Providing process for projects in capstone courses

Authors:
Annegret Goold
Affiliations:
Deakin University, Australia
Venue:
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Year:
2003

Citing 9
Cited 10

Integrating collaborative problem solving throughout the curriculum

SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Beyond anecdote towards real transfer: using other institutions' experience of project work

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
Preparing technical communicators for future workplaces: a model that integrates teaming, professional communication skills, and a software development process

SIGDOC '99 Proceedings of the 17th annual international conference on Computer documentation
A capstone course for a computer information systems major

Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Teams need a process!

Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Creating a realistic experience of an IS project: the team of teams approach

Proceedings of the 2000 information resources management association international conference on Challenges of information technology management in the 21st century
The software engineering capstone: structure and tradeoffs

SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Resources for instructors of capstone courses in computing

ACM SIGCSE Bulletin
Foundation Software Engineering Practices for Capstone Projects and Beyond

CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training

Sure Fire Programming: a general framework for independent projects in Computer Science

Journal of Computing Sciences in Colleges
Collaborating with industry: strategies for an undergraduate software engineering program

Proceedings of the 2006 international workshop on Summit on software engineering education
Teaching software project management using simulations

Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Developing realistic capstone projects in conjunction with industry

Proceedings of the 8th ACM SIGITE conference on Information technology education
Assessment of professional skills for students in computing and engineering programs

Journal of Computing Sciences in Colleges
A discovery-based capstone experience

Journal of Computing Sciences in Colleges
Using computer graphics to foster interdisciplinary collaboration in capstone courses

Journal of Computing Sciences in Colleges
Creating high performing software engineering teams: the impact of problem solving style dominance on group conflict and performance

Journal of Computing Sciences in Colleges
Fair assessment in software engineering capstone projects

Proceedings of the 6th Balkan Conference in Informatics
Improving software engineering education through an empirical approach: lessons learned from capstone teaching experiences

Proceedings of the 45th ACM technical symposium on Computer science education

Quantified Score

Hi-index	0.00

Visualization

Abstract

Our capstone course has undergone a number of evolutionary changes over the past few years. It was restructured to provide more realistic experiential learning with the introduction of larger software development projects involving 'real clients (sponsors)' and larger student teams with a mix of students across disciplines. We have introduced a project management focus into the course that allows for a more structured process of product development. This restructure was possible because the curriculum prior to the project course emphasized teamwork and project management.This paper provides some background about our capstone course and the significance of the contribution made by two other courses taken earlier in the programme.