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E-book: Service-Learning in the Computer and Information Sciences: Practical Applications in Engineering Education [Wiley Online]

  • Format: 598 pages
  • Pub. Date: 15-Jun-2012
  • Publisher: Wiley-IEEE Press
  • ISBN-10: 1118319133
  • ISBN-13: 9781118319130
Other books in subject:
  • Wiley Online
  • Price: 134,28 €*
  • * this price gives unlimited concurrent access for unlimited time
Service-Learning in the Computer and Information Sciences: Practical Applications in Engineering EducationLarger Image
  • Format: 598 pages
  • Pub. Date: 15-Jun-2012
  • Publisher: Wiley-IEEE Press
  • ISBN-10: 1118319133
  • ISBN-13: 9781118319130
Other books in subject:
Wiley Online E-booksMore info about Wiley Online
Companion website: https://onlinelibrary.wiley.com/doi/book/10.1002/9781118319130
"This book outlines necessary framework and successful scenarios trough presenting implementation examples and analysing the outcomes"--

Service-learning is a pedagogical model that actively integrates community service with learning outcomes in a credit-bearing academy course or co-curricular project. It has rarely been used in the computer and information sciences, but it is the purpose of this volume to help change that. Contributors from those disciplines and other scientific and technical fields provide a framework, organizational and pedagogical models and approaches, case studies of service-learning projects, and lessons learned. Among the topics are The Humanitarian Free and Open-Source Software Project, service learning and project management, a computer literacy service-learning project in Brazil, leveraging local resources to implement community-oriented sustainable computer education projects in Los Angeles, educational impacts of an international service-learning design projects on project members and their peers, and asking whether the community partner is satisfied. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)

Preface xi
Acknowledgments xvii
Contributors xxv
Part I A Framework
Chapter 1 A Framework for Service-Learning in the Computer and Information Sciences
3(24)
Brian A. Nejmeh
Abstract
3(1)
1.1 Introduction
4(1)
1.2 Background and Related Work
4(2)
1.3 What is Service-Learning in the Computer and Information Sciences?
6(1)
1.4 Benefits of Service-Learning in the Computer and Information Sciences
7(2)
1.5 A Service-Learning Framework for the Computer and Information Sciences
9(9)
1.6 Conclusions
18(1)
Acknowledgments
18(1)
Appendix A: Case Study Applications of the SL in CIS Framework
19(2)
References
21(6)
Part II Organizational/Pedagogical Models and Approaches to Service-Learning in the Computer and Information Sciences
Chapter 2 EPICS Program
William Oakes
Carla Zoltowski
Abstract
27(1)
2.1 Introduction
27(2)
2.2 Early Success Story: Homelessness Prevention Network
29(1)
2.3 EPICS Curriculum
30(2)
2.4 EPICS Projects at Purdue University
32(1)
2.5 Current Status of the Purdue EPICS Program
33(1)
2.6 Software Engineering Reorganization
34(1)
2.7 Human-Centered Design and EPICS
34(2)
2.8 Multidisciplinary Teams
36(1)
2.9 Dissemination of the EPICS Model
37(1)
2.10 Conclusions
38(1)
References
38(1)
Chapter 3 Ten Years of EPICS at Butler University: Experiences from Crafting a Service-Learning Program for Computer Science and Software Engineering
Panagiotis K. Linos
Abstract
39(1)
3.1 Introduction
39(1)
3.2 The EPICS Model
40(8)
3.3 Community Partnerships
48(10)
3.4 Assessment
58(3)
3.5 A Road Map
61(3)
Acknowledgments
64(1)
References
65(12)
Chapter 4 The Collaboratory
David Vader
Abstract
77(1)
4.1 Introduction
77(1)
4.2 Background
78(8)
4.3 Organization
86(13)
4.4 Implementation
99(11)
4.5 Results
110(4)
4.6 Summary
114(1)
Acknowledgments
115(1)
References
115(2)
Chapter 5 The Humanitarian Free and Open-Source Software Project: Engaging Students in Service-Learning through Building Software
Ralph Morelli
Trishan de Lanerolle
Allen Tucker
Abstract
117(1)
5.1 Introduction
118(3)
5.2 Goals and Objectives
121(2)
5.3 Concepts, Methodologies, and Outcomes
123(1)
5.4 HFOSS in Practice
124(5)
5.5 Results and Outcomes
129(3)
5.6 HFOSS Summer Institutes, Certification, Workshops, and Symposia
132(2)
5.7 Future Challenges: Growth of HFOSS
Chapters, Curriculum, and Sustainability
134(1)
5.8 Conclusions
135(1)
References
