Integrating Live Projects Into Computing Curriculum

Abstract

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

VeriSIM: A model-based learning pedagogy for fostering software design evaluation skills in computer science undergraduates

“…Project-based learning is a common strategy used (Dym et al 2005). Case studies are given to students who work in groups to come up with the design of the system (Chase et al 2015). Active learning techniques like role play, pair programming, and peer learning have also been done in the classroom (Hu 2013;Quintana and Grados 2020).…”

Toward Competency-Based Professional Accreditation in Computing

“…Research into year-long placement schemes has highlighted that completing a placement tended to increase the likelihood of finding high-skilled employment, reduce the length of time to find a job, and results in higher graduate salaries [216]. Other successful related initiatives include the undergraduate and postgraduate degree apprenticeship programs in UK [130,236], live projects [45,67,157] and the co-op programs in Canada [119]. Hence, the authors recommend that professional body accreditation regimes build upon these successes and further promote competency-building and graduate work-ready enhancement initiatives.…”