• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal for Service Learning in Engineering >EWB-USA and EPICS: Academic Credit, Community Impact, and Student Learning
【24h】

EWB-USA and EPICS: Academic Credit, Community Impact, and Student Learning

机译：EWB-USA和EPIC：学术信用，社区影响和学生学习

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

EWB-USA engages thousands of students nationally on community-driven projects almost exclusively as an extra-curricular activity. This paper documents how one EWB-USA chapter used the EPICS framework to merge the club into a credit-bearing program that leverages the infrastructure of the university and recognizes the faculty work within their respective teaching loads. The approach preserves student leadership and ownership while enhancing student learning and accountability. Student reflections were analyzed and showed evidence of learning of design as well as broader professional skills including communication, teamwork and project management. Critical and reflective thinking is evident in the class artifacts. Deeper learning including evidence of an awareness of ethnocentrism and positionality and bias were documented in the analysis of the student reflections.
机译：EWB-USA在社区驱动的项目中将成千上万的学生分开作为课外活动。本文介绍了一个EWB-USA章节如何使用史诗框架将俱乐部合并到一个信用方案中，以利用大学的基础设施，并认识到各自的教学负荷内的教师工作。该方法保留了学生领导和所有权，同时提高了学生的学习和问责制。分析学生思考，并显示了学习设计的证据，以及更广泛的专业技能，包括沟通，团队合作和项目管理。在课堂文物中，批判性和反思思维是显而易见的。在分析学生思考时，还记录了在学生思考的分析中记录了更深入的学习，包括意识的证据。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号