期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
期号：Proceedings of the Canadian Engineering Education Association (CEEA) Conference- June 4-7, 2017 University of Toronto
DOI：10.24908/pceea.v0i0.10347
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Engineering students are well equipped with a technical background to become agents of social change. This paper highlights a co-curricular social innovation program that aims to foster that potential through team-based project-based learning. Key teaching methods are described, such as how students establish a vision, scope complex projects, effectively build teams, and leverage failure and iteration for learning. The program faces challenges maintaining student engagement and getting them to fully embrace learning through failure, but has had significant success in fostering self-reflection. It has also been successful in creating a structure whereby personal and leadership learning happen alongside design and project-oriented learning. There is opportunity for the teaching methods and structure of this program to be applied to other contexts in an effort to improve student team learning outcomes and find ways to integrate leadership learning into core technical and design courses.
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