Integración interdisciplinaria en el aprendizaje-servicio: un modelo para la gestión de proyectos en la educación superior

Translated title of the contribution: Interdisciplinary integration in service-learning: a model for project management in higher education

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Abstract

Using the Service-Learning methodology in professional education as part of the teaching and learning process, we aim to integrate knowledge and social commitment for the benefit of university students. However, when this effort is made through interdisciplinary integration, the orientation required by the student within his or her own discipline is broadened to include other areas or specialties that contribute to a common benefit. This integration also fosters the widening of the spectrum of tangible results both in the service community and in the different disciplines that make use of this methodology. Integrated planning, execution and observation in two distinct areas with points of articulation according to the learning goals and service objectives, guided the intervention described in this paper, which was aimed at producing a service-learning management model in an interdisciplinary manner in the areas of business and health. The model proposes two operational levels within an integral macro-process: a curricular systemic level, which identifies points of articulation and interdisciplinary integration for the benefit of a vulnerable population; and an instrumental level of Service-Learning that contemplates the execution of the different stages of the methodology. The model also considers the different challenges identified in the experience or project as part of the management macro-process, which vary according to the context in which the project takes place and the disciplines involved. The interdisciplinary methodology benefited students in each discipline by empowering them, promoting joint work, as well as raising social awareness and prompting resolution of related problems, stimulating critical thinking, in addition to applying knowledge acquired in class. A more participative response was also obtained from the service population, as this was an intervention with an integral approach directed from different perspectives.
Translated title of the contributionInterdisciplinary integration in service-learning: a model for project management in higher education
Original languageSpanish
Pages (from-to)96-105
Number of pages10
JournalRevista Iberoamericana de Aprendizaje-Servicio (RIDAS)
Volume8
Publication statusPublished - 1 Dec 2019

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