Resources for instructors of capstone courses in computing

  • Authors:

  • Tony Clear;Michael Goldweber;Frank H. Young;Paul M. Leidig;Kirk Scott

  • Affiliations:

  • Auckland University of Technology, Auckland, NZ;Xavier University, Cincinnati, OH;Rose-Hulman Institute of Technology, Terre Haute, IN;Grand Valley State University, Allendale, MI;University of Alaska Anchorage, Anchorage, AK

  • Venue:
  • Working group reports from ITiCSE on Innovation and technology in computer science education
  • Year:
  • 2001

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Abstract

Most computing programs now have some form of integrative or capstone course in which students undertake a significant project under supervision. There are many different models for such courses and conducting these courses is a complex task. This report is intended to assist instructors of capstone courses, particularly those new to the model of teaching and learning inherent in the capstone course.This paper discusses important issues that must be addressed when conducting capstone courses. These issues are addressed through a series of questions, with answers reflecting the way that different institutions have chosen to handle them, and commentary on the impact of these different choices. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables; Sponsors; Teams; Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review.Subsequently we present information about the companion Web site, intended as an active repository of best practice for instructors of capstone projects. The Web site will have examples of information about capstone courses and materials used by instructors. Readers are invited to contribute content to this site. The paper concludes with a bibliography of additional reference material and resources.