Evaluation of team dynamic in Norwegian projects for IT students

The need for teaching realistic software development in project courses has increased in a global scale. It has always been challenges in cooperating fast-changing software technologies, development methodologies and teamwork. Moreover, such project courses need to be designed in the connection to existing theoretical courses. We performed a large-scale research on student performance in Software Engineering projects in Norwegian universities. This paper investigates four aspects of team dynamics, which are team reflection, leadership, decision making and task assignment in order to improve student learning. Data was collected from student projects in 4 years at two universities. We found that some leader's characteristics are perceived differently for female and male leaders, including the perception of leaders as skilful workers or visionaries. Leadership is still a challenging aspect to teach, and assigned leadership is probably not the best way to learn. Students is are performing well in task review, however, needs support while performing task assignment. The result also suggests that task management to be done in more fine-grained levels. It is also important to maintain an open and active discussion to facilitate effective group decision makings

ABET Assessment And The Capstone, Part 2: Realistic Constraints

This paper presents the second part of a multi-part framework that enables ABET accredited engineering programs to establish and maintain their compliance with the general criteria for standards, realistic constraints and a major design experience. Each of these elements are covered separate parts, in this, Part 2, we cover realistic constraints. We have found that some schools use interdisciplinary-teams in their senior projects. When the outcomes from interdisciplinary teams are co-mingled it triggers ABET issues as the outcomes are not program specific. Moreover, some schools use the senior project (i.e., capstone) as their only means of providing evidence of a major design experience, student understanding of standards and the application of realistic constraints. This creates ABET issues as program evaluators require assessments to be program-oriented

Interactive Statistical Computing For Undergraduate Liberal Arts Education

St. Olaf College at Northfield, Minnesota, has an Interactive Statistical Analysis System for classroom research usage. SODAS (St. Olaf Data Analysis System) operates on a Minicomputer Time Sharing System (DEC PDP / 1140 has 15 terminals, 64K of core, and 3 disks). SODAS is used extensively by students for study of statistics, course projects, and research. In addition, it is used for faculty research . This system has increased student interest by involving them in realistic problems. In addition, student sophistication in problem solving has increased. The paper discusses the system design, the philosophy of interactive computing, and the pedagogical applications in an undergraduate curriculum

Experimenting with Realism in Software Engineering Team Projects: An Experience Report

Over Several years, we observed that our students were sceptical of Software Engineering practices, because we did not convey the experience and demands of production quality software development. Assessment focused on features delivered, rather than imposing responsibility for longer term `technical debt'. Academics acting as 'uncertain' customers were rejected as malevolent and implausible. Student teams composed of novices lacked the benefits of leadership provided by more experienced engineers. To address these shortcomings, real customers were introduced, exposing students to real requirements uncertainty. Flipped classroom teaching was adopted, giving teams one day each week to work on their project in a redesigned laboratory. Software process and quality were emphasised in the course assessment, imposing technical debt. Finally, we introduced a leadership course for senior students, who acted as mentors to the project team students. This paper reports on the experience of these changes, from the perspective of different stakeholders

Enhancing Team-Based Senior Capstone Projects: Opportunities and Challenges

Generally, capstone courses focus on the integration and application of technical knowledge and skills acquired in previous coursework along with a consideration of multiple realistic constraints. However, capstone courses also require students to focus on a variety of professional skills, including teamwork, unstructured task completion, and project management. Because students are often new at these skills, they may find it difficult to resolve issues as they arise, particularly when working with an actual industrial client. Capstone courses also pose challenges to faculty. Finding a consistent stream of projects that are at the appropriate level for senior level students can be difficult for faculty given the limited time frame of most courses. A fair and consistent method to evaluate student work on an individual and group level is also a challenge for instructors. This paper will outline the challenges and best practices learned in the development and implementation of a senior-level capstone course in engineering technology, based on qualitative data gathered over several years. Specifically, strategies for sourcing student projects, student team formation and management, and options for ensuring accountability among student teams will also be discussed. Ideas on fair and consistent assessment methods for group and individual work will also be emphasized

A Data Modeling Case: Writers Guild of America, East

This article presents a case study that was developed as an instructional case for teaching systems analysis and database design. Students are required to utilize their data modeling skills to design an appropriate data structure for the Writers Guild of America, East (WGAE). The core application in the case is an accounts receivable system, but with several unique features that necessitate creative thought by the student analysts. The case has been used successfully as both group and individual projects. Student feedback indicates that the WGAE Case is realistic, engaging and challenging without being excessively complex. Teaching notes and a suggested solution consisting of an entity-relationship diagram (ERD) and the associated list of entities and attributes are available through the JISE web site

Strategies for Developing Sustainable Design Practice for Students and SME Professionals

Designers and engineers seem finally to be awakening to the challenge that sustainable development has given. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability. \noindent In the past four years since this research has developed, there has been a marked change in the mass market appeal for sustainable products and services. Implementation of sustainable design practice from both recent graduates and also innovative small and medium enterprises (SMEs) at a local level is slow. One would assume that the consumer drive would push a change in design practice but perhaps the complexities of sustainable design along with the lack of experience in the field are providing barriers to designers and marketers alike. In addition the SME sector alone makes up the bulk of industry within the European Union (EU) varying in some countries from 80-95% of the total numbers of companies (Tukker et al. 2000). These industries by their nature find it difficult to dedicate expertise solely to sustainable development issues. The strategy outlined in this paper intended to introduce concepts of sustainable design thinking and practice to both SMEs and undergraduate students. \noindent This current and ongoing research qualitatively assesses appropriate models for educating for sustainable design thinking with SME employees and undergraduate design students. The sample groups include Industrial Design and Product Design undergraduate students in Ireland at the Institute of Technology, Carlow (IT Carlow), The University of Limerick (UL) and a sample of SMEs in the South East of Ireland, with broad national participation from other students of design and professionals from industry. Current levels of understanding of students and SME professionals of key environmental and social issues are measured

Assessing collaborative learning: big data, analytics and university futures

Traditionally, assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions, of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally-stored student activity data, open new practical and epistemic possibilities for assessment and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address 21st Century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts