1. Getting Them Out Of Their Shells: Service Learning And CS Students Jim Bohy – Iowa Wesleyan College

2. Overview Why service learning? Why service learning? What is service learning? What is service learning? The course itself The course itself The results The results What I’d do differently What I’d do differently

3. Why service learning? Lilly grant @ Simpson Lilly grant @ Simpson Advisor training Advisor training Forming mentoring relationships Forming mentoring relationships Service learning Service learning Course development grants Course development grants Vocational exploration Vocational exploration Service learning Service learning My own interests in educational technology and software development My own interests in educational technology and software development

4. Service learning defined Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility.

5. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community.

6. Service learning from my perspective Balance academic rigor with social responsibility Balance academic rigor with social responsibility Get the students to engage with the “other” (however that’s defined – usually it’s an opportunity to be exposed to diversity) Get the students to engage with the “other” (however that’s defined – usually it’s an opportunity to be exposed to diversity) Overcome stereotypes of what CS majors are and do Overcome stereotypes of what CS majors are and do

7. The course Computer Science in Education Computer Science in Education Cross listed Cross listed Broad goals Broad goals Get CS and Education majors to take the course Get CS and Education majors to take the course Each group can lend their expertise in constructing truly educational software Each group can lend their expertise in constructing truly educational software Get the school kids involved in the design process Get the school kids involved in the design process

8. Course objectives Upon completion of this course, students should be able to: Upon completion of this course, students should be able to: Develop a piece of instructional software Develop a piece of instructional software Develop and measure the effectiveness of a piece of instructional software Develop and measure the effectiveness of a piece of instructional software Develop a set of criteria to be used to evaluate instructional software Develop a set of criteria to be used to evaluate instructional software Critically evaluate applications of computer- based and computer assisted instruction Critically evaluate applications of computer- based and computer assisted instruction

9. Objectives – continued Develop a set of goals and objectives from which instructional software could be produced Develop a set of goals and objectives from which instructional software could be produced Work with K-12 teachers and students to design a piece of instructional software Work with K-12 teachers and students to design a piece of instructional software Work with K-12 students to develop an appropriate user interface for a piece of instructional software Work with K-12 students to develop an appropriate user interface for a piece of instructional software

10. Activities Reflective writing Reflective writing Software evaluations Software evaluations Software development Software development Course participation Course participation

11. The environment Economically disadvantaged elementary school in Des Moines Economically disadvantaged elementary school in Des Moines 3 rd grade classroom 3 rd grade classroom Variety of reading levels Variety of reading levels The teacher The teacher MA in educational technology MA in educational technology Ran a reasonably well-structured classroom Ran a reasonably well-structured classroom

12. 3 CS majors took the course (no education majors) 3 CS majors took the course (no education majors) 2 seniors and 1 freshman 2 seniors and 1 freshman 3 of the quietest students I have ever worked with in 16 years of teaching college 3 of the quietest students I have ever worked with in 16 years of teaching college My role was one of relatively active observer My role was one of relatively active observer

13. Basic structure Spent several periods talking about educational software development Spent several periods talking about educational software development Met with the 3 rd grade clients once a week for 6 weeks Met with the 3 rd grade clients once a week for 6 weeks Spent several class periods looking at existing software to get ideas Spent several class periods looking at existing software to get ideas Spent remaining class periods developing the software Spent remaining class periods developing the software

14. The results The program itself The program itself The relationships built The relationships built Between my students and these 3 rd graders Between my students and these 3 rd graders Between me and my students Between me and my students Between the institutions Between the institutions The changes in the students The changes in the students What I got out of it What I got out of it

15. “My perspective might be a little different than that of my classmates, since I’ve been lucky enough to be around computers my entire school career. Through computers subjects seen as dull and boring, like math, can be turned into a fun game. With the project we did, I felt that the kids genuinely enjoyed calling out answers and competing a little bit with each other. “ “My perspective might be a little different than that of my classmates, since I’ve been lucky enough to be around computers my entire school career. Through computers subjects seen as dull and boring, like math, can be turned into a fun game. With the project we did, I felt that the kids genuinely enjoyed calling out answers and competing a little bit with each other. “

16. “As a computer scientist, the ability to not only complete goals but also do them in a timely manner is extremely important. I also learned how to split up the various jobs we had to finish in order to complete the project. Things like a general outline of how the program should work and look like were things I had never done before.” “As a computer scientist, the ability to not only complete goals but also do them in a timely manner is extremely important. I also learned how to split up the various jobs we had to finish in order to complete the project. Things like a general outline of how the program should work and look like were things I had never done before.”

17. “I don’t know if this class made me really change as a person, but it did help me to understand how to teach children. I am not going to be a teacher anytime soon, of course, but knowledge of the different types of learning and different methods of teaching will certainly help when I have a family of my own someday.” “I don’t know if this class made me really change as a person, but it did help me to understand how to teach children. I am not going to be a teacher anytime soon, of course, but knowledge of the different types of learning and different methods of teaching will certainly help when I have a family of my own someday.”

18. “Honestly, the children’s reaction to the finished project was great. It was definitely the best experience I had as a computer science major. Also asking the children for their input was definitely an experience into and of itself.” “Honestly, the children’s reaction to the finished project was great. It was definitely the best experience I had as a computer science major. Also asking the children for their input was definitely an experience into and of itself.”

19. “The only thing that hampered us from making the project just a little bit better was the lack of students in the group that were majoring in education. As a CompSci student I never was taught the differences between styles of learning or anything like that. Also, some art students would have been nice, since none of us in the project are artists in any sense of the word. Animations are the one thing that I wish we could have put in the game, but we ran out of time and our animating skills weren’t up to par unfortunately.” “The only thing that hampered us from making the project just a little bit better was the lack of students in the group that were majoring in education. As a CompSci student I never was taught the differences between styles of learning or anything like that. Also, some art students would have been nice, since none of us in the project are artists in any sense of the word. Animations are the one thing that I wish we could have put in the game, but we ran out of time and our animating skills weren’t up to par unfortunately.”

20. What I’d Do Differently The development environment The development environment A bit more direction on the project A bit more direction on the project Push the teacher more for ideas Push the teacher more for ideas Recruit more education majors to take the course Recruit more education majors to take the course