Jobs in the computing field demand communication and teamwork skills in addition to programming skills. Focus at the undergraduate level needs to be shifted towards developing these collaborative skills to enable a more smooth transition into employment in industry. The University of Victoria is in its second year of offering a course on game design. In the first offering, new activities were introduced to address issues identified by recent studies on university graduates entering industry. We focused on integrating cooperative learning, group orientation, and peer review activities into the game design process. The course attracted students across multiple disciplines, and an analysis indicated increased student interest in pursuing a computer science degree. Unfortunately, the same pre- and post-surveys suggested that our collaborative activities may have resulted in a decrease in student interest regarding course work and in pursuing studies in game design. In this paper we report on how we used a studio-based pedagogical approach to restructure the peer review activities in our course. In our previous offering, students received peer feedback only on their final game presentation. In our latest offering, we integrated peer review activities into every step of the game development process, allowing students to refine their ideas while progressing through a game project. A quantitative analysis informs us that our refined peer review activities were successful in increasing student presentation confidence, sense of community, and excitement towards their course projects.

Abstract not found

Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25 % content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25 % LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common workrelated

When developers join a software development project, they find themselves in a project landscape, and they must become familiar with the various landscape features. To better understand the nature of project landscapes and the integration process, with a view to improving the experience of both newcomers and the people responsible for orienting them, we performed a grounded theory study with 18 newcomers across 18 projects. We identified the main features that characterize a project landscape, together with key orientation aids and obstacles, and we theorize that there are three primary factors that impact the integration experience of newcomers: early experimentation, internalizing structures and cultures, and progress validation.

While many computer science students plan to pursue careers as software engineers, research shows that most traditional undergraduate CS programs fail to prepare students for the realities of programming in industry. Many misconceptions that are interfering with the transition to industry are belief-oriented, not skill-oriented, in nature, so traditional misconception assessments will not yield a deep understanding of them. In this paper we present a novel methodology that shows interactions among the misconceptions based on a forced choice paradigm and reveals the relative strength of the misconceptions. By analyzing students ’ repeated responses and response times, we construct a model of participants ’ misconceptions. We used this methodology to assess CS undergraduates at Carnegie Mellon University and compared their results to those from industry practitioners at several highly regarded companies. The results show that the students have misconceptions about process and teamwork. Surprisingly, we found that several misconceptions are correlated with elective courses that we expected to weaken misconceptions about software engineering but instead appeared to strengthen them.