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This innovative practice work in progress paper presents a systematic approach for screening and aligning service-learning projects that maximize student learning outcomes. We introduce a feasibility assessment model with criteria evaluated through a standardized rubric that guides instructors to critically assess the project fit to help in proactively identifying risks to student outcomes. The rubric serves a dual purpose: guiding the assessment process and prompting discussions with potential project partners. These discussions elicit crucial details about the project scope, potential challenges, and other critical factors. This not only facilitates effective project selection but also allows for necessary adjustments to project parameters, significantly improving the chances of successful student completion. This work builds on the experience accumulated by CCSU's Software Engineering Studio which connects community project partners with teams of 4–5 seniors working on software development projects spanning one or several semesters. Since 2014, the Software Engineering Studio has facilitated over 65 distinct projects and engaged over 550 students. By capturing the lessons learned across a wide range of successful service-learning projects, we show the value of using a feasibility assessment model to evaluate potential projects based on criteria including alignment with course goals, student skill sets, workload manage-ability, educational engagement, and other considerations. The application of this model is illustrated with a case study, which demonstrates how this model helps instructors align projects with academic goals while considering scope, risks, and other critical elements. This example demonstrates how the model facilitates communication with project partners, identifies potential risks, and guides project adjustments to ensure a successful learning experience for students. The approach is transferable to other disciplines with adaptations for project types and student skills. This work contributes to the field of service learning by offering a practical framework for integrating valuable real-world projects into the curriculum while prioritizing student learning outcomes.
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External Projects and Partners: Addressing Challenges and Minimizing Risks from the Outset
Software development projects sourced from external organizations can serve as an excellent platform to help build student competencies because they often provide an environment where students can practice applying their knowledge and skills in an authentic context. However, there are many challenges and risks that can jeopardize the successful execution of such projects. In this report, we discuss some of the lessons learned about the pain points encountered by computing faculty with over a decade of experience running a software engineering studio where teams of undergraduate students work on long-term projects sourced from external partners. Our experience is based on working with a mix of project partners with a major emphasis on non-profit and community organizations and non-technical project partners. We focus on a strategy to carefully screen prospective projects to reveal possible challenges in order to avoid or minimize risks that could impact student learning outcomes.
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- PAR ID:
- 10590530
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400706004
- Page Range / eLocation ID:
- 555 to 561
- Format(s):
- Medium: X
- Location:
- Milan Italy
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3649217.3653593
