Challenges in teaching capstone courses

  • Authors:

  • Liz Adams;Mats Daniels;Annegret Goold;Orit Hazzan;Kathy Lynch;Ian Newman

  • Affiliations:

  • James Mason University, Harrisonburg, VA;Uppsala University, Uppsala Sweden;Deakin University, Burwood Victoria, Australia;Technion - Israel Institute of Technology, Israel;Monash University, Clayton Victoria, Australia;Loughborough University, Loughborough, England

  • Venue:
  • Proceedings of the 8th annual conference on Innovation and technology in computer science education
  • Year:
  • 2003

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Abstract

Many of us run capstone project courses and do so in different ways. The members of this panel come from different countries, belong to different types of institutions, teach in different computing disciplines and the capstone projects they run also vary considerably. Yet, there is a strong sense of consensus about what a capstone project is and how valuable it is as a learning experience for students.The panel discussion will serve as an inspiration to develop new, and change old capstone project courses. The main aim is to discuss why, or why not, different approaches work in a capstone project. What are the learning objectives behind the approach? What are the problems? What are the benefits? How is assessment managed? What resources, tools and techniques are used to administer and manage the projects?Concrete examples of how capstone projects are run at the six institutions represented by the panellists will be given, and issues such as framework, methodologies, project examples and technologies used in the process of producing projects will be addressed.