In a traditional computer science classroom, it is typical to have a set of actors including students, teaching assistants, and the instructor/professor. However, as mentioned in the previous section, a community-engaged CIS3750 also includes a community partner. Given their involvement and contributions to CIS3750, our community partner should be and is considered part of the teaching team.

Of course, with this many actors involved and the reality that any solution to the community partner’s challenge will require more time than is available in a standard semester, it becomes necessary to identify what is expected of each.

Managing Expectations

In 2012, near the end of the semester that challenged students to develop the Farm To Fork application, students were asked several simple yes or no questions:

• Do you feel that you have developed a tool that would address the issue of food insecurity in Guelph, and
• Are you proud of the work you’ve accomplished?

Surprisingly, 63% of students felt their work would not help the community. Almost half of the class did not feel proud of their work.

When queried why they felt this way, students indicated that they had expected to complete the entire project by the end of the semester. Despite many accolades from the community, students felt that they had failed.

The expectations that students had for themselves were beyond what could reasonably be completed within the 12 weeks of the course.

To that end, it is important to recognize what is and is not expected of each actor involved in CIS3750.

Expectations Of The Student

Students are expected to:

• attend and actively contribute to the classroom and labs.
• master the course learning outcomes while working with a community partner on a broad social challenge.
• be respectful of our community partners, the teaching assistants, and the professor.
• work with the community partner to develop communication protocols using tools that are amenable and familiar to the community partner.
• communicate clearly and professionally whenever students interact with the community partner, the teaching assistants, or the professor.
• recognize that our community partners are working full-time jobs and might not respond to our requests in a period that makes sense to us. That is, students are expected to be flexible.
• recognize that the professor may be required to make executive decisions about the software design, especially in cases where the community partner is unable to respond promptly and where waiting for said response might hinder the ability of the student to master a particular learning outcome.
• remain flexible in those cases where the professor has made an executive decision that you might disagree with, or results in an unexpected change in the design of the software.
• recognize the expertise of our community partners, and be open to their ability to contribute through lived experience and first-hand knowledge of the application area.
• develop an understanding of the specific domain of the community partner’s challenge.
• conduct themselves according to the Wil Wheaton Law.

Students are not expected to:

• master the learning outcomes AND complete a fully functioning system for our community partner within a semester.
• become domain experts in the domain of the community partner’s challenge. That is, you are not expected to become an expert in, for example, food insecurity, poverty, or any other area that is the focus of the work of our community partner.
• develop solutions that will generate income for the community partner (although students may volunteer time to help fundraise for any not-for-profit or charitable community partner on their own time).

Expectations Of The Community Partner

Community partners are expected to:

• understand that the education of the student comes first. While every effort will be made to achieve outcomes relevant to the community partner, the priority is ensuring that the students meet the course learning outcomes.
• be respectful of the students, the teaching assistants, and the professor.
• provide timely feedback to student queries, and work with students to establish a communication pathway.
• understand that the professor might need to make executive decisions regarding software design to achieve a learning outcome.
• understand that there is a risk that students will not want to continue working on the project beyond CIS3750; and that their project will effectively die when the last student finishes the final CIS3750 exam for that semester.
• satisfy their responsibilities to the best of their ability, including attending all scheduled classroom visits, providing timely delivery of requested data (where feasible), and participating in activities such as prototyping and wireframing lab demos.

Community partners are not expected to:

• know anything about computer science or software design, or have any technical skills.
• provide students with funding to continue working on the project beyond the end of the course (although sometimes this does happen).

Expectations Of The Teaching Assistant

Teaching assistants are expected to:

• be respectful of the students, our community partners, and the professor.
• communicate with students, the community partner, or the professor promptly.
• communicate with students through the platforms established and set up by the professor, or as determined through discussion in the classroom or lab.
• facilitate a space that fosters learning.
• help facilitate communication between the students and the community partner or the professor.
• conduct themselves according to the Wil Wheaton Law.

The teaching assistants are not expected to:

• be domain experts in the specific domain of the community partner’s challenge.

Expectations Of The Professor

The professor is expected to:

• manage the relationship between the community partner and the students, both during the semester in which the course runs, and any follow-up activities outside of the classroom.
• be respectful of the students, our community partners, and the teaching assistants.
• ensure that students can master the course learning outcomes. This may require the professor to make executive decisions about the software design, especially if the community partner can’t provide prompt feedback.
• provide students with an alternative project should they have an issue with intellectual property rights, or fundamentally (for whatever reason) oppose the challenge provided by the community partner.
• conduct themselves according to the Wil Wheaton Law.

The professor is not expected to:

• be a domain expert in the specific domain of the community partner’s challenge.

Review Questions