Entry Powell:1978:SVP from sigcse1970.bib

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BibTeX entry

@Article{Powell:1978:SVP,
  author =       "J. D. Powell and M. J. Lee",
  title =        "Simulation as a vehicle for project experience",
  journal =      j-SIGCSE,
  volume =       "10",
  number =       "3",
  pages =        "63--66",
  month =        aug,
  year =         "1978",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/953028.804235",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sun Nov 18 07:38:06 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1970.bib",
  note =         "Proceedings of the 9th SIGCSE symposium on Computer
                 science education.",
  abstract =     "One of the criticisms directed at many computer
                 science programs is the lack of involvement of the
                 students in ``large scale, real-life problems''. Panel
                 discussions between computer science educators and
                 computing practitioners frequently devote a great deal
                 of time to this topic. The practitioners charge that
                 students are frequently presented with well-defined
                 problems that illustrate specific computing concepts.
                 While these problems are important, they do not prepare
                 students for the ill-defined problems they will
                 typically face in a usual job situation. Since a large
                 portion of the graduates from our degree programs move
                 directly into the business and industrial environments,
                 we should seriously consider this criticism. Separate
                 project courses have been described by Khailand and
                 Saxon [2] and by Crenshaw [1]. In these courses, a
                 series of projects are presented to the students.
                 Depending on the size of the class, one or more of the
                 projects are chosen and the class is divided into teams
                 to work on the projects. Classroom time is devoted to
                 organizational structure, skills, and techniques that
                 are important to successful completion of a project
                 satisfying the standards and requirements of the
                 project assignment. Most of the work is performed
                 within the individual teams. The instructor meets
                 periodically with the students to review and monitor
                 their progress. At the end of the course, each team is
                 required to make a formal presentation of its
                 results.",
  acknowledgement = ack-nhfb,
  fjournal =     "SIGCSE Bulletin (ACM Special Interest Group on
                 Computer Science Education)",
  journal-URL =  "http://portal.acm.org/browse_dl.cfm?idx=J688",
}

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