135(6)
Part III Service-Learning Projects in the Computer and Information Sciences
Chapter 6 Some Worked Better Than Others: Experience with a Variety of Service-Learning Projects
Ken Vollmar
Peter Sanderson
Abstract
141(1)
6.1 Introduction
141(1)
6.2 Characteristics of S-L Projects in STEM Educational Environments
142(1)
6.3 Description of Typical Software S-L Projects
143(1)
6.4 Case Studies (Some Successful and Some Failures)
144(12)
6.5 Conclusions
156(1)
References
156(3)
Chapter 7 EPICS Software Development Projects
William Oakes
Saurabh Bagchi
Abstract
159(1)
7.1 Introduction
159(2)
7.2 Example EPICS Software Projects
161(6)
7.3 Best Practices
167(2)
7.4 Defining Requirements: Understanding the Users
169(1)
7.5 Conclusions
170(1)
References
170(3)
Chapter 8 HFOSS Service-Learning Case Study: The Bowdoin-Ronald McDonald House Projects
Allen Tucker
Ralph Morelli
Trishan de Lanerolle
Abstract
173(1)
8.1 Introduction
173(7)
8.2 Pedagogy
180(8)
8.3 Outcomes
188(1)
8.4 Future Challenges
189(3)
8.5 Conclusions
192(1)
References
193(2)
Chapter 9 Service-Learning and Project Management: The Capstone Course in Information Technology Leadership
Charles Hannon
Abstract
195(1)
9.1 Introduction
195(1)
9.2 ITL Curriculum Summary, Learning Outcomes, and Assessment
196(4)
9.3 Challenges of Using Service-Learning for Program Assessment
200(1)
9.4 Clients and Projects
201(2)
9.5 IT Service-Learning and the Liberal Arts
203(2)
9.6 Project Management as a Framework for ITL Service-Learning
205(3)
9.7 Challenge of Service-Learning as a Major Requirement
208(2)
9.8 Summary and Conclusions
210(1)
References
211(2)
Chapter 10 Service-Learning and Entrepreneurship for Engineers
Lisa Zidek
Abstract
213(1)
10.1 Introduction
213(1)
10.2 Service, Student Engagement, and Retention
214(2)
10.3 Beyond Service-Learning
216(1)
10.4 Engineering Service-Learning in the Classroom
217(2)
10.5 The Florida Gulf Coast University Story
219(5)
10.6 Course Assessment
224(2)
10.7 Course Redesign and Justification, Version I
226(2)
10.8 Course Redesign, Version II
228(2)
10.9 Course Redesign, Version III
230(2)
10.10 Conclusions
232(1)
References
233(10)
Chapter 11 Teaching Information Systems Ethics through Service-Learning
Thomas S.E. Hilton
Donald D. Mowry
Abstract
243(1)
11.1 Introduction
243(1)
11.2 Two-Part IS Ethics Education Utilizing Service-Learning
244(4)
11.3 Case Study: A Senior Capstone Course
248(3)
11.4 Results and Discussion
251(2)
11.5 Conclusions
253(2)
11.6 References
255(4)
Chapter 12 Computer Literacy Service-Learning Project in Brazil
Wen-Jung Hsin
Olga Ganzen
Abstract
259(1)
12.1 Introduction
259(1)
12.2 Park University's Service-Learning in Project in Brazil
260(4)
12.3 Computer Literacy Service-Learning
264(10)
12.4 Summary and Conclusion
274(1)
References
274(3)
Chapter 13 Service-Learning through Agile Software Development
Joseph T. Chao
Jennifer B. Warnke
Abstract
277(1)
13.1 Introduction
277(2)
13.2 Implementing Service-Learning in the Software Engineering Course
279(6)
13.3 Outcomes
285(6)
13.4 Lessons Learned and Future Improvements
291(2)
13.5 Conclusion
293(1)
References
294(3)
Chapter 14 Empowerment through Service-Learning: Teaching Technology to Senior Citizens
Sally R. Beisser
Abstract
297(1)
14.1 Introduction
297(3)
14.2 Methodology
300(2)
14.3 Qualitative Analysis
302(4)
14.4 Conclusions
306(1)
References
307(1)
Appendix A-Coding guidelines 40 Developmental Assets©
308(3)
Chapter 15 Hybridizing Virtual-and Field-Based Service-Learning in Green IT
K. Branker
J.M. Pearce
Abstract
311(1)
15.1 Introduction
312(1)
15.2 Service-Learning Projects Studied
313(6)
15.3 Outcomes of the Student IT/S Projects
319(9)
15.4 Lessons from the SL Project
328(4)
15.5 Conclusions
332(1)
References
332(3)
Chapter 16 Engaging Engineering Students in a Development Program for a Global South Nation through Service-Learning
Willie K. Ofosu
Francois Sekyere
James Oppong
Abstract
335(1)
16.1 Introduction
336(2)
16.2 Benefits of a PLC System
338(1)
16.3 Student Discussions and Project-Based Service-Learning
339(2)
16.4 Student Activities
341(1)
16.5 College-Industry Cooperation
342(1)
16.6 PLC Development
342(1)
16.7 Industry Input
343(2)
16.8 Computational Analytical Approach
345(1)
16.9 Simulation and Experimental Results of Voice Channel
346(2)
16.10 Simulation of Model Residential-Neighborhood Power Lines
