A Primer for Applying Service Learning to Computer Science

Service learning is an educational philosophy that promotes active learning through community service. We have recently applied this approach in our computer science curriculum, specifically to our software engineering course. In order that other computer science departments can benefit from our experience, we have developed a primer one can follow to establish a program for service learning in the computer sciences. We also describe and assess our experience after one year of applying service learning to software engineering

Computer Engineering Course for K-12 Teachers Assisted by First-Year ECE Undergrads

A sophomore-level course will be designed that introduces computer engineering fundamentals to pre-service science and math teachers in a highly interactive, hands-on environment, using active, cooperative learning methods. In cooperation with existing efforts, it will also be adapted to appeal to in-service teachers seeking a Masters degree in science or math education. It will illustrate how to use microprocessor based, mini-data acquisition systems, and robotics to create projects demonstrating physics and math concepts satisfying the Maine Learning Results and other national education standards. These materials will be distributed over the web. A unique aspect of this effort will be the recruitment and engagement of honors-level first-year Electrical and Computer Engineering and pre-service College of Education students to help develop curricular content that will interest middle and high school students. In-service teachers will be included in the development of pedagogy that efficiently conveys the engineering material to future science and math teachers. This project will introduce the engineering application of science and math, as well as providing a bridge between such informal science innovations as First Robotics, First Lego League, Bot Ball, etc. and the classroom environment. The major benefit, however, to the engineering establishment will be the application of and emphasis on engineering concepts to the science/math K-12 infrastructure. Through this course, pre-service and in-service teachers will be equipped with the tools to illustrate engineering principles and how they relate to concepts normally taught in conventional science and math courses

Microservices and Machine Learning Algorithms for Adaptive Green Buildings

In recent years, the use of services for Open Systems development has consolidated and strengthened. Advances in the Service Science and Engineering (SSE) community, promoted by the reinforcement of Web Services and Semantic Web technologies and the presence of new Cloud computing techniques, such as the proliferation of microservices solutions, have allowed software architects to experiment and develop new ways of building open and adaptable computer systems at runtime. Home automation, intelligent buildings, robotics, graphical user interfaces are some of the social atmosphere environments suitable in which to apply certain innovative trends. This paper presents a schema for the adaptation of Dynamic Computer Systems (DCS) using interdisciplinary techniques on model-driven engineering, service engineering and soft computing. The proposal manages an orchestrated microservices schema for adapting component-based software architectural systems at runtime. This schema has been developed as a three-layer adaptive transformation process that is supported on a rule-based decision-making service implemented by means of Machine Learning (ML) algorithms. The experimental development was implemented in the Solar Energy Research Center (CIESOL) applying the proposed microservices schema for adapting home architectural atmosphere systems on Green Buildings

Examining the Experiences of First-Year Honors Engineering Students in Service-Learning

Although research projects and skill-based courses are central to engineering and computer science curricula, service-learning has also been highlighted as a pedagogy that has proven beneficial to students\u27 learning within these disciplines. This qualitative investigation examines the experiences of two cohorts of students in an Honors Introduction to Engineering course during Fall 2016 and Fall 2017. As part of a mandatory service-learning project, students worked in teams to deliver a presentation and prepare a hands-on activity to expose underprivileged adolescents to Science, Technology, Engineering, and Math (STEM). Participants in this study were surveyed to assess the efficacy of service-learning. In particular, students\u27 abilities to develop their skills in effective communication, practice strategic teamwork, and develop a clear self-concept as engineers or computer scientists were examined following their service-learning experiences. Learning how to communicate with a non-technical audience was noted as an important takeaway by both cohorts of student-participants. The second cohort of students highlighted teamwork as a major obstacle that they had to work through to successfully execute their projects. Finally, students voiced a feeling of duty to improve access to higher education for underprivileged adolescents in the community, seeing themselves as peers with an obligation to improve the educational prospects of these local adolescents, rather than as future professionals in a technical environment

