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|Title: ||大學理工教師專業服務 : 學習課程規劃、執行與教學成果之研究|
|Other Titles: ||The study of academic service : learning curriculum design, implementation, and accomplishments among faculty in the field of science and engineering|
|Authors: ||李青芳;Li, Ching-Fang|
|Keywords: ||服務-學習;專業服務-學習課程;service-learning;academic service-learning curriculums|
|Issue Date: ||2016-01-22 14:44:40 (UTC+8)|
The present study aims to investigate academic service-learning curriculum design, implementation, and accomplishments among faculty in the field of Science and Engineering. In order to probe into how professors in the field of Science and Engineering are motivated to offer academic service-learning curriculums, how they design the curriculums, how they plan and perform service-learning programs; as well as the system, the modeling, the evaluation, encountered obstacles, and the implications of academic service-learning curriculums, six efficient university professors offering academic service-learning curriculums were interviewed and analyzed in the present case study
The results of the research are concluded as follows:
First, the motivation for professors in the field of Science and Engineering to offer academic service-learning curriculums includes: (1) minimizing the gap between theory and practice, (2) connecting proficiency with social needs, (3) cooperating with official policy, and (4) initiating students’ motivation for profession learning.
Second, academic service-learning curriculums in the field of Science and Engineering are offered by (1) merging service-learning into academic courses, and (2) providing extra-curricular service-learning programs. Such courses targets mostly on junior and senior students, who are more proficient in their academic fields.
Third, the models of academic service-learning curriculums can be classified into “practical application style” and “teaching demonstration style.” Students are able to induct what they have learned through continual thinking and reflecting within the courses.
Fourth, in terms of the development of academic service-learning curriculums, the professors will confirm with the service agencies in advance, and have students themselves responsible for the follow-up preparations. In order to maintain the quality of students’ service, the professor would as well arrange for graduate students or teaching assistances to assist the students.
Fifth, the evaluation of academic service-learning curriculums are conducted majorly through proficiency tests, supported with other attainments of learning, such as service performance, written report of self-reflections.
Sixth, it is discovered that academic service-learning curriculums can help students attain academic proficiency and enhance motivation for learning. Course instructors as well benefits from the progress by attaining improvements in their proficiency, and devoting themselves into voluntary services
Finally, challenges to academic service-learning curriculums majorly comes from (1) the fixed course system, (2) the budget supplement, (3) the requirements from service agencies, (4) students’ adaption, and (5) difficulties to associate with academic research.
Based on the findings and conclusion of the present study, this thesis furthermore offers implications for universities, professors in the field of Science and Engineering, and future studies.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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