10 pages 732 K bytes

Creating Significant Learning Experiences in Systems Analysis and Design: Towards a Service Learning Paradigm Bruce M. Saulnier Quinnipiac University Hamden, CT 06518

Abstract: This paper proposes creating “significant” learning experiences for our students by employing a Service Learning paradigm in Systems Analysis and Design. “Significant” learning is defined and Fink’s Significant Learning paradigm is presented. Course objectives for Systems Analysis and Design are posited and the weaknesses of traditional approaches, including case studies, are discussed. Service Learning is defined, the roots of Service Learning are explored, and reasons are given for using Service Learning for today’s college students. The Albert Schweitzer Institute is described, and results of using a Service Learning approach in Systems Analysis and Design via the Albert Schweitzer Institute are presented. It is shown how “significant” student learning occurs via using a Service Learning approach and directions for future course development are proposed.

Keywords: significant learning, service learning, systems analysis and design

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Recommended Citation: Saulnier (2003). Creating Significant Learning Experiences in Systems Analysis and Design: Towards a Service Learning Paradigm. Information Systems Education Journal, 1 (4). http://isedj.org/1/4/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2003: §2134. ISSN: 1542-7382.)