SIGDOC '99 Proceedings of the 17th annual international conference on Computer documentation
Exploring Requirements: Quality Before Design
Exploring Requirements: Quality Before Design
On a Partnership between Software Industry and Academia
CSEET '03 Proceedings of the 16th Conference on Software Engineering Education and Training
Foundation Software Engineering Practices for Capstone Projects and Beyond
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Eliminating Aversion to Software Process In Computer Science Students And Measuring the Results
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Offshore outsourcing: current conditions & diagnosis
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A Comparison of Computer Science and Software Engineering Programmes in English Universities
CSEET '04 Proceedings of the 17th Conference on Software Engineering Education and Training
CSEET '04 Proceedings of the 17th Conference on Software Engineering Education and Training
Focusing Software Education on Engineering
CSEET '04 Proceedings of the 17th Conference on Software Engineering Education and Training
A framework in which to teach (technical) communication to computer science majors
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Workshop on Real-Projects for Real-Clients Courses (RPRCCs)
CSEET '06 Proceedings of the 19th Conference on Software Engineering Education & Training
Software engineering education: A study on conducting collaborative senior project development
Journal of Systems and Software
Hi-index | 0.00 |
Undergraduate computer science degree programs often provide an opportunity for students to experience real software projects as a part of their programs of study. These experiences frequently reside in a course in which students form software development teams, are assigned to a project offered by a corporate sponsor and devote one or two semesters to the task of making progress on the project. In an ideal model, faculty mentor student teams who, in turn, behave as subcontractors or consultants to the sponsor. Students work for a grade, not directly for the sponsor as a true subcontractor would. In the ideal model, students demonstrate what they have learned about software engineering process, as well as their ability to implement programmed solutions. Student teams provide progress reports, both oral and written, and directly experience many of the challenges and successes of true software engineering professionals. This paper reports on one such program after 10 years of operation. The technologies and software development processes of student projects are summarized and presented as an informal survey. Student response is discussed in terms of software systems they produced and how they went about producing them. The maturation of these students as software engineering professionals is also discussed.