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.

本系一级的改革项目将振兴整个工程学院在马萨诸塞州，洛厄尔通过充满活力的教学服务学习。服务学习是在学分课程中将学术主题与服务社区相结合，其关键要素包括互惠，反思，辅导，项目中的社区声音。服务学习（SL）已被证明是有效的，在大量的认知和情感的措施，包括批判性思维和宽容的多样性，并导致更好地了解课程的主题，合作学习，招聘代表性不足的群体在工程，学生的保留和公民身份，以及帮助满足著名的ABET 2000标准（a）-（k）。这里的论文是，SL传播整个核心课程将比一个密集的课程更有效，要求和选修SL的混合物比任何一个或另一个更有效，SL可能会导致更少的课程时间比传统的程序满足ABET 2000标准。因此，服务学习将被整合到广泛的课程，使学生将接触到SL在每个学期的核心课程在每个五个工程部门。这个项目建立在一个长期的历史，各种核心课程与SL在不同部门的工程在马萨诸塞州洛厄尔大学，特别是通过项目在辅助技术，全球可持续基础设施发展。 36名教师正在实施，或已承诺整合，服务学习40门课程;在规划阶段的第一学期，五百多名工程专业的学生参加了SL项目的必修课程。已采取初步步骤，开发和使用适当的评估工具。需要更多的教师招聘和培训，社区合作，课程修改，工作人员SL主任将教师和学生与社区联系起来，教师，SL minigrants，评估和结果传播的课程发布时间，以推动SL倡议的全面实施。 智力优势：要将个人课程目标与服务为基础的实践项目联系起来，以满足当地或国际社区的真实的需求，需要相当的创造力和严谨的智力。没有一个本科学位课程是已知的，每个学生每学期至少有一门必修课，更不用说在整个大学的五个学位课程，即使研究表明，这样的计划将是更有效的学生，教师和社区的一些方面。为这种广泛的方法开发评估工具是具有挑战性的，将特别侧重于教师和社区，那里缺乏文献中的信息。这种系统的方法对学生的兴趣，态度，保留和学习的影响应该是真正感兴趣的工程教育community.Broader影响：这个独特的研究的实施阶段预计将有显着的影响，对学生和教师（和他们的化妆的多样性），机构和社区的各种措施。预计评估规程和工具将对许多机构有用。这项研究的结果应该适用于几乎所有的工程学院，并应扩展到大学内的其他学院。