Abstract:

Software development requires the ability to solve problems, an understanding of how to apply development methodologies within a context, and the ability to select and utilize the tools of the trade. Therefore, graduates entering the software development profession are expected to have a portfolio of development practices and tool experience. Project-Based Learning (PBR) is often used in capstone courses where students focus their attention on a project designed to provide a cumulative experience solving a real-world problem. A critical element of the capstone experience is applying industry standards for software development and utilizing industry tools to execute their project. Preparing students to use industry standards and tools earlier in the curriculum prepare them to focus their learning in the capstone course on fine tuning their skills and delivering a high-quality product versus learning the mechanics of using industry methodologies and tools. The study analyzes student cohorts over four years, tracing their course work through select core curriculum, and the impact of early introduction to Project-Based-Learning on their later course work and overall educational experience. Our results demonstrate that earlier introduction of project-based learning with industry tools have led to improved academic performance in upper-level courses, more sophisticated capstone projects and increased perceptions of professional preparedness.

Keywords:

Project-based learning, real-world projects, industry tools, industry methodologies, Professional Skills, Curriculum adaptation.