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Abstract

Renewable course projects (i.e. projects whose lives extend beyond the end of an academic semester) provide an effective alternative to class assignments that require repetition of artificial tasks typical in many information systems and technology-related courses. Though these "throwaway" projects are certainly meritorious, renewable projects enable students to engage in real-world development paradigms, such as modularization and life cycles, to develop lasting systems that solve relevant problems. By embracing the full project life cycle, modularization of work, and open source software renewable projects expose students to traditional aspects of classroom development and also to the more real world features of the project cycle. Two case studies provide experiential evidence of the success of renewable projects.

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