運用群眾募資於社區工作課程以實踐USR 與SDGs-11

A Study to Fulfil USR and SDGs-11 through Applying Crowdfunding to Community Social Work Course

對於資源缺乏的社區，如能運用專案式合作學習，讓學生於修習社區工作課程時，即學會如何設計及運用群眾募資專案，協助社區籌募經費以推動對弱勢族群的服務工作，以及提升社區居民的生活品質。不只可以達到學用合一的目標，同時也可以實踐USR 與SDGs-11。本研究運用Rubric 評分指標使用統一的評分標準，來評量學生的群眾募資專案，讓學生了解學習的目標和自己的學習情形，並用教學回饋問卷蒐集學生的意見，以評估運用專案式合作學習與群眾募資於社區工作課程之學習與教學成果。本研究所建構的教學模式為：首先講授社區工作理論與技術，接著學生以專案式合作學習方式，實地參訪社區、訪談社區意見領袖、盤點社區資源、進行社區需求評估、撰寫服務社區弱勢族群的群眾募資專案、於反思與修正後公開發表專案、到群眾募資平台發起專案與執行之。學生們認同且滿意於本研究所建構之教學模式，且認知到這有助於實習與實務工作。因此，建議全面性地推動應用專案式合作學習與群眾募資的社區工作課程，以利學生能有效地將社區工作專業知能和技巧與實務結合，進而達到學用合一及實踐USR與SDGs-11 的目標。

Particularly in resource-limited communities, if project based collaborative learning can be integrated in community social work course, students can learn how to plan crowdfunding to collect funding for project to promote service for disadvantaged group and improve quality of life for community residents. It can reach the goal of integration of knowledge and action as well as fulfill University Social Responsibility and Sustainable Development Goal 11. This study employed Rubric with consistent standards to evaluate students’crowdfunding projects, to assist them to understand learning objectives and their progress. Additionally, student feedback was collected through teaching evaluation questionnaires to assess the learning and teaching outcomes of applying project-based collaborative learning and crowdfunding in community work course. The teaching model developed in this study involves several key steps. Firstly, theories and techniques of community work are introduced in lectures. Secondly, students engage in project based collaborative learning, which includes field visits to communities, interviews with community opinion leaders, resource mapping, community needs assessments, drafting crowdfunding proposals for services targeting disadvantaged groups, and presenting their projects after reflection and revision. Thirdly, students launch their projects on crowdfunding platforms, and execute the project in the community as funds are released. Lastly, the implementation outcomes are documented in videos and shared on social media platforms. The results showed that the students expressed high levels of recognition and satisfaction with this crowdfunding teaching model, acknowledging its relevance to internships and clinical work. It is recommended that this approach be widely implemented in community work course to assist students effectively to integrate knowledge and action and to fulfill USR and SDGs-11.