2026 ASEE Annual Conference & Exposition

Ivan Gappy, Excelsior University

This paper presents a role-based, project-centric instructional framework that simulates authentic industry environments in Computer Science courses. The model integrates real-world software development practices through tools such as Jira, GitHub, and Confluence by engaging students in iterative Agile learning cycles. The framework emphasizes continuous improvement and reflective practice, with plans to assess outcomes related to collaboration, problem-solving, and professional readiness.

Grounded in social constructivist and collaborative learning theories (Vygotsky, 1978; Dillenbourg, 1999), learning is viewed as a socially mediated process where students build understanding through interaction and shared problem-solving. By assigning team roles such as project manager, developer, and quality assurance analyst, the approach applies these theories through structured interdependence and peer-supported learning. Each learner’s contribution is integral to team success and fosters accountability and authentic collaboration.

The framework also draws on experiential learning principles (Kolb, 1984) by positioning students as active participants who develop knowledge through applied experience. The simulated workplace becomes both a cognitive and social environment where learners connect theory with professional practice. This structure supports traditional students, working adults, and career changers by helping them envision themselves in professional roles regardless of prior experience or modality.

The paper describes the development of this framework, its initial implementation within Excelsior University’s Computer Science program, and plans for iterative assessment. This role-based, project-centric approach provides a scalable model for integrating collaborative learning theory with authentic, industry-aligned instruction that prepares students for the teamwork and adaptability required in today’s technology workforce.

References

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–19). Oxford, UK: Elsevier.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.