2019年第二屆國際跨領域垂直整合專題學程研討會-
智慧科技跨領域應用與實作學程成果交流暨跨領域專題演講
(2019 International VIP Conference)
智慧科技跨領域應用與實作學程成果交流暨跨領域專題演講
(2019 International VIP Conference)
Cultivating Transnational Talent—VIP &
BRICK 跨國際人才培育的結合-VIP & BRICK
The origins of VIPstarted back in the fall of 1995 with the Engineering Projects in Community Service (EPICS) learning design program at Purdue University. This program involved the partnership of student teams and local and international grassroots organizations, cooperating to resolve human, community and environmental concerns. These community cooperative partnerships provided a more worthwhile and valuable learning experience. Later, GA Tech built on these foundations to form VIP. At the 2018 annual meeting, there were over 60 representatives from 30 higher education institutions nationwide.
VIP源自於1995年普渡大學秋季的EPICS(Engineering Projects in Community Service)服務學習設計計畫,透過學生團隊與當地和全球社區組織合作解決人類、社區和環境方面的需求,為社區合作夥伴提供了更豐富的學習體驗並增加了價值。後來在GA Tech籌組為VIP之後,在2018年的年會中,已有來自全國30所高等教育學校共60多位 代表參與。
Since 2017, NDHU has been receiving assistance and support from the Ministry of Science and Technology. Under the support of the Ministry of Science and Technology of Taiwan, NDHU President Han-chieh Chao Ph.D has been working together with the faculty from our university’s eight colleges to create a transdisciplinary educational program. The Vertically Integrated Projects Program (VIP), which is being implemented by prominent universities across the United States, was introduced and has culminated in the establishment of theSmart Technology πPBL Transdisciplinary Programwith the focus on smart technology applications.
東華大學自106年起在科技部補助支持下,由趙涵捷校長統合東華大學八大學院的師資執行跨領域教學計畫,引進在美國各大名校盛行之「跨領域垂直整合專題學程VIP(The Vertically Integrated Projects Program)」 於本校之跨領域教學中,設立以智慧科技應用之「智慧科技跨領域專題實作學程」。
During the 2017 academic year, the NDHU’s Community Participation Office and the General Education Center was the first university in Taiwan to launch the BRICK—Break/Redefine/Imagine/Catalysis/Kindle—self-learning curriculum. The curriculum is designed entirely by the student, from the topic to the learning method, with an emphasis on real-world learning and application. Through the "practical orientation of self-directed learning," the students themselves will independently grow and expand the topics in the existing curriculum, plan their own studies, and "recognize credits" at the end of the semester. This completely open learning style is gradually taking root throughout Taiwan's higher education institutions.
東華大學社會參與辦公室和通識中心在106學期於全台大專院校首推「BRICK-磚家學程」(Break / Redefine / Imagine / Catalysis / Kindle)自主學習課程,從主題到學習形式,完全學生自主,強調真實生活學習與實踐。透過「實踐取向自主學習」,由學生自主將既定的課程專案向外拓展,規劃學習,學期末「追認學分」,此種完全開放的學習方式正逐漸影響臺灣高等教育的樣貌。
Since the implementation of BRICK during the second semester of the 2017 academic year, 15 student teams have proposed plans for self-learning projects, including indigenous peoples outreach, cultural development industry, innovation and entrepreneurship, environmental protection, rural children’s educational outreach, and international competition planning. These initiatives directly coincide with the spirit of EPICS.
Whether it is EPICS or BRICK, as well as the current VIP, they all have the following characteristics: 1) Long-term participation of students, 2) Large team structure and continuity, 3) Transdisciplinary teams, and 4) Team consultants from a diversity of disciplines.
