By Lauren Shaw,2014-10-15 15:26
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    Computer Science 1

    Examples of Service Learning Computer Science Classes

    1. Technological Communication

    One way to integrate computer science with service learning is to have students volunteer

    weekly to apply what they are learning.

    Course Goal: The focus of this service learning experience is to apply Management and Design Principles to identify the needs of the community to bridge the Digital Divide, and to collaborate in the identification and implementation of a solution(s).

    Weekly Volunteering Service Model:

    Service Component: Students train community members to use or install

    technology. In collaboration with partners, which could include K- 12 students nd teachers, adults, and employees and constituency of non-profit agencies, a

    students develop needs analyses, write and implement proposals to meet the training and technological needs of the agency.

    Reflection Component: Journal and Online Discussion Board

    2. Introduction to Software Engineering

    Course Goal: Principles, techniques and tools used to effect the orderly production of medium and large-scale computer programs will be studied.

    Weekly Volunteering Service Model:

    Service Component: The purpose of the Service Learning component is for students to provide software development computer system consulting services for a nonprofit or social service organization.

    Reflection Component: Unknown

    3. Science and Technology in Contemporary Society

    Course Goal: Using computers and nuclear weapons as case studies, this course will introduce you to important dimensions of science and technology in our society.

    Service Model: Weekly Volunteering/Project

    Service Component: Students will meet weekly with community partners to share knowledge about computer technology, build and learn to use computer tools such as community webpages, enter, analyze and present research data using computerized data bases, and investigate the role of computers in potentially addressing social problems such as youth violence. As the final assignment for the class, the community partners, Georgetown students and professors will collectively prepare proposals to submit to various federal agencies for funding to support the program.

    Reflection Component: Unknown

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    4. Website Design and Management

    Course Goal: This class is designed for the student who has experience with HTML and basic site building and focuses on user interface, navigation design, and information architecture.

    Service Model: Weekly Volunteering

    Service Component: Teams of students design and build fully functioning Web sites for Bay Area organizations.

    Reflection Component: Log, Class Discussion, Final Report

    5. Web-GIS and Environmental Justice

    Course Goal: Unknown

    Service Model: Project

    Service Component: The goal of the Web-GIS project is to provide community organizations and communities with a simple, community-specific way to access, to visualize, and to communicate information critical to their day-to-day work on local environmental issues.

    Reflection Component: Unknown

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    Sample Syllabus

    Course title: Web Site Design and Management

    I. Overview: This class is designed for the student who has experience with HTML and basic site building and focuses on user interface, navigation design, and information architecture. These issues are discussed in lively lectures-/seminar setting, using real-time interaction with live Web sites. With a strong emphasis on community service and group learning, teams of students design and build fully functioning Web sites for Bay Area organi-zations. In addition to the team project, students independently create five Web site projects: 1) Low Bandwidth/Browser Safe Color and Back- ground Titles; 2) Site Navigation; 3) Tables for Optimizing Graphics; 4) Web Animation and 5) Frames.

Mission Statement: Design and Industry Mission Statement

    Educate a culturally diverse population of students through interdisciplinary problem solving activities about technology related industry.

II. Rational, Purpose and Target Audience for this Course

    The San Francisco Bay Area is widely regarded as the birthplace of the interactive media industry, and when it comes to job creation, Interactive Media is San Francisco fastest growing industry. A recent study commissioned by the City of San Francisco, reviled that the interactive media industry employed 35,000 people in 1997 that is an increase of 69 percent over the pervious year (, 1997). Skills essential to the Interactive Media industry include: graphic and digital artists, writers, programmers, animators, interface designers, content developers, production specialist, technical consultants, content designers, producers and project managers.

    This course is intended to prepare future Web designers, produces and interactive media artist entering the Interactive Media Industry. This course is also intended to respond to the needs of senior standing undergraduates and graduates in all majors with the desire to: 1) adapt Web based design and management skills to their particular field of study; 2) increase their awareness of the Interactive Media Industry and 3) for those student looking to participate in a design course with a community service learning component.

    The primary target audience of this course is senior standing and graduate level Design and Industry students. This course is open to all majors.

III. Course Format A lecture/laboratory format utilizing software

    demonstrations/instruction by instructor and students. Emphasis placed on problem solving "hands-on activity" utilizing Power Macintosh computers and related hardware resources will constitute primary in-class activity. Teaching and learning methods will include reading and written assignments, lecture and discussion, large and small group work, individual student presentation, student critiques, and case studies. Attendance is required.

