An experience report on cross-semester student critique and action in an integrated software engineering, service learning course

Burns, Richard; Harvey, Terry; Pollock, Lori

doi:10.1109/edurex.2012.6225700

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…It also leverages key findings related to the importance of field experience to help undergraduates connect classroom experiences with university coursework, reflect upon their work, and practice their lessons in an environment where the partner teacher is present to create a controlled environment [2]. Finally, the interdisciplinary nature of the model builds upon the efforts of the multi-tiered mentoring model for increasing minority and women participation in computing proposed by the University of Alabama [3,7]. an introduction to CS teaching methodology as well as the opportunity to put that knowledge into practice in local schools.…”

Section: Related Workmentioning

confidence: 99%

“…The service learning component builds upon earlier NSF supported efforts to provide university CS students opportunities to develop technical and communication skills by sharing their computing expertise with middle school teachers in the context of game design [3,6]. It also leverages key findings related to the importance of field experience to help undergraduates connect classroom experiences with university coursework, reflect upon their work, and practice their lessons in an environment where the partner teacher is present to create a controlled environment [2].…”

Section: Related Workmentioning

confidence: 99%

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Field Experiences in Teaching Computer Science

Pollock

Mouza

Atlas

et al. 2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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A major challenge for broadening participation in computing within K-12 settings is the lack of trained teachers. While professional development programs provide opportunities for the development of knowledge, skills, and pedagogy in teaching computing, teachers need ongoing support throughout the academic year. In this paper, we describe a course-based model for partnering undergraduates with teachers and students in a field experience model. We describe the model focusing on learning objectives, curriculum, field component and partnership building. We subsequently report on the products that undergraduates were able to create with their partner teachers. Finally, we investigate the impact of the field experience model on undergraduates' content knowledge, pedagogical skills and career development.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Field Experiences in Teaching Computer Science

Pollock

Mouza

Atlas

et al. 2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…It is critical that nonprofits have some means to maintain the system [32]. Research recommend that instructors help community partners and students think about long-term maintenance, or how the project can continue evolving after the student completes the course [13], [33], [34]. Various suggestions include finding a skilled volunteer (person or company) in the community who is willing to take over this task; or asking the students themselves to allow themselves to be contacted again to help maintain the system [32].…”

Section: Impact On Community Partnersmentioning

confidence: 99%

Database Service-learning Projects: Addressing Community Needs While Measuring and Meeting Computer Science Learning Outcomes

Weitl-Harms

2022

2022 10th International Conference on Information and Education Technology (ICIET)

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This innovative practice full paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts for small rural organizations, over an extended period. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester or year long course. This limits the benefit for the community partners, such as small rural organizations, that do not have the expertise or resources to review and update a project on their own.Over the course of several years, teams of undergraduate students in a computing capstone social media development course created tailored social media plans for numerous small rural organizations. The projects were required to meet the client's specific needs, with identified audiences, measurable goals, and a minimum of three recommended social media strategies and tactics to reach the identified goals. This paper builds on previously reported initial results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the social media strategies and tactics already in place to provide updated, improved artifacts. Using ABET computing learning objectives as a basis, clients reviewed the student teams and the artifacts created. Students also reflected on their experiences. This research provides a longitudinal study of the impact of the interventions in increasing implementation and sustained use rates of computing artifacts developed through service learning, along with lessons learned. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small rural organizations.

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Community engagement in engineering education: A systematic literature review

Natarajarathinam

Qiu

Zoghi

2021

J of Engineering Edu

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Background: Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce. Purpose: The purpose of this systematic review is to generate insights and findings by reviewing studies focused on community engagement programs in engineering education from 1980 to 2019. This review offers new findings for practitioners and researchers with a menu of proven ideas and provides directions for community engagement practice and future research. Method: Articles were obtained via keyword searches for "Engineering" AND "service-learning," "community engagement" OR "civic engagement" using available databases. Search constraints included the year of publication, peerreviewed articles, and articles written in English. The content analysis method was used to categorize, summarize, and evaluate selected articles. A total of 120 articles have been reviewed.Results: This systematic review identified recent trends in engineering community engagement programs. Undergraduate students were the main program participants. The vast majority of projects took place in the United States.Overall, community engagement projects increasingly recruited multidisciplinary students. Factors such as logistics constraints, cultural barriers, and disconnect issues were reported as major challenges to the success of engineering community engagement programs. Qualitative research dominated community engagement studies. The community partner remains a less-studied subject. Research focusing on engineering graduate students in community engagement was rare. Conclusions: To obtain a holistic understanding of community engagement in engineering education, additional research should focus on community partners' perspectives, graduate students in engineering, diversity, and holistic assessments.

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An experience report on cross-semester student critique and action in an integrated software engineering, service learning course

Cited by 3 publications

References 3 publications

Field Experiences in Teaching Computer Science

Field Experiences in Teaching Computer Science

Database Service-learning Projects: Addressing Community Needs While Measuring and Meeting Computer Science Learning Outcomes

Community engagement in engineering education: A systematic literature review

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