Achieving and Assessing Service in Computing Service Learning: Lessons from Computing for Good
Achieving and Assessing Service in Computing Service Learning: Lessons from Computing for Good
复制标题
在计算服务学习中实现和评估服务：公益计算的经验教训
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
E. Zegura
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文献类型：
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作者：
E. Zegura
在过去的10年里，计算部门在多个级别的课程中引入了服务学习，从入门计算到高级设计/顶层。服务学习以体验式学习的形式将特定学科的学习内容与现实世界的服务相结合。然而，正如Connolly在他的SIGCSE 2012论文《计算服务学习中有服务吗？》中所观察到的那样。与注重学生的学习成果相比，正在审查这些课程是否提供“真正的服务”。早在2007年，乔治和沙姆斯在他们的IJSLE论文中就强调了评估国际服务学习中密切相关的“客户满意度”概念的挑战。我们的目标是通过借鉴我们在过去五年中教授高级计算课程的经验来填补这一考试空白。我们确定实现服务的风险类别以及每个类别中的关键挑战。我们描述了我们的课程结构和我们用来克服挑战，实现真正的服务机制。然后，我们转向服务评估，并收集证据，证明我们的许多课程项目对几个指标的外部价值。我们为有兴趣创建或调整工程和计算服务学习课程的其他人提供指导，以便学习和服务大致相等。
In the last 10 years, computing departments have introduced service learning in the curriculum at multiple levels, from introductory computing to senior design/capstone. Service learning combines discipline-specific learning content with real-world service in a form of experiential learning. Yet as Connolly observes in his SIGCSE 2012 paper “Is There Service in Computing Service Learning?” the presence of “true service” in these offerings is under examined in comparison to the focus on student learning outcomes. As far back as 2007, George and Shams highlighted in their IJSLE paper the challenge of assessing the closely related concept of “customer satisfaction” in international service learning. We aim to fill this examination gap by drawing on our experiences over the last five years teaching a senior-level Computing for Good class. We identify categories of risk to achieving service and key challenges within each category. We describe our course structure and the mechanisms we use to overcome challenges in achieving true service. We then turn to assessment of service and assemble evidence that many of our course projects have external value against several metrics. We provide guidance to others interested in creating or adapting engineering and computing service learning courses so that learning and service occur in roughly equal measure.