Roy J. Daigle

Integrating collaborative problem solving throughout the curriculum

Our graduates are ill-prepared for entry positions in industry. This is the message from a 1994 NSF task force comprised of members from academia and industry. Among the specific deficiencies cited were problem-solving skills and the ability to work in groups. In a recent publication, the authors described a group problem-solving model, Group Zig Zag, based on the Myers-Briggs Type Indicator. In this paper we show how the integration of a collaborative approach throughout the curriculum can be achieved by adopting the Group Zig Zag model.

Inter-class synergy by design

Most often curricula are defined in university catalogs according to course prerequisite structures. Formal linkages between individual courses are typically first-order relationships based on prerequisite knowledge or discipline maturity. This paper describes a second-order, collaborative relationship that was established between two computer science courses that has greatly benefitted the students of both classes and has added another dimension to a combined computer and information sciences curricula.

Information science (abstract and references only): managing the software lifecycle

Recent research at USA in the DATA (Data to Algorithm Translation Analysis) project has centered on the algorithmic development process [Doran and Longenecker 1989]. In this research, tools and methods are investigated which assist novice students define and monitor the development of their problem solutions. This approach is adequate for an initial exposure to formal analytic problem solving, but it is recognized that as the level of sophistication of the student increases, so must the tools and methodology. Software engineering presents numerous methods and approaches to providing this lifecycle coverage. One of specific interest is that of the software team. The team concept was recently outlined and discussed by Rettig [Rettig 1990]. However, the proper construction and management of teams is often a difficult and misunderstood process. A central idea of information science is the organization and management of the process in a systematic fashion. Therefore, it is our hypothesis, that to better accomplish the goals of information science, software engineering fundamentals must be managed and tools provided. As mentioned above, design tools have already been and continued to be addressed by the DATA project. The focus of this research is the application of information science theory to provide management for more sophisticated software projects, especially in the area of software teams. Previous researchers have addressed both the management and measurement of software development by teams [Henry and Kafura 1981], [Henry 1983] and [Selig and Henry 1988]. We propose the definition and inclusion of a similar tool into the DATA environment. This inclusion provides several benefits: (i) it recognizes that development does not occur in isolation, (ii) team behavior can be monitored and managed, and (iii) a measurement of achievement can be provided.