Mohamed Baker - Academia.edu (original) (raw)
Uploads
Papers by Mohamed Baker
©2012 IEEE. Personal use of this material is permitted. However, permission to reprint/republish ... more ©2012 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.
IEEE Transactions on Education, 2012
Teaching larger software engineering project courses at the end of a computing curriculum is a wa... more Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply e.g., design, testing, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects with the aim of being realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described concerning intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger master student course.
©2012 IEEE. Personal use of this material is permitted. However, permission to reprint/republish ... more ©2012 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.
IEEE Transactions on Education, 2012
Teaching larger software engineering project courses at the end of a computing curriculum is a wa... more Teaching larger software engineering project courses at the end of a computing curriculum is a way for students to learn some aspects of real-world jobs in industry. Such courses, often referred to as capstone courses, are effective for learning how to apply e.g., design, testing, and configuration management. However, these courses are typically performed in small teams, giving only a limited realistic perspective of problems faced when working in real companies. This paper describes an alternative approach to classic capstone projects with the aim of being realistic from an organizational, process, and communication perspective. This methodology, called the company approach, is described concerning intended learning outcomes, teaching/learning activities, and assessment tasks. The approach is implemented and evaluated in a larger master student course.