Service Interruption: Managing Commitment to Community Partners During a Crisis
Service Interruption: Managing Commitment to Community Partners During a Crisis
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DOI：
10.1145/3446871.3469756
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发表时间：
2021-08
期刊：
影响因子：
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通讯作者：
L. Barker;A. Voida;Vaughan Nagy
中科院分区：
文献类型：
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作者：
L. Barker;A. Voida;Vaughan Nagy
虽然2020-2021年新冠肺炎大流行是现代教育领域范围最广、持续时间最长的一次，但它与其他一系列影响大学教育的自然和人为危机并驾齐驱，如波多黎各飓风玛丽亚(2017年)、伊斯兰国关闭叙利亚艾尔富拉特大学(2014年)、新奥尔良卡特里娜飓风(2005年)等等。对于服务学习课程，通常定义为学生在向社区合作伙伴提供服务时进行学习，即使可以将课程转移到网上，这些大规模的中断也会带来特殊的挑战。新冠肺炎大流行严重影响了社区合作伙伴的积极参与，包括非营利组织、当地学校和医院以及地方政府。许多社区组织努力满足对其援助的日益增加的需求，同时由于预算短缺而裁减人员。在本文中，我们报告了34名受访者的调查结果，他们在2020年春季开设了计算机与信息科学本科的服务性学习课程。尽管出现了动荡，但只有三名教师受访者完全失去了他们的社区伙伴。为了应对混乱，近一半的教职员工取消了部分作业要求，而其他人则将服务项目设置为可选或完全取消。上网对学生相互协作和与社区伙伴互动的能力产生了负面影响，这些活动被认为是实现服务性学习的学习成果的重要活动。然而，约三分之二的教职员工报告说，他们的学生完成了他们的服务任务，并描述了导致他们成功或减损他们成功的条件。基于这些发现，作者提出了几点启示，以发展未来的计算机和信息科学服务学习服务，在危机时期具有弹性。
While the 2020-2021 COVID-19 pandemic is the most widespread and longest lasting educational disruption of the modern era, it joins a host of other natural and human-made crises affecting university education, such as Hurricane María in Puerto Rico (2017), the Islamic State's closure of Al-Furat University in Syria (2014), Hurricane Katrina in New Orleans (2005), and many others. For service learning classes, generally defined as students learning as they provide service to a community partner, these large scale disruptions create special challenges even when it is possible to move classes online. The COVID-19 pandemic seriously affected the active involvement of community partners, including non-profit organizations, local schools and hospitals, and local governments. Many community organizations struggled to meet increased demand for their assistance while simultaneously cutting personnel due to budget shortfalls. In this paper, we report results from 34 survey respondents who offered service learning classes in undergraduate computer and information science during spring 2020. Despite the turmoil, only three faculty respondents lost their community partner entirely. In response to disruption, nearly half of faculty removed some of the assignments’ requirements, while others made the service project optional or removed it completely. Going online negatively affected students’ ability to collaborate with each other and interact with community partners, activities that are considered important for reaching learning outcomes for service learning. Nevertheless, about two-thirds of faculty reported that their students completed their service assignments and described conditions that led to or detracted from their success. Based on the findings, the authors present several implications for development of future computer and information science service learning offerings that are resilient during times of crisis.