TY - CHAP
T1 - A framework for success in real projects for real clients courses
AU - Klappholz, David
AU - Almstrum, Vicki L.
AU - Modesit, Ken
AU - Owen, Cherry
AU - Johnson, Allen
AU - Condly, Steven J.
PY - 2008
Y1 - 2008
N2 - In this chapter, we demonstrate the importance of Real Projects for Real Clients Courses (RPRCCs) in computing curricula. Based on our collective experience, we offer advice for setting up an effective support infrastructure for such courses. We discuss where and how to find clients, the types of projects that we have used, and how to form and train teams. We investigate the variety of standards and work products that we have used in our courses and explore issues related to assessment and evaluation. Finally, we consider the benefits of an RPRCC-centric approach to computing curricula. A course is underway. Students are excited, engaged, eager to apply what they are learning, eager to communicate with one another about their project work, what they need to accomplish, and what they must find out from outside stakeholders. As a lovely bonus, the project the students are developing is more than a toy problem or a product that will gather dust on the back of the shelf - they are writing software that is useful and will be used.
AB - In this chapter, we demonstrate the importance of Real Projects for Real Clients Courses (RPRCCs) in computing curricula. Based on our collective experience, we offer advice for setting up an effective support infrastructure for such courses. We discuss where and how to find clients, the types of projects that we have used, and how to form and train teams. We investigate the variety of standards and work products that we have used in our courses and explore issues related to assessment and evaluation. Finally, we consider the benefits of an RPRCC-centric approach to computing curricula. A course is underway. Students are excited, engaged, eager to apply what they are learning, eager to communicate with one another about their project work, what they need to accomplish, and what they must find out from outside stakeholders. As a lovely bonus, the project the students are developing is more than a toy problem or a product that will gather dust on the back of the shelf - they are writing software that is useful and will be used.
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U2 - 10.4018/978-1-60566-102-5.ch009
DO - 10.4018/978-1-60566-102-5.ch009
M3 - Chapter
AN - SCOPUS:84900577954
SN - 9781605661025
SP - 157
EP - 190
BT - Software Engineering
ER -