Resources for instructors of capstone courses in computing

Clear, Tony; Goldweber, Michael; Young, Frank H.; Leidig, Paul M.; Scott, Kirk

doi:10.1145/572133.572135

Cited by 48 publications

(20 citation statements)

References 5 publications

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“…addressed are similar to those found in longer programmes, and which are raised in papers such as those by Clear et al (2001) and Williams et al (2003), there is nonetheless the facts that these projects: • need to be at a higher academic level, • are much more likely to represent an individual piece of work rather than group work, • tend to involve work that is very intensive, and • have timescales that are likely to be quite constrained.…”

Section: Experiences Via Capstone Projectssupporting

confidence: 61%

Providing Masters Level Computing Students with Real-Life Learning Experiences Via Capstone Projects

Thompson

Edwards

Hardy

2005

Information and Communication Technologies and Real-Life Learning

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Abstract:Within academic programmes real-life learning experiences can be provided in a number of ways: internships/placements, group projects and individual projects. A comparison is made between the mechanisms that can be employed in programmes with a duration of several years compared with intensive taught masters programmes which have a total duration of 12 to 14 months. Details are presented of the range of taught masters programmes in computing that are offered at the University of Sunderland with emphasis on practical parameters and assessment. Actual problems and challenges that have had to be addressed in a changing academic climate are detailed. Finally some overall conclusions and outstanding questions are presented.

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Section: Experiences Via Capstone Projectssupporting

confidence: 61%

Providing Masters Level Computing Students with Real-Life Learning Experiences Via Capstone Projects

Thompson

Edwards

Hardy

2005

Information and Communication Technologies and Real-Life Learning

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“…These exercises have been named 'capstone projects' (Clear et al, 2001) by both the Association for Computing Machinery (ACM) and Institution of Electrical and Electronic Engineers Computer Society (IEEE-CS) (ACM/IEEE-CS, 2001). Technical skills help individuals navigate through the software development life cycle (SDLC), which involves the specification, analysis, design, implementation, testing, and maintenance stages.…”

Section: Introductionmentioning

confidence: 99%

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

Gasaymeh

Abuhelaleh

Almiani

2017

IJTEL

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Given their importance in assessing the objectives of computing programs, capstone projects have been included in the present curriculum. Through these projects, the issues in software development practice are directly experienced by the students. This paper provided students with a full picture of these issues by using concept maps. To present a comprehensive rubricbased documentation of this project, this paper employs a conceptual map instructional approach and finds a significant overlap between the management issues associated with the project management life cycle and the technical issues associated with the software development life cycle. Although these issues must be treated separately, they must be related with each other in software project reporting. A questionnaire survey is employed to measure the students' attitude and motivation (i.e., drivers of teaching) towards using proposed concept map to support project documentation. The survey findings indicate that the learning motivation and attitude of students can be improved by employing the proposed teaching approach. Effects of concept map approach on students' attitude 71Keywords: capstone project; concept maps; technical reporting.Reference to this paper should be made as follows: Al-Dmour, A., Gasaymeh, A-M., Abuhelaleh, M. and Almi'ani, M. (2017) 'Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects', Int.

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“…Such courses often use a project-based approach where students are organized into teams, each of which constructs a different piece of software [9]- [11]. Students in these classes are far beyond learning to use programming primitives such as loops and conditions; instead, they must figure out how to combine APIs to create new software.…”

Section: Pedagogical Challenges Of Helping People Learn To Use Apismentioning

confidence: 99%

Using Intelligent Tutors to Teach Students How APIs Are Used for Software Engineering in Practice

2013

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Abstract-Computer science courses typically incorporate integrated training in software engineering, which includes learning how to reuse existing code libraries in new programs. This commonly presents a need to use the libraries' application programming interfaces (APIs) during project-based learning activities. The students learn these APIs with little support from the instructor. Instead, they primarily learn from whatever code examples they find on the web-a scattershot approach that is slow, frustrating and sometimes fruitless. Preliminary work investigated an improved approach that provides students with intelligent API tutors. This interactive educational content walks students through code examples selectively harvested from the web. This approach increased students' knowledge of API method names, but a key pedagogical challenge remained: students still lacked an understanding of common problems and surprises that they might encounter when using APIs in practice. Perhaps even more crucially, the prior statistical study provided no information about how students would perceive and accept the intelligent tutor approach, when given a choice. Therefore, the current paper presents an enhanced approach that augments intelligent tutors with selected information from online FAQs and online open source code, thereby providing more explanation and context about how to use APIs in practice. A qualitative study assessed student perceptions of the system's usability as well as suggestions for improvement, revealing that 100% of students considered the approach to be useful. A key implication is that providing information from online FAQs, related articles, and open source code could facilitate computer science students' learning how to use APIs.

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Resources for instructors of capstone courses in computing

Cited by 48 publications

References 5 publications

Providing Masters Level Computing Students with Real-Life Learning Experiences Via Capstone Projects

Providing Masters Level Computing Students with Real-Life Learning Experiences Via Capstone Projects

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

Using Intelligent Tutors to Teach Students How APIs Are Used for Software Engineering in Practice

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