the institution, and community on a variety of measures. The assessment protocol and instruments are expected to be useful for many institutions. The results from this study should apply to almost any college of engineering and should spread beyond into other colleges within universities.

该部门级别的改革项目将通过洛厄尔大学的整个工程学院通过激动人心的服务学习教学法来振兴整个工程学院。服务学习是将学术主题与为社区提供信用课程的服务，其中包括互惠，反思，教练，社区声音在内的关键要素。服务学习（SL）已被证明在大量认知和情感措施中有效，包括批判性思维和对多样性的宽容，并可以更好地了解课程主题，合作学习，在工程学领域的招募不足的群体，保持学生的保留，公民身份，公民身份，并帮助满足Abet 2000 Criteria（A Abet 2000 Criteria（A）（A）（a） - （a） - （k）。这里的论点是，SL分布在整个核心课程中比一个强化课程更有效，即所需和选择性SL的混合比一个或另一个课程更有效，而SL可能会导致课程时间比满足Abet 2000标准的传统课程更少。因此，服务学习将被整合到各种各样的课程中，以便在五个工程部门的每个学期中，每个学期的核心课程中的每个学期都可以接触到SL。该项目建立在马萨诸塞大学劳尔尔大学（University of Massachusetts of Massachusets of Massachusets of Massachusets Lowell）中，尤其是辅助技术和全球辅助技术的各种核心课程的悠久历史，该项目的各种核心课程与SL不同。 36名教职员工正在实施或致力于在40个课程中整合服务学习；在计划阶段的第一学期中，超过五百名工程专业的学生参加了SL项目的所需课程。已经采取了初步步骤来开发和使用适当的评估工具。更多的教师招聘和培训，社区合作，课程修改，SL SL主任将教职员工和学生与社区联系起来，课程发布时间，SL Mimigrants，评估和降低结果，以推动这项SL计划以进行全面实施。 布兰代斯大学（Brandeis University）经验丰富的高等教育研究人员将担任独立评估团队。智能优点：将个人课程目标与基于服务的动手项目联系起来，这些项目满足社区的真正需求，无论是本地还是国际，都需要相当大的创造力和知识上的严格性。众所周知，每个学期至少在每个学期至少有一门要求的课程中，没有一个单一的本科学位课程，对于整个大学的五个学位课程来说，少了，尽管该研究表明该计划对学生，教职员工和社区的许多方面都更有效。开发这种广泛方法的评估工具是具有挑战性的，将特别关注教师和社区，那里的文献缺乏信息。这种系统性方法对学生的兴趣，态度，保留和学习的影响应引起工程教育社区的真正兴趣。BROADER的影响：这项独特研究的实施阶段预计将对学生和教职员工（以及其化妆的多样性），机构和社区对各种措施产生重大影响。评估方案和工具预计将对许多机构有用。这项研究的结果应适用于几乎任何工程学院，并应扩散到大学内的其他学院。