Real world problems bringing life to course content

The computer technology program at Purdue University prepares students for existing and emerging jobs and careers in the application of information systems and technology. Many courses are designed with a theoretical framework supplemented with hands-on learning experiences and reinforced by addressing real-world problems through class projects. These class projects are designed with a problem-based/problem-centered framework.

Anxious to engage in hands-on activity, students have a tendency to dive right into programming or systems design assignments. The use of structured methods that require careful planning like the process to define requirements, evaluate design options, build on schedule, and the setup of testing and evaluation tools do not hold much relevance to the budding IT professional. Projects change this perspective. Students gain a meaningful understanding of why and how structured methodologies affect success in a team-based environment. The implementation and relevance of textbook methodology comes to life in real-world examples of changing requirements, budget constraints, culture, and competing objectives. Students gain experience with the less tangible 'people skills' qualities that get lost in the prescriptive text book descriptions. While our experiences with the benefits to student learning are discussed here, the traps and obstacles to taking a project approach to traditional classroom instruction can be daunting. They include the ability to manage and direct open-ended assignments, managing student and customer expectations, engaging real-world customers, defining project scope, managing to a real world deliverable, liability issues, and customer commitment.

This paper reviews the lessons learned from five (5) different successful and unsuccessful experiences implementing problem-based/problem-centered learning within the undergraduate computer program at Purdue University.