[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-240093-105":53,"doc-detail-240093-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","achieving-and-assessing-service-in-computing-service-learning-lessons-from-computing-for-good","Achieving and Assessing Service in Computing Service Learning - Lessons from Computing for Good","","Over the past decade, computing departments have adopted service learning across course levels, blending domain-specific instruction with real-world service as experiential learning. However, prior work has questioned how much “true service” and partner benefit are assessed compared with student learning outcomes. This paper draws on five years of teaching a senior “Computing for Good” course, identifies risks and challenges in achieving service, explains course structures and mechanisms, and reports assessment evidence of external project value.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/achieving-and-assessing-service-in-computing-service-learning-lessons-from-computing-for-good/240093/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/achieving-and-assessing-service-in-computing-service-learning-lessons-from-computing-for-good/240093.png","ImageObject",442,249,{"name":88,"@type":89},"Ava Thompson","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":15},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does service learning combine in computing courses?","Question",{"text":108,"@type":109},"Service learning combines discipline-specific learning with real-world service conducted as experiential learning.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Why is “true service” and partner benefit under-examined?",{"text":113,"@type":109},"Prior literature often emphasizes student learning outcomes more than measuring true service and community or partner benefit, which can leave harmful effects insufficiently evaluated.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the paper support its approach to assessment?",{"text":117,"@type":109},"It draws on five years of experience teaching a senior Computing for Good course, identifying risks to achieving service, describing course mechanisms, and assembling evidence that many projects have external value using metrics.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},240093,1791746912,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":15,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":25,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":47},1649267921044,"https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1786009248482753345","Achieving and Assessing Service in Computing Service Learning: Lessons from Computing for Good  \nEllen W. Zegura  \nProfessor, School of Computer Science  \nGeorgia Tech  \nAtlanta, GA 30332  \n[ewz@cc.gatech.edu](ewz@cc.gatech.edu)  \nAbstract-In the last 10 years, computing departments have introduced service learning in the curriculum at multiple levels, from introductory computing to senior design/capstone. Service learning combines discipline-specific learning content with real-world service in a form of experiential learning. Yet as Connolly observes in his SIGCSE 2012 paper “Is There Service in Computing Service Learning?” the presence of “true service” in these offerings is under examined in comparison to the focus on student learning outcomes. As far back as 2007, George and Shams highlighted in their IJSLE paper the challenge of assessing the closely related concept of “customer satisfaction” in international service learning. We aim to fill this examination gap by drawing on our experiences over the last five years teaching a senior-level Computing for Good class. We identify categories of risk to achieving service and key challenges within each category. We describe our course structure and the mechanisms we use to overcome challenges in achieving true service. We then turn to assessment of service and assemble evidence that many of our course projects have external value against several metrics. We provide guidance to others interested in creating or adapting engineering and computing service learning courses so that learning and service occur in roughly equal measure.  \nIndex Terms-senior capstone, computing education, community impact, assessment  \nINTRODUCTION  \nService learning combines discipline-specific content with a real-world service setting. The concept of service learning is more than 40 years old, with the term first used in the mid-to-late 1960s. Initially embraced largely in the social sciences, the last ten years have seen engineering and computing departments introduce service learning at multiple levels, from introductory 1 to upper division software engineering and capstone courses.2-9 The literature contains many good examples of experience papers that describe projects, highlight challenges and discuss approaches to overcome them.10-14 Two working groups under the auspices of the Innovation and Technology in Computer Science Education (ITiCSE) have focused on “social good” in computing curriculum generally 15 and in introductory courses in particular 16. However, as noted by Connolly, 17 under examined is the benefit of service learning projects to the community served. George and Shams similarly call for including measures of partner benefit in assessment.18  \nIn the best case, learning and service to (or with) a community occur in roughly equal measure. In practice, care is required to achieve this and to avoid either leaning too heavily  \ntowards service with little real learning, or leaning too heavily towards learning while creating only superficial value to the served community. The first of these is more accurately termed community service, and has both a place and value in co-curricular student experiences. The latter of these, however, carries significant under-studied risk. As Connolly observes for work in the computing service learning literature,“Almost without exception, all the computing papers examined for this study assume (directly or indirectly) that by providing free computer consulting work for non-profit organizations, they are, by definition providing a valuable community service.” And yet “some service-learning projects may, despite the best of intentions, actually be harmful for the recipients and/or their surrounding community”.19  \nAs far back as 2007, the need to include measures of customer or partner experience as part of assessment was highlighted by George and Shams in the context of international servicelearning projects. They offer three assessment questions that sp","cbCaiugtWreaQwNH","https://ap.wps.com/l/cbCaiugtWreaQwNH","pdf",338720,"English","# Introduction\n## Service learning concept and adoption\n## Under-examined community benefit and risks\n## Assessment questions and partner experience\n# Course context: Computing for Good (C4G)\n## Course structure, enrollment, and partner scope\n# Achieving true service\n## Risk categories and mitigation mechanisms\n# Assessing service and external value\n## Evidence and metrics\n# Guidance for adapting courses\n## Achieving balanced learning and service","[{\"question\":\"What does service learning combine in computing courses?\",\"answer\":\"Service learning combines discipline-specific learning with real-world service conducted as experiential learning.\"},{\"question\":\"Why is “true service” and partner benefit under-examined?\",\"answer\":\"Prior literature often emphasizes student learning outcomes more than measuring true service and community or partner benefit, which can leave harmful effects insufficiently evaluated.\"},{\"question\":\"How does the paper support its approach to assessment?\",\"answer\":\"It draws on five years of experience teaching a senior Computing for Good course, identifying risks to achieving service, describing course mechanisms, and assembling evidence that many projects have external value using metrics.\"}]","Achieving and Assessing Service in Computing Service Learning - Lessons from Computing for Good | PDF",1789157127]