Collaborative Research: The Impacts of Service on Engineering Students (ISES) - A Longitudinal Study

合作研究：服务对工科学生的影响 (ISES) - 纵向研究

• 批准号: 1025207
• 负责人: Christopher Swan
• 金额: $ 19.96万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1025207&HistoricalAwards=false
• 关键词: Collaborative; Research; Impacts; Service; Engineering

This engineering education research project will increase our understanding of learning through service (LTS) programs, specifically aiming to determine whether international service learning is a viable curricular approach with respect to developing desired engineering attributes. The research questions addressed in the proposal are timely since an increasing number of engineering students participate in international service projects at some personal and institutional expense. The project hypothesizes that LTS improves holistic thinking without detracting from technical ability, and this hypothesis is tested through as well-defined set of research questions.The broader significance and importance of this project is to validate service learning as an effective educational strategy for engineering students. Although such programs are popular, they can potentially add costs to college education and some questions about their effectiveness remain unanswered. This study may develop insights into LTS, and a set of "best practices" that can inform programs that wish to adopt this pedagogy. There is the potential to demonstrate improved recruitment and retention of under-represented groups.

这个工程教育研究项目将增加我们对服务学习（LTS）计划的理解，特别是旨在确定国际服务学习是否是一种可行的课程方法，以发展所需的工程属性。 在提案中提出的研究问题是及时的，因为越来越多的工程专业学生参加国际服务项目在一些个人和机构的费用。该项目假设LTS在不影响技术能力的情况下提高整体思维，并通过一组定义明确的研究问题来验证这一假设。该项目的更广泛的意义和重要性是验证服务学习作为工程专业学生的有效教育策略。 虽然这些项目很受欢迎，但它们可能会增加大学教育的成本，而且有关其有效性的一些问题仍然没有答案。 这项研究可能会深入了解LTS，以及一套“最佳实践”，可以告知希望采用这种教学法的程序。 在征聘和留住任职人数不足群体方面有可能有所改进。