TY - JOUR
T1 - Integrating large-scale group projects and software engineering approaches for early computer science courses
AU - Blake, M. Brian
N1 - Funding Information:
Manuscript received July 30, 2003; revised October 1, 2003. This work was supported in part by The Rational Corporation under a grant of software licenses. The author’s affiliation with The MITRE Corporation is provided for identification purposes only and is not intended to convey or imply MITRE’s concurrence with, or support for, the positions, opinions, or viewpoints expressed by the author.
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2005/2
Y1 - 2005/2
N2 - The utilization of large-scale group projects in early computer science courses has been readily accepted in academia. In these types of projects, students are given a specific portion of a large programming problem to design and develop. Ultimately, the consolidation of all of the independent student projects integrates to form the solution for the large-scale project. Although many studies report on the experience of executing a semester-long course of this nature, course experience at Georgetown University, Washington, DC, shows the benefits of embedding a large-scale project that comprises just a segment of the course (three to four weeks). The success of these types of courses requires an effective process for creating the specific large-scale project. In this paper, an effective process for large-scale group project course development is applied to the second computer science course at Georgetown University.
AB - The utilization of large-scale group projects in early computer science courses has been readily accepted in academia. In these types of projects, students are given a specific portion of a large programming problem to design and develop. Ultimately, the consolidation of all of the independent student projects integrates to form the solution for the large-scale project. Although many studies report on the experience of executing a semester-long course of this nature, course experience at Georgetown University, Washington, DC, shows the benefits of embedding a large-scale project that comprises just a segment of the course (three to four weeks). The success of these types of courses requires an effective process for creating the specific large-scale project. In this paper, an effective process for large-scale group project course development is applied to the second computer science course at Georgetown University.
KW - Collaboration skills
KW - Computer science II
KW - Object-oriented design
KW - Programming
KW - Software engineering education and training
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U2 - 10.1109/TE.2004.832875
DO - 10.1109/TE.2004.832875
M3 - Article
AN - SCOPUS:14644400469
VL - 48
SP - 63
EP - 72
JO - IRE Transactions on Education
JF - IRE Transactions on Education
SN - 0018-9359
IS - 1
ER -