•  
  •  
 
Communications of the Association for Information Systems

Author ORCID Identifier

Sara Moussawi: https://orcid.org/0000-0003-3818-3183

Joseph Mertz: https://orcid.org/0000-0003-0451-7560

Jeria Quesenberry: https://orcid.org/0000-0003-2967-7990

Xiaoying Tu: https://orcid.org/0009-0005-7628-1325

Julia Poepping: https://orcid.org/0009-0005-8279-8515

Larry Heimann: https://orcid.org/0009-0003-6937-6444

Raja Sooriamurthi: https://orcid.org/0009-0003-9128-1097

Divakaran Liginlal: https://orcid.org/0000-0003-0132-6507

Christopher Kowalsky: https://orcid.org/0009-0001-2325-3233

Martin Barrett: https://orcid.org/0009-0006-5459-095X

Gabriela Gongora-Svartzman: https://orcid.org/0000-0002-2299-2990

Oscar Veliz: https://orcid.org/0009-0003-0203-0510

Michael Melville: https://orcid.org/0000-0003-0847-3331

Abstract

Service-learning presents a unique opportunity to integrate real world experience into information systems (IS) curricula. Problem scoping is the process by which project members define the problem that they need to solve. It is typically not included in IS service-learning courses. We posit that with increasingly complex and ill-defined problems that face IS graduates, acquiring problem scoping skills is essential to help students work with emerging problems in today’s workplace. We ask the following question: in what ways can students learn problem scoping skills in service-learning IS courses? This paper presents findings from a research-driven pedagogy study consisting of pre- and post- scenarios that students considered at the beginning and end of the semester in a service-learning undergraduate IS course. Through a qualitative analysis of students’ responses about the first two steps that they would take in working on the hypothetical projects, we identified thirteen categories and three themes. The emerging themes provide evidence of students' increased focus on problem scoping and context, on the relationship with the client, and on moving away from immediately delving into technical problem solving. Our findings provide significant contributions to the IS literature on service-learning as well as transferable course design principles.

DOI

10.17705/1CAIS.05536

Share

COinS
 

When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.