The students' problems in courses with team projects
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
An international student/faculty collaboration: the Runestone project
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Preparing students for distributed teamwork
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Intra-curriculum software engineering education
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Inter-University software engineering using web services
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Group work support for the BlueJ IDE
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Training Students to Work Effectively in Partially Distributed Teams
ACM Transactions on Computing Education (TOCE)
Capstone projects as community connectors
Journal of Computing Sciences in Colleges
Exploring the communication behaviour among global software development learners
International Journal of Computer Applications in Technology
ITiCSE 2010 working group report motivating our top students
Proceedings of the 2010 ITiCSE working group reports
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Just a few years ago, incorporating team projects in a course meant that all students had to be collocated, able to meet face-to-face. Now, distributed teams use the Internet and other technologies to work across time and distance. Instructors who include distributed team projects in their courses add the dimensions of collaborative technologies, language, and culture to the technical problem-solving and team-building aspects. Continuous improvement in course structure and content are necessary to meet the changing needs of students as well as the changes in technology. This paper traces the evolution of a distributed project course offered since 1998. Each time the course has been run, students, faculty, and researchers have learned important lessons, which have been used to improve successive course offerings.