Becoming Responsible Learners: Community Matters

Students at Iowa State University had the opportunity to enroll in a two-year National Science Foundation (NFS) Scholarship for Service (SFS) leadership development program, in addition to their work within their majors. This interdisciplinary program included faculty and students in computer engineering, computer science, mathematics, political science, management information systems, and education. The expected learning outcomes for this interdisciplinary effort were focused on “learning in community,” specifically to develop professionals and citizens who will continue learning for life while consistently supporting and encouraging the growth of others. The purpose of this phenomenological research study was to examine students’ experiences of learning in community in the SFS program. Participants identified a definable developmental process where students’ experiences moved from resistance to the interactive and participatory nature of the class, to reluctance to step outside comfort zones, to reliance on others within the community, to assuming responsibility for self and others in the community

Community Mathematical Services: Service Learning Coursebook in Mathematics

The Mathematics Discipline of the University of Minnesota, Morris has moved into the forefront of its academic excellence with the addition of a service learning component in its curriculum. Three professors, Dr. Jon Anderson, Dr. Peh Ng and Dr. Engin Sungur recently received SEAMS (Science, Engineering, Architecture, Mathematics and Computer Science) Mini Grants from Minnesota Campus Compact in 1996. These grants challenge the faculty to find innovative ways to address community/environmental hazards and concerns while enhancing students academic and civic understanding

Service Learning Coursebook • Ill Mathematics

The Mathematics Discipline of the University of Minnesota, Morris has moved into the forefront of its academic excellence with the addition of a service learning component in its curriculum. Three professors, Dr. Jon Anderson, Dr. Peh Ng and Dr. Engin Sungur recently received SEAMS (Science, Engineering, Architecture, Mathematics and Computer Science) Mini Grants from Minnesota Campus Compact in 1996. These grants challenge the faculty to find innovative ways to address community/environmental hazards and concerns while enhancing students academic and civic understanding

Case Study: Development and Assessment of a STEM-Based Course for Teacher Educators

DOI: 10.5923/j.edu.20130303.02It is essential that teachers understand the content of the subjects they teach. A particular challenge in a graduate program for secondary mathematics and science teachers is how to provide teacher candidates with subject matter content, on a graduate level, that does not replicate undergraduate courses. The School of Education and School of Engineering designed a STEM (Science, Technology, Engineering, and Mathematics) course for teacher educators for students of the School of Education. Designed course uses audio and image processing techniques and technologies to teach fundamental STEM concepts to secondary pre- and in- service mathematics and science teachers. Designed to enrich the teaching and learning experience, the course activities include: (a) Lectures and Discussions, (b) Lab activities: Hands-on computer experience, and (c) Team Project. In this paper, we will present the developed course outline, the response of our students who are pre- and in-service teachers, and the lessons learned by the instructors

Integrated STEM and STEM Partnerships: Teaching and Learning

The overall focus of this Special Issue is on educational spaces relating to integrated STEM and interdisciplinary partnerships that might occur in integrated STEM spaces. These educational spaces include formal and informal schooling and include studies involving collaborative work teams, pre-service, in-service teachers, STEM faculty experiences, pre-collegiate students, interdisciplinary education, science education, technology education, engineering and computer science education, and mathematics education. The purpose of this Special Issue is to bring together a showcase of current studies in integrated STEM and related partnership work in teaching and learning. The newly released Handbook of Research on STEM Education (Johnson, Mohr-Schroeder, Moore, and English, 2020) explores areas of STEM in an international context and sets the stage for this Special Issue. The articles included show perspectives from around the globe

Teaching Software Engineering with Free Open Source Software Development: An Experience Report

We report on the design and delivery of a senior Software Engineering course within the limits of a Computer Science program. The course is structured around a collaboration with a large, active Free Open Source Software project. We show how this structure allows us to (a) incorporate principles of Project Based Learning and of Service Learning, reaping the benefits of these pedagogies, (b) effectively, using a hands-on approach, teach a number of essential topics in Software Engineering, (c) provide the students with a capstone project experience, given the lack of one in our curriculum, and (d) use the project as a powerful motivating factor for the students. We outline the experiences of the course instructor, of the teaching assistants team, and of the students of the course. We also describe the experience of the lead developers of this open source project, and report on the benefits and costs (time commitment) to the project