Developing realistic capstone projects in conjunction with industry

Gorka, Sandra; Miller, Jacob R.; Howe, Brandon J.

doi:10.1145/1324302.1324309

Cited by 38 publications

(23 citation statements)

References 5 publications

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“…Novitzki (2001), in describing a one-semester graduate course, focused on administrative issues and found that the most consistent shortcomings of the students related to their working with functional managers, their group skills, and their communication skills. Two papers (Gorka, Miller, & Howe, 2007;Green, 2003) described one-semester undergraduate courses that provided projects in conjunction with industry. Goold (2003) described how a one-semester undergraduate course evolved from small student teams of 4-5 students to relatively large teams of 10 to 12 students.…”

Section: Abstract Distance Education Online Courses Capstone Computmentioning

confidence: 99%

The Trend Toward Online Project-Oriented Capstone Courses

Tappert

Stix

2010

Computers in the Schools

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At Pace University we have been using real-world student projects in capstone computing courses for about 10 years. While the courses were conducted in a traditional classroom environment during the early years, the current course has been essentially online for the last five years in order to reach a greater number of geographically scattered students. Findings indicate that appropriate team management changes can smooth the transition from co-located to distributed teams, and that peer evaluations and other remote assessment techniques make it possible to assess the work of students on distributed teams. This paper concerns the pedagogical issues of managing information technology development projects conducted by geographically distributed student teams in an online course. We use team projects modeled on real-world development practice to provide students with the educational experience of collaborative efforts, similar to what is done in industry, in order to design, build, and test computer information systems.We have been using real-world information technology projects in master's-level capstone computing courses for about 10 years (Tappert, Stix, & Cha, 2007;Tappert & Stix, 2009a;Tappert & Stix, 2009b). Capstone courses that provide real-world projects for actual customers are not new. They are available in one-or two-semester courses at both the graduate and undergraduate levels, and we will briefly discuss several related papers from

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Section: Abstract Distance Education Online Courses Capstone Computmentioning

confidence: 99%

The Trend Toward Online Project-Oriented Capstone Courses

Tappert

Stix

2010

Computers in the Schools

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“…The research is generally consistent regarding the reasons for offering capstone courses that include reallife projects offered by industry partners for students [2,3,4,5,8,12,13,14]. The real question then, is what drives the decisions in the construction of the capstone course?…”

Section: Discussionmentioning

confidence: 87%

“…Gorka, Miller, and Howe [5] found that for capstone projects with industry partners to be successful, industry participation is essential, confidentiality must be maintained, and there should be an industry representative or liaison. Berheide [6] explored the potential of capstone courses for assessing student learning and found considerable support for such assessments if the course is properly designed and executed, making capstone courses ideal summative assessment tools [7].…”

Section: Literature Reviewmentioning

confidence: 99%

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A Conceptual Framework for Integrating Industry/Client-Sponsored Projects Into Online Capstone Courses

Khan

2013

OLJ

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To address the growing need for incorporating experiential learning into online degree programs, this paper proposes a design framework that would integrate industry-sponsored projects into online capstone courses. The design could be applicable to any program at any institution. The research and data used to develop the framework was gathered from literature review and a survey of University of Maryland University College (UMUC) graduate programs. The proposed framework was tested in two capstone courses using industry/client sponsored projects in the author's disciplines as the first stage of testing of the model.

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“…In today"s globally competitive environment, many IT organizations expect graduates of computing degree programs to be productive without the need for additional training [1]. On the other hand, complaints made about academically intensive computer programs state that students graduate with theoretical knowledge and technical skill but without practical understandings of the application of that knowledge [2].…”

Section: Introductionmentioning

confidence: 99%

Work in progress — Creating a professional software development environment to support capstone programming projects

Murray

2011

2011 Frontiers in Education Conference (FIE)

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Experiential education provides valuable learning opportunities for students in the computing disciplines. Assigning students to work on real-world projects is often seen as a way for students to practice what they have learned in the classroom. While a desirable goal, logistics often make it difficult to provide these types of experiences.However, it is vitally important for students to be exposed to and experiment with tools used in commercial software development environments.This paper provides a descriptive overview of the development and implementation of a professional software development environment used to support computer science capstone programming projects. To date, the environment has been used to support work on a National Science Foundation funded database courseware project that includes over 100 interactive software modules. The environment was built using a collection of open-source applications that provide version control, task assignment and tracking, collaborative team tools, bug tracking, and project documentation management. This project has created a venue for providing consistent high quality real-world types of experiences for students completing their capstone requirement.

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Developing realistic capstone projects in conjunction with industry

Cited by 38 publications

References 5 publications

The Trend Toward Online Project-Oriented Capstone Courses

The Trend Toward Online Project-Oriented Capstone Courses

A Conceptual Framework for Integrating Industry/Client-Sponsored Projects Into Online Capstone Courses

Work in progress — Creating a professional software development environment to support capstone programming projects

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Developing realistic capstone projects in conjunction with industry

Cited by 38 publications

References 5 publications

The Trend Toward Online Project-Oriented Capstone Courses

The Trend Toward Online Project-Oriented Capstone Courses

A Conceptual Framework for Integrating Industry/Client-Sponsored Projects Into Online Capstone Courses

Work in progress &#x2014; Creating a professional software development environment to support capstone programming projects

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Product

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Work in progress — Creating a professional software development environment to support capstone programming projects