How does participating in a capstone project with industrial customers affect student attitudes?

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Standard

How does participating in a capstone project with industrial customers affect student attitudes? / Paasivaara, Maria; Vodã, Dragos; Heikkilä, Ville T.; Vanhanen, Jari; Lassenius, Casper.

Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2018. 2018. p. 49-57 (International Conference on Software Engineering; Vol. 0270-5257).

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Harvard

Paasivaara, M, Vodã, D, Heikkilä, VT, Vanhanen, J & Lassenius, C 2018, How does participating in a capstone project with industrial customers affect student attitudes? in Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2018. International Conference on Software Engineering, vol. 0270-5257, pp. 49-57, International Conference on Software Engineering: Software Engineering Education and Training, Gothenburg, Sweden, 30/05/2018. https://doi.org/10.1145/3183377.3183398

APA

Paasivaara, M., Vodã, D., Heikkilä, V. T., Vanhanen, J., & Lassenius, C. (2018). How does participating in a capstone project with industrial customers affect student attitudes? In Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2018 (pp. 49-57). (International Conference on Software Engineering; Vol. 0270-5257). https://doi.org/10.1145/3183377.3183398

Vancouver

Paasivaara M, Vodã D, Heikkilä VT, Vanhanen J, Lassenius C. How does participating in a capstone project with industrial customers affect student attitudes? In Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2018. 2018. p. 49-57. (International Conference on Software Engineering). https://doi.org/10.1145/3183377.3183398

Author

Paasivaara, Maria ; Vodã, Dragos ; Heikkilä, Ville T. ; Vanhanen, Jari ; Lassenius, Casper. / How does participating in a capstone project with industrial customers affect student attitudes?. Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2018. 2018. pp. 49-57 (International Conference on Software Engineering).

Bibtex - Download

@inproceedings{2a6d571df4e7407e8dcf7d583bd1493a,
title = "How does participating in a capstone project with industrial customers affect student attitudes?",
abstract = "Teaching of software engineering using capstone projects has seen a steady growth over the years with overwhelmingly positive reported experiences. Discerning what students consider of value before and after a software project course, is crucial for developing a relevant curriculum. This paper reports on the affective learning outcomes of a Scrum based capstone course with industrial clients. We measured affective learning as changes in the attitudes towards the difficulty and importance of certain aspects present in software development, including technical, teamwork and customer interaction. Data was collected from 14 student teams of 7-9 members in the form of team interviews and individual surveys, with 86 students participating in the interviews and 86 valid survey answers. Our results show that students largely change their attitudes in the desired direction after the course regarding both importance and difficulty, with 57{\%} reporting an increased understanding of the importance of collaboration and communication within the team and 44{\%} reporting less than expected difficulty in learning new technologies/programming languages.",
keywords = "affective learning, capstone courses, Scrum, software engineering education",
author = "Maria Paasivaara and Dragos Vod{\~a} and Heikkil{\"a}, {Ville T.} and Jari Vanhanen and Casper Lassenius",
year = "2018",
month = "5",
day = "27",
doi = "10.1145/3183377.3183398",
language = "English",
series = "International Conference on Software Engineering",
publisher = "ACM",
pages = "49--57",
booktitle = "Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering",

}

RIS - Download

TY - GEN

T1 - How does participating in a capstone project with industrial customers affect student attitudes?

AU - Paasivaara, Maria

AU - Vodã, Dragos

AU - Heikkilä, Ville T.

AU - Vanhanen, Jari

AU - Lassenius, Casper

PY - 2018/5/27

Y1 - 2018/5/27

N2 - Teaching of software engineering using capstone projects has seen a steady growth over the years with overwhelmingly positive reported experiences. Discerning what students consider of value before and after a software project course, is crucial for developing a relevant curriculum. This paper reports on the affective learning outcomes of a Scrum based capstone course with industrial clients. We measured affective learning as changes in the attitudes towards the difficulty and importance of certain aspects present in software development, including technical, teamwork and customer interaction. Data was collected from 14 student teams of 7-9 members in the form of team interviews and individual surveys, with 86 students participating in the interviews and 86 valid survey answers. Our results show that students largely change their attitudes in the desired direction after the course regarding both importance and difficulty, with 57% reporting an increased understanding of the importance of collaboration and communication within the team and 44% reporting less than expected difficulty in learning new technologies/programming languages.

AB - Teaching of software engineering using capstone projects has seen a steady growth over the years with overwhelmingly positive reported experiences. Discerning what students consider of value before and after a software project course, is crucial for developing a relevant curriculum. This paper reports on the affective learning outcomes of a Scrum based capstone course with industrial clients. We measured affective learning as changes in the attitudes towards the difficulty and importance of certain aspects present in software development, including technical, teamwork and customer interaction. Data was collected from 14 student teams of 7-9 members in the form of team interviews and individual surveys, with 86 students participating in the interviews and 86 valid survey answers. Our results show that students largely change their attitudes in the desired direction after the course regarding both importance and difficulty, with 57% reporting an increased understanding of the importance of collaboration and communication within the team and 44% reporting less than expected difficulty in learning new technologies/programming languages.

KW - affective learning

KW - capstone courses

KW - Scrum

KW - software engineering education

UR - http://www.scopus.com/inward/record.url?scp=85049781374&partnerID=8YFLogxK

U2 - 10.1145/3183377.3183398

DO - 10.1145/3183377.3183398

M3 - Conference contribution

T3 - International Conference on Software Engineering

SP - 49

EP - 57

BT - Proceedings 2018 ACM/IEEE 40th International Conference on Software Engineering

ER -

ID: 31215690