Student reflections on an academic service learning experience in a computer science classroom

  • Authors:

  • Linda D. Webster;Edward J. Mirielli

  • Affiliations:

  • Westminster College, Fulton MO;Westminster College, Fulton MO

  • Venue:
  • Proceedings of the 8th ACM SIGITE conference on Information technology education
  • Year:
  • 2007

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Abstract

The focus of this paper is to introduce the topic of academic service learning and describe the need for academic service learning experiences in technical fields such as computer science and information technology. The intellectual roots of academic service learning, as discussed by Morton and Saltmarsh, go back to the Progressive Era in U.S. history, particularly in the works of Jane Addams, John Dewey, and Dorothy Day. Service learning has been defined as an activity that provides a benefit to someone else. It is the structured intentional engagement in serving a community that defines academic service learning and differentiates it from other types of service. In academic service learning, both the student learner and the community being served benefit from the experience. Within the fields of information technology and computer science, the need for academic service learning experiences arise partly due to the fact that our fields have traditionally been highly technical. Our approach to teaching an upper-level Topics in Programming course, in addition to the technical software engineering content, was to focus heavily on critical thinking, problem solving, project management, communication, and team dynamics. The instructional delivery method used in our course was a student centered, seminar format focusing on a culminating activity of student engagement in their development of a comprehensive information system for SERVE, Inc., a local community service provider. This paper will summarize selected confidential student comments that expressed the student's perception of the extent to which the service project helped them achieve the learning objectives of the course and how this academic service learning experience contributed to their professional growth and development. These comments are grouped according to the corresponding topics related to course learning objectives and academic service learning goals, including Project Management and Planning, Working with Clients, Documentation, Teamwork/Leadership, and Communication.