Being in the final chapter of my CS education at Oregon State University, the CS467 Capstone Project is where classroom concepts come to life. In this class, I’m not just a student; I’m part of a development team, collaborating on a software project from start to finish. Through stand-up meetings, sponsor and team meetings, and a commitment of 80-100 hours, CS467 offers hands-on experience in professional collaboration. Displaying our projects in a final demonstration, it will mark the applied culmination of my computer science education.

Let’s take a deep dive into CS467.

Strengths

In CS467, the power of choice emerges as a standout feature. Students are handed the reins to pick projects that resonate with their interests, such as creating games, designing websites, or exploring industry-sponsored projects with real companies. This variety isn’t just a menu of options; it’s a way to align individual learning goals with hands-on experiences.

Another strength is the ability to choose team members, promoting collaboration with familiar faces and turning project work into a shared journey.  Although it’s clearly stated that our chosen teams aren’t guaranteed, they make a clear effort to keep chosen groups together.

Weaknesses

One notable drawback surfaces in the form of a slow start to the term, where students might find themselves tapping their fingers waiting for the real action to kick in. The lag in getting started on projects can be a bit of a hurdle, leaving some feeling antsy for the hands-on, practical aspects that make the course shine. 

Recognizing this as a potential hiccup allows for a proactive approach in finding ways to streamline the initial process, ensuring that the course’s projects can take center stage sooner rather than later. It’s a constructive critique, a call for refining an otherwise dynamic program to make the most of every moment in our capstone journey.

Opportunities

Improving CS467 could involve integrating a more practical and job-relevant element, such as incorporating LeetCode study sessions into the curriculum. Partnering up with peers for problem-solving practice or having dedicated discussion posts focused on solving and explaining LeetCode problems could enhance the course’s applicability to real-world scenarios. These sessions not only serve as valuable preparation for technical interviews but also offer a collaborative space for students to learn from each other’s approaches.

Moreover, reconsidering the topics assigned for discussion posts could be beneficial. Shifting the focus from what may feel like busy-work to discussions directly tied to the job search process, industry trends, or project-related challenges could make these assignments more meaningful. Time spent on these discussions can be a useful investment in improving practical skills and preparing for the professional world.

Threats

Currently, our capstone project is progressing smoothly, and I am not identifying any threats within our capstone project. This positive situation is a result of effective team communication and collaboration, coupled with a reliable support system. Our Teaching Assistant (TA) is readily available to address any issues that might arise, and the instructor is consistently accessible to provide guidance when needed. With this supportive environment and a proactive approach to potential challenges, we’re navigating our capstone project confidently, focusing on a successful outcome.

Conclusion

Working on my Capstone Project at Oregon State University has been a rewarding experience. While there’s room for improvement in streamlining the course start, the absence of identified threats speaks to effective communication and support. CS467 serves as a practical bridge between academic knowledge and real-world application.