TY - GEN
T1 - Simulating industry
T2 - 43rd IEEE Annual Frontiers in Education Conference, FIE 2013
AU - Johns-Boast, Lynette
AU - Flint, Shayne
PY - 2013
Y1 - 2013
N2 - Universities are required to produce graduates with good technical knowledge and 'employability skills' such as communication, team work, problem-solving, initiative and enterprise, planning, organizing and self-management. The capstone software development course described in this paper addresses this need. The course design contains three significant innovations: running the course for two cohorts of students in combination; requiring students to be team members in 3rd year and team leaders in their 4th (final) year; and providing assessment and incentives for individuals to pursue quality work in a group-work environment. The course design enables the creation of a simulated industrial context, the benefits of which go well beyond the usual, well-documented benefits of group project work. In order to deliver a successful outcome, students must combine academic theory and practical knowledge whilst overcoming the day-to-day challenges that face project teams. Course design enables the blending of university-based project work and work-integrated learning in an innovative context to better prepare students for participating in, and leading, multi-disciplinary teams on graduation. Outcomes have been compellingly positive for all stakeholders - students, faculty and industry partners.
AB - Universities are required to produce graduates with good technical knowledge and 'employability skills' such as communication, team work, problem-solving, initiative and enterprise, planning, organizing and self-management. The capstone software development course described in this paper addresses this need. The course design contains three significant innovations: running the course for two cohorts of students in combination; requiring students to be team members in 3rd year and team leaders in their 4th (final) year; and providing assessment and incentives for individuals to pursue quality work in a group-work environment. The course design enables the creation of a simulated industrial context, the benefits of which go well beyond the usual, well-documented benefits of group project work. In order to deliver a successful outcome, students must combine academic theory and practical knowledge whilst overcoming the day-to-day challenges that face project teams. Course design enables the blending of university-based project work and work-integrated learning in an innovative context to better prepare students for participating in, and leading, multi-disciplinary teams on graduation. Outcomes have been compellingly positive for all stakeholders - students, faculty and industry partners.
KW - Capstone design course
KW - Course design
KW - Curriculum
KW - Group project
KW - Industry-based project
KW - Internship
KW - Peer assessment
KW - Peer assisted learning
KW - Software engineering
KW - Work-integrated learning
UR - http://www.scopus.com/inward/record.url?scp=84893225551&partnerID=8YFLogxK
U2 - 10.1109/FIE.2013.6685145
DO - 10.1109/FIE.2013.6685145
M3 - Conference contribution
SN - 9781467352611
T3 - Proceedings - Frontiers in Education Conference, FIE
SP - 1782
EP - 1788
BT - 2013 Frontiers in Education Conference
Y2 - 23 October 2013 through 26 October 2013
ER -