Post on 31-Dec-2015
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Peer-Centered Service Learning
Mark A. HollidayDavid R. LuginbuhlDept of Mathematics and Computer ScienceWestern Carolina University
Frontiers in Education 2004October 22, 2004Savannah, GA
10/22/2004FIE04
Overview
Motivation Influences and Specific Goals The Specific Techniques Mechanisms Issues, Benefits, and Potential Concerns Conclusion
10/22/2004FIE04
Motivation
Problem:– How to improve student learning for computer science majors
Solution:– An engaged student is likely to be a successful student
How:– Peer-centered service learning
National Survey of Student Engagement – academic challenge– student-faculty interaction– active and collaborative learning– enriching educational experiences (outside of being a student in
the classroom)– supportive campus environment
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Motivation
Peer-centered service learning integrates
– peer learning and– service learning– in a more formal
framework
How?– The service learning is
centered on the peer of the student that is providing the service
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Influences and Goals
Influences– National Survey of Student Engagement– Traditional Service Learning
• community service projects integrated into the curriculum and into specific courses
– College Labor Programs • Berea College, Warren Wilson College, ...
– Active/Collaborative/Peer Learning Specific Goals
– Small class size (25 or fewer students) in introductory courses (CS0, CS1, and CS2)
– Involve as many of our computer science majors in service learning through helping other students in computer science-related activites
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Influences and Goals
Service Learning– positive feelings from helping others– teamwork skills
Reinforcement of Learning – through teaching others
Interactive Learning
Peer-centered service learning draws strengths from
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The Specific Techniques
Unpaid Category– In-Class Groupwork (CS1,
CS2): • Group Leader
– High School Programming Contest:
• Instructor (explain the programming environment upon arrival)
• Proctor (the students taking the contest)
• Evaluator (evaluating how the high school teams did; with supervision from faculty)
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The Specific Techniques
Paid Category– Course Content (CS0, CS1,
CS2)• In-Class Assistant• Lab Helper• Evening Tutor
– Departmental Computer Systems
• System Administrator• Lab Manager• Webmaster
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The Specific Techniques: Example
Course Content (CS0, CS1, CS2)– In-class assistant– Key person in our Introductory Computer Science Curriculum
CS1/CS2 – Much time spent in in-class groupwork
• assistant answers questions from groups and does some demonstrations (which can be repeated and are not a grade)
– Weekly closed laboratory in computer lab• Assistant answers questions one-on-one and does some
demonstrations (but can be repeated, only pass/not pass, is redone by instructor on not pass)
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Specific Techniques
Key Point: Class Assistants are not student graders– They are there to help the student, not to help the
instructor (except in an indirect sense)– Peer and helping relationship is compromised if
the student assistant also assigns grades
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Specific Techniques
Student assistant does verify some work CS1/CS2 groupwork: does not count for
grade CS0/CS1/CS2 labs: do count for grade but
– demonstration can be repeated multiple times and only last time counts
– recorded as complete/not complete– assistant records completes – instructor records completes and not completes
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Mechanism
For Paid Positions– Each semester announce and open web-based
application form– One faculty member in charge
In job assignment goal is – to maximize the number of students involves so
typically each student is only assigned a few hours a week of work
– try to have at least 50 percent of upper-class computer science majors involved in either paid or unpaid peer-centered service learning positions
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Impacts, Benefits, and Concerns
Peer-centered service learning in place for eight years
Impact: meeting goal of about 50 percent participation among upper-class computer science majors
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Impacts, Benefits, and Concerns
Benefits for student– reinforcement of computer science concepts
• through teaching others and maintaining computer systems
– improved communication and interpersonal skills– increased confidence in their own abilities as
computer scientists– opportunity to interact with faculty outside of the
normal faculty-student relationship– positive attitude from helping others– enhanced employment prospects
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Impacts, Benefits, and Concerns
Benefits for program– allow affordable incorporation of active learning– tutoring program for introductory courses– outreach to regional HS thru programming contest– increased retention of computer science majors
• both service providers and service consumers
– recruitment (advertise opportunities in Open Houses)– ability to support a dept computing facility at low expense– continuity in the teaching of CS0/CS1/CS2 despite teaching
by new faculty or faculty new to the course• student assistant is bridge to how course has been taught in
the past and how it is being taught in the current course
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Impacts, Benefits, and Concerns
Potential Concerns– some cost for the paid positions (but few hours
and at student wage rate)– a faculty member has to coordinate – does require that the introductory courses have
small class size and use active learning• feasible even at a state university but requires the
commitment and support of the faculty
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Conclusion
Maximize engagement of computer science majors in computer science
How? Peer-Centered Service Learning
Simple ideas but effective if made a formal, key part of the computer science program