The project experience in undergraduate computer science education
ACM SIGCSE Bulletin
Computer manpower in the United States-supply and demand: an update
ACM SIGCSE Bulletin
SIGCSE '74 Proceedings of the fourth SIGCSE technical symposium on Computer science education
ACM SIGCSE Bulletin - Special issue on computer science curricula
The directed project: a poor man's internship
SIGCSE '78 Papers of the SIGCSE/CSA technical symposium on Computer science education
Team projects in the undergraduate curriculum
SIGCSE '78 Papers of the SIGCSE/CSA technical symposium on Computer science education
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Recent literature in both the computer science [1,2] and data processing [3,4] communities encourages the involvement of computing students not only in formal classroom experiences but also in “real world” learning experiences such as project participation and management, effective approaches to “real world” problem solving, interaction with people from different disciplines, interaction with people from similar disciplines, interaction with people in the “real world,” budget management, formal report writing, and the ability to accurately document a system. ACM has recognized this need in both the 1977 report of C 3S [5] and in the more recent “Curriculum '78: Recommendations for the Undergraduate Program in Computer Science [6].” Recent articles in the SIGCSE Bulletin [1] as well as other computer education journals indicate that universities are responding to this need through one or more of the following: 1. Integration of “real world” projects into the existing curriculum. 2. Special projects courses added to the existing curriculum where students are responsible to the university only. 3. Special projects done in conjunction with the university and some outside organization. The student is responsible to both the university and to the outside organization. 4. Cooperative education in which the student works part-time for an outside organization.