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Preface | ||
1 | Composite Case Studies | 13 |
1.1 | Final-year Individual Project | 14 |
1.2 | Second-year Group Project | 18 |
1.3 | Taught M.Sc. Project | 24 |
1.4 | Project with Handover (a.k.a. 'Software Hut') | 29 |
1.5 | Research-type Project | 34 |
1.6 | Design-and-Build Project | 38 |
1.7 | Project with Industrial Involvement | 42 |
1.8 | Project with a Client | 47 |
1.9 | Process-based Project | 53 |
1.10 | Integrative or "Capstone" Project | 57 |
1.11 | The Professional Bodies' View | 61 |
2 | Mechanisms | 67 |
2.1 | Allocation of Topics to Students (or Teams of Students) | 68 |
2.2 | Allocation of Students (or Teams) to Supervisors | 74 |
2.3 | Allocation of Students to Teams for Group Projects | 79 |
2.4 | Supervisor's Roles | 83 |
2.5 | Meeting Composition: Attendance and Focus | 88 |
2.6 | Time for Meetings | 91 |
2.7 | Roles in Groups | 94 |
2.8 | Motivation | 96 |
2.9(i) | Nature of Assessment | 100 |
2.9(ii) | Group Assessment | 102 |
2.9(iii) | Basis of Assessment: Deliverables | 104 |
2.9(iv) | Assessment: Who Marks? | 107 |
2.10 | Marking Schemes | 112 |
2.11 | Overseeing, Moderation and Quality Assurance (QA) | 118 |
2.12 | Staff Deployment | 121 |
3 | Specific Case Studies | 125 |
3.1 | Large-scale Group Project (University of York, UK) | 127 |
3.2 | Project Managed by Negotiation (University of Teesside, UK) | 132 |
3.3 | Creating a Real Company (University of Sheffield, UK) | 138 |
3.4 | Third Year Students Supervising First Year Groups (University of Leeds, UK) | 143 |
3.5 | Emphasis on Personal Transferable Skills (University of Exeter, UK) | 148 |
3.6 | International Group Project (Uppsala University, Sweden and Grand Valley State University, US) | 155 |
3.7 | Computing History Projects (Metropolitan State College of Denver, US) | 160 |
4 | Allocation | 179 |
4.1 | Me and My Shadow | 184 |
4.2 | "I'd Like To Do That" | 186 |
4.3 | Project Sabbaticals | 188 |
4.4 | Dynamic Matchmaking | 189 |
4.5 | Musical Chairs | 191 |
4.6 | Horses for Courses | 192 |
4.7 | Job Application | 193 |
5 | Supervision | 195 |
5.1 | Characterising Supervisor Input | 200 |
5.2 | Loosely Coordinated Groups | 202 |
5.3 | The Help They've Had along the Way | 204 |
5.4 | The Supervisor's Eyes and Ears | 206 |
5.5 | Looking for the Early Wobble | 207 |
6 | Assessment | 209 |
6.1 | Use Peer Assessment | 213 |
6.2 | Assessment Walkthrough | 214 |
6.3 | Increase the Granularity | 215 |
6.4 | "Authentic" Assessment Criteria | 216 |
6.5 | What Is a "Report" Anyway? | 217 |
6.6 | Assess the Fact that They Did It | 218 |
6.7 | Three Wise Monkeys | 219 |
6.8 | Assessing Something Is Not the Same as Measuring Something | 220 |
6.9 | Never Make a Choice Without a Reason | 222 |
6.10 | Phased Assessment (End-of-level Guardian) | 223 |
7 | Reflection | 225 |
7.1 | Throw the Driver Under the Bus | 228 |
7.2 | Mid-project Report | 229 |
7.3 | Coordinated Supervision | 230 |
7.4 | Project Log | 231 |
7.5 | Sooner Rather than Later | 232 |
7.6 | "Follow That Plan" | 233 |
7.7 | Cherish It | 234 |
7.8 | "I Thought that ..." | 235 |
7.9 | Last Year's Punters | 236 |
7.10 | "If I Had My Time Again" | 237 |
8 | Team/Group Projects | 239 |
8.1 | Managing Staff Input | 244 |
8.2 | Fair Allocation | 245 |
8.3 | Maximal Allocation | 246 |
8.4 | Battle-scarred Veteran | 247 |
8.5 | Red Card/Yellow Card | 248 |
8.6 | Moderation Using Student Input | 249 |
8.7 | Quick Off the Mark | 252 |
9 | Motivation | 253 |
9.1 | Going Solo | 257 |
9.2 | Well, They Managed | 258 |
9.3 | You've Done It Before | 259 |
9.4 | This Is for Real | 260 |
9.5 | Get to Know Them | 261 |
9.6 | Here's One I Prepared Earlier | 262 |
Coda | 263 | |
Index | 265 |
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