A Multi-Institutional Perspective on H/FOSS Projects in the Computing Curriculum

Abstract

Many computer science programs have capstone experiences or project courses that allow students to integrate knowledge from the full breadth of their major. Such capstone projects may be student-designed, instructor-designed, designed in conjunction with outside companies, or integrated with ongoing free and open source (FOSS) projects. The literature shows that the FOSS approach has attracted a great deal of interest, in particular when implemented with projects that have humanitarian goals (HFOSS). In this article, we describe five unique models from five distinct types of institutions for incorporating sustained FOSS or HFOSS (alternatively H/FOSS) project work into capstone experiences or courses. The goal is to provide instructors wishing to integrate open source experiences into their curriculum with additional perspectives and resources to help in adapting this approach to the specific needs and goals of their institution and students. All of the models presented are based on sustained engagement with H/FOSS projects that last at least one semester and often more. Each model is described in terms of its characteristics and how it fits the needs of the institution using the model. Assessment of each model is also presented. We then discuss the themes that are common across the models, such as project selection, team formation, mentoring, and student assessment. We examine the choices made by each model, as well as the challenges faced. We end with a discussion how the models have leveraged institutional initiatives and collaborations with outside organizations to address some of the challenges associated with these projects.

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar

“…Open Source Software (OSS) is a major topic in computer sciences (Braught et al, 2018;Faber, 2002;Nandigam, Gudivada, & Hamou-Lhadj, 2008;O'Hara & Kay, 2003) and in geospatial science education (Mitasova, Shukunobe, Landa, & Kratochvilova, 2012;Osaci-Costache, Cocos, & Cocos, 2017;Petras, Petrasova, Harmon, Meentemeyer, & Mitasova, 2015). Petras et al (2015, p. 943) point out, integration of free and open source software in geospatial science education is necessary "to encourage a culture of openness and, thus, enable greater reproducibility in research and development applications."…”

Bridging the Gap between Academia and Industry through Students’ Contributions to the FIWARE European Open-Source Initiative: A Pilot Study

“…The tasks involved are usually of varying difficulty, so there are many opportunities for newcomers to get involved. However, previous studies have pointed out that a considerable amount of time is needed in order to make meaningful contributions to these projects since the learning curve for students can be quite steep [12][13][14]. The FYP seems like the perfect opportunity for students to finally engage in industry-like developments, and not only in terms of acquiring technical and soft skills but also related to motivation.…”

Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar.

“…Open Source Software (OSS) is a major topic in computer sciences (Braught et al, 2018;Faber, 2002;Nandigam, Gudivada, & Hamou-Lhadj, 2008;O'Hara & Kay, 2003) and in geospatial science education (Mitasova, Shukunobe, Landa, & Kratochvilova, 2012;Osaci-Costache, Cocos, & Cocos, 2017;Petras, Petrasova, Harmon, Meentemeyer, & Mitasova, 2015). Petras et al (2015, p. 943 OSS can also be used to introduce our students to the larger computer science community and to the practice of peer-review.…”