    IV. Class Schedule 575.1 Class meets for 3 hours Tuesday and Thursday evening from

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    6:10 PM- to 8:55 PM. Each class will have a 15-minute break at midpoint. You are expected to attend all class meetings. Attendance is required. 575.5 Class meets for 6 hours, Saturday from 9:10 - 12:00 and 1:10 -3:55. Attendance is required

V. General Course Objectives

    The learning experience in this course with the selected topics should enable each student


    1. To learn professional design principals necessary to create effective Web sites. 2. To gain experience using Dreamweaver 2 and Photoshop software programs. 3. To provide the opportunity for students to learn how to integrate images, sound, and video into Web site design.

    4. To gain insight and understanding concerning the interrelationship between digital design issues and outline principles.

    5. To be introduced to roll-overs, behaviors and style sheet capabilities. 6. To develop an understanding regarding how Web masters maintain their sites. 7. To gain experience working as a member of a design team.

    8.To learn project management skills.

    9. To improve their oral communication and visual presentation skills though a variety of class presentations assignments.

    10. To integrate academic study, community service field work with structured reflection and interdisciplinary problem solving activities, integrating university and experiential community service learning.

Key Concepts Examples

    Some examples of Key concepts taught in the course are listed below: Background Tiles - Cascading Style Sheets - Color Aesthetics

    DHMTL - Flowcharts - Frames - GIF Animation - Imagernaps

    Information Architecture - Low Bandwidth Graphics - Navigation

    Project Management - Rollovers - Strategy - Storyboards - Tables

    Transparent Art - Web Typography

VI. Required Text Book

    Textbooks are available in the school bookstore, retail bookstores and online via books or .

Required Text:

    Deconstructing Web Graphics. 2

    by Lynda Weinman and Jon Warren Lentz

    New Riders Publishing -ISBN:1-56205-859-2

Designing Web Graphics. 3

    How to Prepare Images and Media for the Web

    by Lynda Weinman

    New Riders Publishing - ISBN: 1-56205-715-4

Dreamweaver 2 - H.O.T

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    Hands-On Training

    by Lynda Weinman

    Peachpit Press - ISBN: 0-201-35452-7

Suggested Text:

    Yale C/AIM Web Style Guide Available at the school bookstore or online at

    Two Zip Disk for project files.

    Binder for Project Book and Class Notes

VII. Required Consumables

    1. Two Zip Disk for project files.

    2. Binder with dividers for Project Book and Class Notes

    3. Tracing Paper Pad 11 x 14

    4. Pens and Pencils

VIII. Evaluation Methods

    Grade Distribution:


    Letter Grade Scale:

    Reading reviews and other written assignments and Student presentations/review of 1.


    2. Individual Web P

    3. Midterm Exam and Practice

    4. Term

    5. Team Project and FieldWork

    In progress and final oral report(s) by team members regarding total site and individual

    contributions. Includes Team Project Report: a written report detailing your Design Team Project and activities.

    6. Project Book Notes, flowcharts, storyboards, design docs, etc. forIndividual and Team projects.

    IX Description of written Assignments, Projects and Project Book Items

1. Bibliography ""My Favorite Web/Multimedia Resource"

    Bibliography with one paragraph description. Cost (if any). Bring hard copy to class and post to DAI listServe at Siegel, D. (1997). Secrets of Successful Web Sites. Indianapolis, IN: Hayden Books. Cost:


This example uses the APA style of documentation.

2. Written Assignments, Reading Assignment

    Written assignments must be word-processed and due at beginning of class. Use this format for all assigned readings. Assignment not to exceed one page per chapter. Late

    assignments will not be accepted.

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    Item 1.

    What were the major points learned from this chapter profile.

    Item 2.

    List at least one outstanding feature, concept or technique that I will apply to my own Web design and/or Web site and why.

3. ListServe

    DAI ListServe Assignment

    Post URL to the class List serve (e.g

    Name: Date:

    This week, the hot U RL I recommend is URL; and why (the-

    sign, layout, content, technique, etc.).

    Use entire URL address e.g. in your post.

    See Example

2. Individual Web Projects

    Students independently will create 6 Web site projects incorporating the following:

    Create an SFSU student Web site; 1) Low Bandwidth/Browser Safe Color and

    Background Titles; 2) Tables for Optimizing Graphics; 3) Site Navigation; 4) Frames; 5) Web Animation 6) Forms and 7) DHTML.

