Four implementations of disconnected operation: a framework for a capstone project in operating systems

Huizinga, Dorota

doi:10.1109/13.983226

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…Since working successfully in groups/teams is a requirement in the IT industry many IS programs have incorporated group and project assignments into curriculum courses such as database, programming, networking, and systems analysis and design courses (Clyde & Crane, 2003;Dempsey, Anakwa, Huggins, & Irwin, 2003;Hamblen, Owen, Yalamanchili, & Dao, 1999;Hanna & Sullivan, 2005;Huizinga, 2002;Mason, 2008). The additional use of real world projects reportable to real clients has its unique potential benefits and challenges.…”

Section: Real World Projectsmentioning

confidence: 99%

Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Grant

Malloy

Murphy³

et al. 2010

JITE:IIP

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Executive SummaryA college degree is not what it used to be in respect to securing future employment. Constantly changing technologies in a struggling economy make it necessary for organizations to carefully balance recruitment staffing, particularly with regards to new hires. Organizations want to know that each new hire can add value immediately. In order to add value, Information Systems (IS) graduates must possess the necessary technical skills as well as "real world" work experience and soft skills. Additionally, these graduates will have more success if they have had applicable industry experience and a network of business professionals. In this paper, we describe a capstone experience model that goes beyond the reinforcement of the students' technical skills. The model extends the normal classroom to include students' putting into practice their skills and establishing professionals networks through their interaction with professional organizations and business partnerships. Our proposed capstone model integrates three learning environments: the classroom, a business organization and a professional organization. The model reinforces our students' technical, project management, team work, and communication skills through the implementation of a "real world" information system and the presentation of their system to their external client and at a professional conference. The expected benefits of this proposed model are to utilize various partnerships to prepare our students for employment Information Technology (IT) industry; allow our students to demonstrate their skills and talents; and establish networking opportunities with organizations and IT professionals.The initial pilot of our model was conducted during the 2008-2009 academic year. Our capstone model classroom environment incorporates two courses: 1) Systems Analysis and Design and 2) Systems Implementation. The "real world" experience with the external business partner was a year-long project implementation of the City's Print Services information system. The professional organization environment was achieved by the additional requirement for the team to submit their project to a national conference. Consequently, the team submitted a paper, presentation, and poster to the BDPA 2009 National Conference IT Showcase.The overall results of the initial pilot were very favorable. The students successful designed, developed and implemented the City's Print Service system. The students' paper and presentation received third place at the BDPA 2009 National Conference IT Showcase. Additionally, in order to evaluate the success of pilot from the stakeholders' perspective, two surveys were created: CIS Capstone Experience Project Team Survey Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or com...

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Section: Real World Projectsmentioning

confidence: 99%

Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Grant

Malloy

Murphy³

et al. 2010

JITE:IIP

View full text Add to dashboard Cite

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“…Encourages solving problems that represent real-life engineering. 4. Earns an understanding of the professional aspects and engineering culture.…”

Section: Introductionmentioning

confidence: 99%

“…Besides team-based projects, including a wider range of technical skills such as presentations, report writing, requirements analysis, and programming increases student the learning outcomes [4]. These technical skills serve to increase marketability for engineering graduates.…”

Section: Introductionmentioning

confidence: 99%

Continued Development of an Integrated Capstone Design Curriculum

McConomy¹,

Soman²,

Gupta³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…An additional interest to satisfying student learning outcomes is the need to integrate a wider range of technical skills such as presentations, report writing, requirements analysis, and programming [4] . These skills serve to increase marketability for engineering graduates and ideally must be included at the sophomore or junior stage prior to actual project-work in the capstone course year.…”

Section: Introduction Ia Capstone Design Curriculum Development mentioning

confidence: 99%

“…Solve problems that represent real-life engineering. 4. Acquire an understanding of the professional aspects and culture of being an engineer.…”

Section: Introduction Ia Capstone Design Curriculum Development mentioning

confidence: 99%

A Coordinated Design Course Sequence to Integrate Mechanical Engineering Capstone Design Experience

Soman¹,

Gupta²,

Shih³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Modern engineering practitioners are generally involved with product development of tools, devices and systems with increasing complexities. Their tasks include multi-faceted roles to employ a holistic design process including market analysis, research and development, design execution, prototype fabrication, quality control, testing and certification of the related products. Accounting for these aspects in the modern engineering world, traditional in-class teaching methods may need to be modified to adequately prepare students to be competent in today's industry. Therefore, there is an increased emphasis in providing design experience through integrated project-based learning throughout the engineering curriculum. In this paper, we will present our recent efforts at the Department of Mechanical Engineering of the Florida Agricultural and Mechanical University-Florida State University College of Engineering (FAMU-FSU COE) to develop a coordinated and integrated three-semester course sequence to the capstone experience. The broad aim is to introduce the overall design process through project planning, management, and product development with an emphasis on creativity. In the first class, Engineering Design Methods (EDM), junior-level students are taught various collaborative learning strategies as well as a formal design process including all necessary design tools. They are also required to engage with capstone design teams which have been working on their capstone design projects in the Senior Design Project (SDP) course during the same semester. The EDM students acquire skills in preparation for their capstone experience while rehearsing these design skills by shadowing SDP teams in a virtual design mode. In the subsequent two-semester SDP course, senior level students are grouped in teams working on externally-sponsored projects while applying skill sets learned from EDM and other core engineering courses. Most of the SDPs are real-world inspired projects, which are externally sponsored by industry and government agencies, and many of them are multidisciplinary in nature involving engineering as well as non-engineering students. In addition to carry out these design tasks, they are also required to interact with students in the EDM class and provide feedback to their junior-level peers while enhancing their skills in communication and design implementation through reflective learning. Pre and post-class surveys and feedback sessions are conducted to not only gain inputs from students to improve the coordinated learning process, but also to engage them in self-reflection for continuous learning. The crux of the effort here is to develop an extendable and streamlined methodology that achieves a wholesome learning experience from the students' point of view, while adhering to syllabus and ABET guidelines. We will also report our recent efforts in coordinating multidisciplinary, crossinstitutional and international design projects since they serve to expand our students' communication and collaborative sk...

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Four implementations of disconnected operation: a framework for a capstone project in operating systems

Cited by 5 publications

References 8 publications

Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Continued Development of an Integrated Capstone Design Curriculum

A Coordinated Design Course Sequence to Integrate Mechanical Engineering Capstone Design Experience

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