Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Developing teamwork through experiential learning
CCSC '00 Proceedings of the fourteenth annual consortium on Small Colleges Southeastern conference
Software Engineering Education: A Modest Proposal
IEEE Software
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Good Practices for Educational Software Engineering Projects
ICSE '07 Proceedings of the 29th international conference on Software Engineering
A collaborative and experiential learning model powered by real-world projects
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
Proceedings of the Sixth international workshop on Computing education research
Free-riding in collaborative diagrams drawing
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
Collaboration across the curriculum: a disciplined approach todeveloping team skills
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Forming project groups while learning about matching and network flows in algorithms
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Information technology projects are growing in complexity and require teams to solve problems and develop solutions. With current undergraduate, computer science and information systems curricula, students graduate with technical skills, but lack team project experiences. We have identified and developed team knowledge modules that are being taught to students in an effort to increase awareness of team process fundamentals and build the foundation of an effective team player. In this paper we present the challenges that we face with team projects and then discuss team knowledge modules that are being taught to incoming freshmen to engage students in a curriculum that requires team projects in each course. We conclude with our assessment results and show comparisons of student team knowledge by instruction and experience.