Joint application design: the group session approach to system design
Joint application design: the group session approach to system design
Giving computer science students real-world experience
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Incorporating the client's role in a software engineering course
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Challenges of real-world projects in team-based courses
Journal of Computing Sciences in Colleges
An environment for large software team projects
Journal of Computing Sciences in Colleges
Teaching project management: an experiential approach
Journal of Computing Sciences in Colleges
Systems Analysis & Design in a Changing World, Fourth Edition
Systems Analysis & Design in a Changing World, Fourth Edition
No more "freeloading": using individual assignments to improve team-based learning outcomes
Journal of Computing Sciences in Colleges
A meetings flow approach for conducting student final-year projects
Journal of Computing Sciences in Colleges
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Today's software landscape requires an enormous amount of team effort in order to efficiently and effectively design and implement a significant information system. Employers increasingly seek computer science graduates with team project experiences. Employers also value good communication skills, and those that are well-rounded in technical skills and are able to work well with other people. In academia, teaching a team-based project course places additional demands on the instructor beyond the traditional lecture-style classroom. Issues faced include assessment and evaluation of each student's participation and contribution in a project, evaluating and correcting technical documents written by students, project management of the teams, and resolving conflicts that arise within a team. A substantial amount of time and effort outside the classroom is needed to successfully teach team project courses. As a result, many instructors are reluctant to pursue such courses in a computer science curriculum. This paper is a case study of four specific team-based projects that happened within a one semester time frame. Its purpose is to provide best practices for teaching team project courses. Management and assessment procedures used during the semester are described. The four projects are then explained in more detail. Next, issues that arise within each project are discussed. Finally, observations about each project are provided.