348(2)
16.11 Simulations of Data Transmission on Power Lines
350(3)
16.12 Future Work for the PLC Project
353(1)
16.13 Benefits of SL and Recommendations
354(1)
16.14 Conclusion
355(1)
References
355(2)
Chapter 17 Leveraging Local Resources to Implement Community-Oriented, Sustainable Computer Education Projects in Los Angeles
Rohit Mathew
Christine M. Maxwell
Abstract
357(1)
17.1 Introduction
358(1)
17.2 Challenges and Considerations
358(1)
17.3 Methodology
359(5)
17.4 Results
364(2)
17.5 Discussion: Lessons Learned
366(1)
17.6 Conclusion
367(1)
Acknowledgments
368(1)
References
368(1)
Chapter 18 Using Labdoo to Bridge the Digital Divide: A New Form of International Cooperation
Jordi ros-Giralt
Kevin Launglucknavalai
Daniel Massaguer
Julieta Casanova
Christine M. Maxwell
Abstract
369(1)
18.1 Introduction
370(4)
18.2 The Origins of an Idea: Project ThinkLab!, Guatemala, 2005
374(3)
18.3 Applying the Wealth of a Network to Bridge the Digital Divide
377(8)
18.4 A Grassroots 2.0 Movement: Brief Study Cases
385(4)
18.5 Labdoo's Service-Learning Model
389(5)
18.6 Wiki-Kids Project: Using Labdoo to Help Unlock Human Capital
394(3)
18.7 Conclusions
397(2)
Acknowledgments
399(1)
18.8 References
399(2)
Chapter 19 The CHARMS Application Suite: A Community-Based Mobile Data Collection and Alerting Environment for HIV/AIDS Orphan and Vulnerable Children in Zambia
Brian A. Nejmeh
Tyler Dean
Abstract
401(1)
19.1 Introduction
402(3)
19.2 Charms Application Suite
405(10)
19.3 Pilot Project
415(4)
19.4 Related Work
419(3)
19.5 Lessons Learned and the Future
422(5)
Acknowledgments
427(1)
References
427(4)
Part IV-Lessons Learned about Service-Learning in the Computer and Information Sciences
Chapter 20 Lessons Learned-Guidance for Building Community Service Projects
Michael Werner
Lisa MacLean
Abstract
431(1)
20.1 Introduction
431(2)
20.2 The Role of Service-Learning
433(3)
20.3 Case Study of a Project at Risk-ULEM
436(6)
20.4 Gearing Up for Future Projects
442(7)
20.5 Conclusion and Future Directions
449(2)
20.6 References
451(2)
Chapter 21 Assessing both the Know and Show in IT Service-Learning
Rick Homkes
Abstract
453(1)
21.1 Introduction
454(2)
21.2 The Service-Learning Movement-Why are We Doing Service-Learning?
456(3)
21.3 Accreditation and CQI-Why is Assessment Needed?
459(3)
21.4 Assessment of the Learning and Doing-IT Skills
462(4)
21.5 Assessment of the Learning and Doing-Professional Skills
466(2)
21.6 Research Methods
468(1)
21.7 Summary
469(1)
21.8 Acknowledgments
470(1)
References
470(3)
Chapter 22 From Kudjip to Succotz: The Successes, Lessons, Joys, and Surprises from 25 Years of Service-Learning Projects
James Paul Skon
Doug J. Karl
Abstract
473(1)
22.1 Introduction
473(1)
22.2 Background Motivation
473(2)
22.3 Exploring the possibilities
475(1)
22.4 A Journey Through Four Countries: The Evolution of a Collegiate Service-Learning Experience
475(8)
22.5 Lessons Learned
483(9)
22.6 Summary
492(1)
References
492(1)
Chapter 23 Educational Impacts of an International Service-Learning Design Project on Project Members and Their Peers
Peter E. Johnson
Abstract
493(1)
23.1 Introduction
494(1)
23.2 Background
495(1)
23.3 Valparaiso University Senior Design Projects I and II
496(4)
23.4 Discussion of Results
500(13)
23.5 Conclusions
513(1)
Acknowledgments
514(1)
References
515(2)
Chapter 24 Is the Community Partner Satisfied?
Camille George
Abstract
517(1)
24.1 Introduction
517(2)
24.2 Role of Reflection
519(1)
24.3 Reflection by the Student-Faculty Teams
520(1)
24.4 Partnership Recommendations from Related Fields
521(2)
24.5 Two Different Partnerships
523(5)
24.6 Final Thoughts
528(1)
24.7 Acknowledgments
528(1)
References
528(3)
Chapter 25 Service-Learning in the Computer and Information Sciences: Lessons Learned and Guidance for the Future
Brian A. Nejmeh
Abstract
531(1)
25.1 Introduction
531(1)
25.2 SL in CIS Lessons Learned
532(31)
25.3 Future Directions
563(4)
25.4 Summery
567(1)
Acknowledgments
567(1)
References
568(3)
Index 571
BRIAN A. NEJMEH is professor of Computer & Information Sciences and Entrepreneurship at Messiah College in Grantham, Pennsylvania. Formerly a software entrepreneur, Mr. Nejmeh is also a consultant with INSTEP (www.instep.com), advising corporations and NPOs on their IT market and product strategies.
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