Peer-Centered Service Learning

1. Mark A. Holliday David R. Luginbuhl Dept of Mathematics and Computer Science Western Carolina University Peer-Centered Service Learning Frontiers in Education 2004 October 22, 2004 Savannah, GA

2. Overview Motivation Influences and Specific Goals The Specific Techniques Mechanisms Issues, Benefits, and Potential Concerns Conclusion

3. 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

4. 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

5. 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

6. Influences and Goals Service Learning positive feelings from helping others teamwork skills Reinforcement of Learning through teaching others Interactive Learning Peer-centeredservice learning draws strengths from

7. 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)

8. 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

9. 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)

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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