Software Engineering Through Community-Engaged Learning and an Inclusive Network
Fuente:
arXiv
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| Autori principali: | , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2023
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| _version_ | 1866910561931886592 |
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| author | Arony, Nowshin Nawar Devathasan, Kezia Li, Ze Shi Damian, Daniela |
| author_facet | Arony, Nowshin Nawar Devathasan, Kezia Li, Ze Shi Damian, Daniela |
| contents | Retaining diverse, underrepresented students in computer science and software engineering programs is a significant concern for universities. In this chapter, we describe the INSPIRE: STEM for Social Impact program at the University of Victoria, Canada, which leverages the three principles of self-determination theory competence, relatedness, and autonomy in the design of strategies to empower women and other underrepresented groups in using software and other engineering solutions to approach sustainability, community-driven problems. We also describe lessons learned from a first successful year that involved over 30 students, 6 community partners (sustainability problem owners), and over 20 industry and academic mentors and reached out to more than 200 solution end users in our communities. Finally, we provide recommendations for universities and organizations who may want to adopt our approach. In the program 24 diverse students (in terms of gender, sexual orientation, ethnicity, academic standing, and background) divided into six teams paired with six community partners worked on solving society impactful problems and developed solutions for a number of respective community partners. Each team was supported by an experienced upper year student and mentors from industry and community throughout the program. The experiential learning approach of the program allowed the students to learn a variety of soft and technical skills while developing a solution that has a social and/or environmental impact. Having a diverse team and creating a solution for real end users motivated the students to actively collaborate with their peers, community partners, and mentors resulting in the development of an inclusive network. A network of like minded people is crucial in empowering underrepresented individuals and inspiring them to remain in the computer science and software engineering fields. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2302_07100 |
| institution | arXiv |
| publishDate | 2023 |
| record_format | arxiv |
| spellingShingle | Software Engineering Through Community-Engaged Learning and an Inclusive Network Arony, Nowshin Nawar Devathasan, Kezia Li, Ze Shi Damian, Daniela Computers and Society Software Engineering Retaining diverse, underrepresented students in computer science and software engineering programs is a significant concern for universities. In this chapter, we describe the INSPIRE: STEM for Social Impact program at the University of Victoria, Canada, which leverages the three principles of self-determination theory competence, relatedness, and autonomy in the design of strategies to empower women and other underrepresented groups in using software and other engineering solutions to approach sustainability, community-driven problems. We also describe lessons learned from a first successful year that involved over 30 students, 6 community partners (sustainability problem owners), and over 20 industry and academic mentors and reached out to more than 200 solution end users in our communities. Finally, we provide recommendations for universities and organizations who may want to adopt our approach. In the program 24 diverse students (in terms of gender, sexual orientation, ethnicity, academic standing, and background) divided into six teams paired with six community partners worked on solving society impactful problems and developed solutions for a number of respective community partners. Each team was supported by an experienced upper year student and mentors from industry and community throughout the program. The experiential learning approach of the program allowed the students to learn a variety of soft and technical skills while developing a solution that has a social and/or environmental impact. Having a diverse team and creating a solution for real end users motivated the students to actively collaborate with their peers, community partners, and mentors resulting in the development of an inclusive network. A network of like minded people is crucial in empowering underrepresented individuals and inspiring them to remain in the computer science and software engineering fields. |
| title | Software Engineering Through Community-Engaged Learning and an Inclusive Network |
| topic | Computers and Society Software Engineering |
| url | https://arxiv.org/abs/2302.07100 |