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)
VIP Development—From the College of Science and Engineering Lab Project Planning Phase to Participatory Action Design
VIP 的發展-從理工科的實驗室專題製作到參與式行動設計
The origins of VIPstarted back in the fall of 1995 with the Engineering Projects in Community Service (EPICS) learning design program at Purdue University. Prof. Edward J. Coyle was the principle promoter and the program worked towards forming partnerships among student teams and local and international grassroots organizations, cooperating to resolve human, community, and environmental needs. These community cooperative partnerships provided a more worthwhile and valuable learning experience.
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,由Edward J.Coyle教授主要推動者,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。
EPICS students earn credits by participating in team-based design projects that address the engineering, computing, and technology needs of local and global communities. Teams form partnerships with non-profit community organizations, educational institutions, and government agencies to provide services for local and global communities.
EPICS學生通過參與基於團隊的設計項目獲得學分,這些項目解決了當地或全球社區的工程,計算和技術需求,團隊通過與非營利社區組織,教育機構和政府機構合作,為當地或全球社區提供服務。
In 2009, Edward J. Coyle moved to Georgia Tech, where he transformed EPICS into VIP- Vertically Integrated Projects, actively participating in a wide diversity of specialized disciplines and fields, organizing annual exchange activities, and encouraging regional alliances and learning. At the 2018 annual meeting, there were over 60 representatives from 30 higher education institutions nationwide.
2009年Edward J. Coyle轉任Georgia Tech,將EPICS轉型為VIP- Vertically Integrated Projects,積極融入各種領域專業參與,每年舉辦交流活動,鼓勵區域性聯盟與學習,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。
VIP 的發展-從理工科的實驗室專題製作到參與式行動設計
The origins of VIPstarted back in the fall of 1995 with the Engineering Projects in Community Service (EPICS) learning design program at Purdue University. Prof. Edward J. Coyle was the principle promoter and the program worked towards forming partnerships among student teams and local and international grassroots organizations, cooperating to resolve human, community, and environmental needs. These community cooperative partnerships provided a more worthwhile and valuable learning experience.
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,由Edward J.Coyle教授主要推動者,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。
EPICS students earn credits by participating in team-based design projects that address the engineering, computing, and technology needs of local and global communities. Teams form partnerships with non-profit community organizations, educational institutions, and government agencies to provide services for local and global communities.
EPICS學生通過參與基於團隊的設計項目獲得學分,這些項目解決了當地或全球社區的工程,計算和技術需求,團隊通過與非營利社區組織,教育機構和政府機構合作,為當地或全球社區提供服務。
In 2009, Edward J. Coyle moved to Georgia Tech, where he transformed EPICS into VIP- Vertically Integrated Projects, actively participating in a wide diversity of specialized disciplines and fields, organizing annual exchange activities, and encouraging regional alliances and learning. At the 2018 annual meeting, there were over 60 representatives from 30 higher education institutions nationwide.
2009年Edward J. Coyle轉任Georgia Tech,將EPICS轉型為VIP- Vertically Integrated Projects,積極融入各種領域專業參與,每年舉辦交流活動,鼓勵區域性聯盟與學習,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。
VIP Team Operation Features
VIP團隊運作特色
VIP團隊運作特色
- Long-term Student Participation:Complete at least one full semester. Long-term participation gives students the opportunity to experience the entire life cycle of a team project, with academic and professional growth creating an ongoing process of learning and development. In addition to specialized knowledge, students will learn the important skills of teamwork, leadership, system design and project management.
- 學生的長期參與:至少完整一個學期。長期參與體驗團隊項目的整個生命週期的機會,學術和職業成長創造了持續的背景。專業知識外重要學習:團隊合作,領導力,系統設計和項目管理。
- Large Team Structure & Continuity:Encourage large teams (8-20 members). Professors, graduate students, and undergraduate students can form vertical teams. These teams will help maintain partnerships that last for many years.
- 大型團隊結構和連續性:鼓勵大型團隊(8-20)。教授研究生大學部垂直組成之團隊。並且可以幫助維持多年的合作夥伴關係。
- Transdisciplinary Teams:Teams are composed of members from across as many disciplines as possible to ensure that both the project partners and students achieve the best results.
- 多學科團隊:盡可能跨領域組成團隊,以確保項目合作夥伴和學生獲得最佳成果。
- Team Consultants:Each EPICS team is guided by a qualified consultant. The pool of consultants consists of experts from a broad diversity of disciplines and fields, both academic and professional.
- 團隊顧問:每個EPICS團隊都由合格顧問指導,且來自各領域、校內外專業者。