A Multi-Institutional Perspective on H/FOSS Projects in the Computing Curriculum
A Multi-Institutional Perspective on H/FOSS Projects in the Computing Curriculum
复制标题
计算课程中 H/FOSS 项目的多机构视角
DOI：
10.1145/3145476
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Tucker
中科院分区：
文献类型：
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作者：
G. Braught;J. MacCormick;J. Bowring;Q. Burke;B. Cutler;David E. Goldschmidt;M. Krishnamoorthy;Wesley Turner;S. Huss;Bonnie K. MacKellar;A. Tucker
许多计算机科学课程都有顶点经验或项目课程，使学生能够整合其专业的全部知识。此类顶点项目可能是学生设计的、教师设计的、与外部公司联合设计的，或者与正在进行的自由开源 (FOSS) 项目集成。文献表明，自由和开源软件方法引起了极大的兴趣，特别是在与具有人道主义目标的项目（HFOSS）一起实施时。在本文中，我们描述了来自五种不同类型机构的五种独特模型，用于将持续的 FOSS 或 HFOSS（或者 H/FOSS）项目工作纳入顶点经验或课程。目标是为希望将开源经验融入课程的教师提供额外的视角和资源，帮助他们调整这种方法以满足其机构和学生的特定需求和目标。提出的所有模型都是基于对 H/FOSS 项目的持续参与，该项目持续至少一个学期，通常更长。每个模型都根据其特征以及它如何满足使用该模型的机构的需求进行了描述。还介绍了每个模型的评估。然后，我们讨论这些模型中常见的主题，例如项目选择、团队组建、指导和学生评估。我们研究每个模型所做的选择以及面临的挑战。最后我们讨论了这些模型如何利用机构举措以及与外部组织的合作来解决与这些项目相关的一些挑战。
Many computer science programs have capstone experiences or project courses that allow students to integrate knowledge from the full breadth of their major. Such capstone projects may be student-designed, instructor-designed, designed in conjunction with outside companies, or integrated with ongoing free and open source (FOSS) projects. The literature shows that the FOSS approach has attracted a great deal of interest, in particular when implemented with projects that have humanitarian goals (HFOSS). In this article, we describe five unique models from five distinct types of institutions for incorporating sustained FOSS or HFOSS (alternatively H/FOSS) project work into capstone experiences or courses. The goal is to provide instructors wishing to integrate open source experiences into their curriculum with additional perspectives and resources to help in adapting this approach to the specific needs and goals of their institution and students. All of the models presented are based on sustained engagement with H/FOSS projects that last at least one semester and often more. Each model is described in terms of its characteristics and how it fits the needs of the institution using the model. Assessment of each model is also presented. We then discuss the themes that are common across the models, such as project selection, team formation, mentoring, and student assessment. We examine the choices made by each model, as well as the challenges faced. We end with a discussion how the models have leveraged institutional initiatives and collaborations with outside organizations to address some of the challenges associated with these projects.