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• W1630952998 abstract "1. INTRODUCTION They could pass examinations and learn all this stuff, and not know anything at all. Richard Feynman Researchers have long understood that students can recall information learned from lectures and textbook readings, with very little understanding of how to apply what they have learned in real-world settings (Bok, 2006; Eyler and Giles, 1999; Steinke and Fitch, 2007). Lectures and textbook readings do not involve anchors in real-world experience. Service-learning (S-L) has emerged as a process in which students participate in course-relevant community service in order to enhance their learning and development. Students are immediately able to apply what they are learning in concrete, real-world contexts in order to enhance their learning experiences. For nearly two decades, researchers have consistently reported on the positive consequences of service-learning in undergraduate education. A preponderance of research across a wide range of disciplines has shown that students benefited from the development of practical skills, personal responsibility, interpersonal skills, leadership ability, and citizenship (Eyler and Giles, 1999, 2001; Jacoby, 1996; Toncar et al., 2006). More recently, interest and support for the integration of service-learning in information systems (IS) education has increased (Alexander, 2001; Guthrie and Navarrete, 2004; Hoxmeier and Lenk, 2003; Johnson and Johnson, 2005; Lawler and Joseph, 2009; Lazar and Lidtke, 2002; Preiser-Houy and Navarrete, 2006, 2011; Wei et al., 2007). Service-learning in IS facilitates students' academic learning, interpersonal development, and personal development (Preiser-Houy and Navarrete, 2006, 2011). In addition, researchers in IS have found that service-learning courses led to higher levels of student interest and motivation (Hoxmeier and Lenk, 2003; Olsen, 2008; Wei et al., 2007). Despite the increasing popularity and reports of service-learning in IS, service-learning in IS education still remains an emerging pedagogical innovation that is under-researched and underexplored (Johnson and Johnson, 2005; Wei et al., 2007). As a result, there are very few integrated frameworks that capture the scope of benefits that the service-learning experience may provide to students. In addition, very few systematic approaches or methods exist to guide faculty in the design, development, and construction of service-learning projects. This research develops and tests a multidimensional framework that identifies the impact of service-learning activities on student learning and development outcomes. In addition, this study demonstrates the efficacy of participatory design as a methodology for integrating service-learning into the IS curriculum. Data from reflection essays and project documentation from a junior-level information systems design course were collected and analyzed. The results confirmed that service-learning had a positive impact on students' learning and development along three dimensions: academic learning, interpersonal development, and personal development. This study concludes with implications for research and practice. 2. BACKGROUND This section describes the IS program in our department and the organizational design of information systems course (ODIS). The IS program is situated in an AACSB-accredited School of Business Administration at a branch campus of a major land-grant university in the Northeast. The IS program offers the traditional IS degree and the contemporary information sciences and technology degree (IST). Both degree programs emphasize problem-based learning in team environments. In this research, the focus is on the ODIS course in the IST program. ODIS is junior-level course that is required by all students in the IST degree program. The course covers interdisciplinary survey topics related to the use and usability of information systems. …" @default.
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• W1630952998 date "2012-06-01" @default.
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• W1630952998 title "Experience is a Good Teacher: Integrating Service and Learning in Information Systems Education" @default.
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