A field study of the software design process for large systems
Communications of the ACM
Software engineering across computing curricula
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Communications of the ACM
Introduction to the team software process
Introduction to the team software process
Software project management: the manager's view
Communications of the AIS
Requirements for an educational software development process
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Software Engineering Economics
Software Engineering Economics
Resources for instructors of capstone courses in computing
Working group reports from ITiCSE on Innovation and technology in computer science education
Software Risk Management: Principles and Practices
IEEE Software
Lean Software Development: An Agile Toolkit
Lean Software Development: An Agile Toolkit
A service-learning program for computer science and software engineering
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Action research as a tool for promoting teacher awareness of students' conceptual understanding
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Computer science students' conception of the relationship between reward (grade) and cooperation
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Challenges in teaching capstone courses
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Teaching software development skills early in the Curriculum through software engineering
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Developing the software engineering team
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Undergraduate embedded system education at Carnegie Mellon
ACM Transactions on Embedded Computing Systems (TECS)
The Standish report: does it really describe a software crisis?
Communications of the ACM - Music information retrieval
Using personality inventories to form teams for class projects: a case study
Proceedings of the 7th conference on Information technology education
Using the inverted classroom to teach software engineering
Proceedings of the 30th international conference on Software engineering
Evolution of capstone-courses in software engineering a finishing school
Journal of Computing Sciences in Colleges
Leveraging CS capstone project and green smart energy computing with WSN in a box
Proceedings of the 48th Annual Southeast Regional Conference
Social sensitivity and classroom team projects: an empirical investigation
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Proceedings of the ninth annual international conference on International computing education research
Integrating authentic learning into a software development course: an experience report
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
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Capstone software projects in the undergraduate Computer Science curriculum provide valuable learning experiences for the students if the project is successful. Naturally, the team composition and teamwork affect the project results. The aim of this paper is to find a connection between successful projects and team properties. Early recognition would be useful when the teacher or team instructor tries to help the teams to overcome possible obstacles caused by personal or team weaknesses. We gathered a vast amount of data on 40 students during selected capstone projects with questionnaires, interviews and expert observation over five semesters. The paper shows our measurement technique and its ability to reflect success in the capstone projects. Close examination of the data revealed that certain team properties and operations were more significant in relation to expert evaluation than other. These factors are called high-impact factors for successful projects. Most significant were pre-learned skills in Computer Science curriculum, communication, coordination, and teamwork. Some success signs were evident from the beginning of the projects, including attitudes and personal needs.