IT Capstone Course Structure for Success

Helps, Richard; Ekstrom, Joseph J.; Lunt, Barry M.

doi:10.1145/2808006.2808024

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…Capstone courses typically culminate the academic experience of students working on a degree in IT, and they are fundamental to summarize and put in context all the topics discussed through their studies Helps et al (2015). The rationale behind such experiences is not only empirical, but also firmly grounded in research-based educational practices Wang and Bohn (2018).…”

Section: Aitc 490 Capstone In Information Technologymentioning

confidence: 99%

Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA

Vincenti¹

2022

Informatics in Education

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Preparing students for the workforce is a balancing act that involves theory, practice, and assessment. As students navigate an educational experience that is, however, often distant from real-world needs, it is imperative that academia finds a novel way to bridge the gap. As many organizations utilize open challenges to attract ideas and talent, academia can easily create such bridge, leading to greater engagement, greater student preparation, and a potential employment pipeline. This paper describes the experience of our students and faculty advisors who participated to the NASA SUITS (Spacesuit User Interface Technologies for Students) Design Challenge. In particular, we review the pedagogical value of the solution that they created and the changes that were implemented in the curriculum of an undergraduate degree program in Information Technology. This open-source, multi-year project is also a flexible platform that can be utilized for engagement in K-12 education as well as graduate research projects.

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Section: Aitc 490 Capstone In Information Technologymentioning

confidence: 99%

Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA

Vincenti¹

2022

Informatics in Education

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“…The challenging nature of senior projects has inspired many to document this experience as in [2][3][4][5][6]. Most of the characteristics of Senior Projects are covered in [7], in which all possible varieties are listed, such as different assessment methods, objectives of adding a senior project in the academic program plan, and defined deliverables.…”

Section: Related Workmentioning

confidence: 99%

“…Attention is given to project ideas. Some reported their selection process, as in [9] and [5]. Examples of projects conducted during 10 years in Okanagan college has been reported in [10].…”

Section: Related Workmentioning

confidence: 99%

“…In section VI, some proven useful practices have been reported. Authors in [5] have also reported their reflections on ten years of running senior projects in Brigham Young University (BYU). They have provided valuable lessons about managing Intellectual Properties, facing technical problems and the different degrees of cooperation students get from sponsors.…”

Section: Related Workmentioning

confidence: 99%

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Adjustments of Methodology Planning and Assessment Activities of Senior Projects in the Computer Science Program

Fadel¹,

Elrefaei²

2018

IJMECS

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The senior project stage in bachelor's degrees represents an essential milestone in the learning process of a Computer Science (CS) student. The Senior Project Management System (SPMS) plays an important role in refining the quality of the resulting product and improving the learning experience of students. The CS department at King Abdulaziz University (KAU) has followed a well-defined system for managing senior projects since 2012. Systems evolve through time in response to encounters that unfold when the system is put to use. The administration of CS senior projects is no exception. In this paper, we present some incremental changes that have been introduced as refinements to the original system. This paper focuses on analyzing the data of the projects conducted during 2015 and 2016 in the Computer Science Department, Girls Main Campus (GMC) branch from the following perspectives: the project plan and deliverables at each milestone, and the provision of constructive mature collective feedback by the evaluating committee. These refinements are called addendums as they are additional steps to the SPMS and each step is monitored by using forms. This paper also describes some practices that support the SPMS along with the rationale behind their application. Evidence for the two addendums have been collected from analysis of the relevant forms. The analysis showed that the students benefited from the flexibility introduced by the milestone addendum as they made use of the new options. In addition, analysis of the forms of the feedback addendum showed that this documentation served as a means to gather the overall collective opinion of the committee members as opposed to the individual assessment of each member. Additional evidence was collected from evaluation committee members, by conducting a questionnaire. It showed that participants do benefit from the discussion promoted by the feedback addendum.

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Improving Outcomes for a Masters Capstone IT Project

Izu

2018

2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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IT Capstone Course Structure for Success

Cited by 6 publications

References 2 publications

Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA

Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA

Adjustments of Methodology Planning and Assessment Activities of Senior Projects in the Computer Science Program

Improving Outcomes for a Masters Capstone IT Project

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