3. Midterm exam

    -There will be a midterm exam at Week 10. The midterm will cover readings, class demonstrations and discussion. The test will have the follow type questions: A) Several short-answer definition questions

    B) Matching examples to concept or principal

    C) Web design software task

Midterm Date: March 30,2000 and April 1, 2000

4. Term Paper

    There will term paper having minimum 5 pages. Paper topic will focus on the Internet/Web and related technology. Instructor will approve paper topic.

Due Dates: DAI 575.1 -April 27, 2000

    DAI 575.5 -April 29, 2000

    5. Team Project Web Site Development for Bay Area Organization/Community Service Learning Component

A) Student Responsibility

    Students, working in teams, will be required to complete a Web site design and development for an organization located within the greater Bay Area. The student team will meet with the organization - develop the time line for achieving the goals and pro-duce the organizations' Web site. The time spent on the Web site design will be a minimum of three hours per week in addition to regular scheduled class time.

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B) Student Reflection, Report and Evaluation

    In addition to keeping a Project Book documenting the your team project, you will be required to provide in-class updates on the organizations Web site - discussing issues experienced. At semester end, you will give an oral and written report detailing your work on the organizations Web site and reflection upon the organization itself. The above components will be incorporate into the your grade for Team Project and Field Work participation.

    Student Participation in the Community Service Model is required - and will be detailed in the class outline and course description. Students will be given a choice, from several organizations, as to the project(s) they work on. Also, students may submit recommendations of organizations seeking Web site design services.

6. Project Book

    Students are required to keep a "Project Book" this is a binder/portfolio of the students work over the entire course. Lecture notes, handouts, homework assignments, group work, individual Web and team project notes and reflection. Project Book and Project Report are due during final examination.

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    Related Agencies

Youth Technology Corps

    The mission of Youth Technology Corps, NFP, Inc. is to engage youth to be agents of change at home and globally through teamwork, technology education, and community service. We accomplish this mission primarily through after school programs in high schools throughout the Chicago area. Our after school programs consist of technology education in three forms: computer refurbishmentlearning about hardware and the

    characteristics of Microsoft and Open Source software, film production, and web design.


    KidTek is a 501(c)3 non-profit organization whose mission is dedicated to enhancing the technical literacy of school age youth. Among other things kids explore graphic design, web design, robotics and how to build a computer.

Computer Professionals for Social Responsibility: Chicago Chapter

    CPSR is a global organization promoting the responsible use of computer technology.

Examples of Recent Need in Chicago

Melrose Park Public Safety

    Description: We are currently seeking people with previous computer skills and training to assist us in restructuring our Computer Division. We need help with: inventorying our abundant computer supplies, performing maintenance as needed, maintaining the systems, as well as various other duties.

Generations On-line

    Organization: Council for Jewish Elderly

    Description: Teach seniors to use "Generations on line" a program designed to let Seniors email their family and access the internet

    Skills: Good computer skills, patience, and the willingness to teach

Vital Bridges

    Description: Share your computer expertise with low-income clients with HIV and AIDS. Conduct skills training on Windows, Microsoft WORD, Internet and Email. This position will also require as needed problem-solving and troubleshooting abilities.

    Date: January to December 2008

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    Computer science, Nonprofits and Service learning”

    Author: Schahczenski, C

    Source: Frontiers in Education, 2002. FIE 2002. 32nd Annual

     Volume 2, Issue , 2002 Page(s): F3G-8 - F3G-12 vol.2

     Digital Object Identifier 10.1109/FIE.2002.1158207 Description: The nonprofit sector offers excellent database and software engineering projects for computer science undergraduate students. By involving students with nonprofit agencies we not only help the nonprofit agency better accomplish its mission, we strengthen student awareness that they can improve society and we encourage a sense of civic duty that we hope will last a lifetime.


    Where’s (the) computer science in service learning?”

    Author: Sanderson, Pete

    Source: Journal of Computing Sciences in Colleges

     Volume 19, Issue 1, October 2003 Page(s): 83-89

     ISSN: 1937-4771

    Description: It is imperative for those computer science faculty involved in service-learning to develop, apply and disseminate effective frameworks for integrating service learning into undergraduate computer science curricula so that its benefits may be more fully realized.

    Literature Review

    This page contains a literature review about service learning in computer science and engineering. It includes papers classified in three categories. Service learning without institutionalized support, Service learning without institutionalized support and Miscellaneous.

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