BRICK學程自106學年度第二學期推行以來,15個學生團隊提案規劃自主學習專案企劃,包括部落關懷、文化創作產業、創新創業、友善環境、偏鄉青少年的閱讀及教育議題、國際競賽籌辦等主題,和EPICE最初的發想不謀而合。不論是EPICS還是BRICK,和現在的VIP,都有這下列這幾項特點:1.學生的長期參與。2.大型團隊結構和連續性。3.多學科團隊。 4.多元領域的團隊顧問。
BRICK 跨國際人才培育的結合-VIP & BRICK
The origins of VIPstarted back in the fall of 1995 with the Engineering Projects in Community Service (EPICS) learning design program at Purdue University. This program involved the partnership of student teams and local and international grassroots organizations, cooperating to resolve human, community and environmental concerns. These community cooperative partnerships provided a more worthwhile and valuable learning experience. Later, GA Tech built on these foundations to form VIP. At the 2018 annual meeting, there were over 60 representatives from 30 higher education institutions nationwide.
VIP源自於1995年普渡大學秋季的EPICS(Engineering Projects in Community Service)服務學習設計計畫,透過學生團隊與當地和全球社區組織合作解決人類、社區和環境方面的需求,為社區合作夥伴提供了更豐富的學習體驗並增加了價值。後來在GA Tech籌組為VIP之後,在2018年的年會中,已有來自全國30所高等教育學校共60多位 代表參與。
Since 2017, NDHU has been receiving assistance and support from the Ministry of Science and Technology. Under the support of the Ministry of Science and Technology of Taiwan, NDHU President Han-chieh Chao Ph.D has been working together with the faculty from our university’s eight colleges to create a transdisciplinary educational program. The Vertically Integrated Projects Program (VIP), which is being implemented by prominent universities across the United States, was introduced and has culminated in the establishment of theSmart Technology πPBL Transdisciplinary Programwith the focus on smart technology applications.
東華大學自106年起在科技部補助支持下,由趙涵捷校長統合東華大學八大學院的師資執行跨領域教學計畫,引進在美國各大名校盛行之「跨領域垂直整合專題學程VIP(The Vertically Integrated Projects Program)」 於本校之跨領域教學中,設立以智慧科技應用之「智慧科技跨領域專題實作學程」。
During the 2017 academic year, the NDHU’s Community Participation Office and the General Education Center was the first university in Taiwan to launch the BRICK—Break/Redefine/Imagine/Catalysis/Kindle—self-learning curriculum. The curriculum is designed entirely by the student, from the topic to the learning method, with an emphasis on real-world learning and application. Through the "practical orientation of self-directed learning," the students themselves will independently grow and expand the topics in the existing curriculum, plan their own studies, and "recognize credits" at the end of the semester. This completely open learning style is gradually taking root throughout Taiwan's higher education institutions.
東華大學社會參與辦公室和通識中心在106學期於全台大專院校首推「BRICK-磚家學程」(Break / Redefine / Imagine / Catalysis / Kindle)自主學習課程,從主題到學習形式,完全學生自主,強調真實生活學習與實踐。透過「實踐取向自主學習」,由學生自主將既定的課程專案向外拓展,規劃學習,學期末「追認學分」,此種完全開放的學習方式正逐漸影響臺灣高等教育的樣貌。
Since the implementation of BRICK during the second semester of the 2017 academic year, 15 student teams have proposed plans for self-learning projects, including indigenous peoples outreach, cultural development industry, innovation and entrepreneurship, environmental protection, rural children’s educational outreach, and international competition planning. These initiatives directly coincide with the spirit of EPICS.
Whether it is EPICS or BRICK, as well as the current VIP, they all have the following characteristics: 1) Long-term participation of students, 2) Large team structure and continuity, 3) Transdisciplinary teams, and 4) Team consultants from a diversity of disciplines.
BRICK學程自106學年度第二學期推行以來,15個學生團隊提案規劃自主學習專案企劃,包括部落關懷、文化創作產業、創新創業、友善環境、偏鄉青少年的閱讀及教育議題、國際競賽籌辦等主題,和EPICE最初的發想不謀而合。不論是EPICS還是BRICK,和現在的VIP,都有這下列這幾項特點:1.學生的長期參與。2.大型團隊結構和連續性。3.多學科團隊。 4.多元領域的團隊顧問。