SUMMARYIt is well understood and has been well documented that there is much to gain by using live projects in the computer science classroom [1][2][3][4][5][6][7][8][9][10][11][12][13]. Live projects include those that serve a real client with a real problem as well as those those that integrate live datasets. However, the use of live projects has always come with a variety of challenges including supporting the project once it is complete, providing secure and safe access to large data sets, adjusting live client expectations, and limiting the scope of a project to the context of a single term and within the learning outcomes. The purpose of this special session is to provide attendees an introduction to and examples of the way that live projects have been integrated throughout the computing curriculum at Radford University. OVERALL OBJECTIVEUsing live projects in a computer science course provides a variety of benefits for the students including: • Experience with realistic situations, strict deadlines, teamwork, written and oral communications skills [11, 12] • Easing the transition from school to work [9] • Experience with unstable client requirements [7] • The challenge of working with a large, complex project with uncertain requirements [5] • Experience with pair and/or team programming working with real clients and real timelines [8] • Increased motivation from knowing their work will actually be used [4] to having fun with live projects [13] • Experience with having work critiqued by actual clients [10] • An integration experience applying concepts learned to live projects [6]This session will explain how and why live projects have been integrated into the computing curriculum at Radford University, and to help the audience understand how it is possible to overcome the challenges associated with live projects. These challenges include:• Increased time, organizational and pedagogical demands on the instructor [1] -includes issues such as pre-semester analysis and design and post-project maintenance• Constraining the scope of a project to meet the academic calendar [6] • Access to appropriate, secure data sets free of identifying personal information • Solicitation of clients for one or two term projects • Management of consistency and synergy when large projects are broken down into one semester chunks
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More often than not, the design process involves several repetitive cycles of design, implementation, testing and redesign. Very rarely do physical devices function as intended by their designers the first time they are implemented. Usually, there are two ways in which the behavior of a device may deviate from the intended one: the device may not exhibit a desired behavior or it may result in an undesirable behavior. We describe a model-based method for solving the latter task. This method involves diagnosis and repair of the failed device and verification of the modified device. It uses compiled structure-behavior-function (SBF) models of how the device works. In an SBF model, the behaviors and the structural elements of a device act as indices into causal mechanisms that explain how the structure of the device produces its behaviors. The causal mechanisms in turn serve as indices into qualitative relations between device variables. The KRITIK2 system uses this indexing scheme to access relevant causal mechanisms and qualitative relations, and uses this knowledge for solving the diagnosis, repair, and verification subtasks of redesign. KRITIK2 shows that this model-based method is sufficient for parametric redesign even for devices in which a single cause results in multiple effects and a single structural element plays a role in multiple causal behaviors.
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