From Teaching Open Source
This is a first attempt to keep track of the impact POSSE is having on its alumni professors. Think of them as... baseball cards. On professors who are teaching open source.
| Professor | Institution | POSSE | Number of students | Students using open source | Students contributing to open source | % of students who are open source contributors | Notes | |
|---|---|---|---|---|---|---|---|---|
| Sam Rebelsky | Grinnell | 49 | 35 | 0 | 0 | |||
| Chris Tyler | Seneca | POSSE 2009 | ||||||
| David Humphrey | Seneca | POSSE 2009 | Fall: 25, Spring: 30 | Fall: 25+, Spring: 30+ | Fall: 25+, Spring: 30+ | Fall, Spring: 100+% | Working informally with a much larger number of students contributing to open source than those formally in classes and etc. | |
| Fardad Soleimanloo | Seneca | POSSE 2009 | Fall: 80, Spring: 41 | Fall: 80, Spring: 41 | Depends on how you count - strictest count is 0 and 0, but could also be 80 and 41. | Anywhere from 0-100% depending on how we count. | Fardad teaches the intro C++ course, which is explicitly structured as a pre-FOSS course - students are not contributing to upstream communities, but are working on and with the tools and systems in a microsm while they start learning programming, are on IRC, etc. with the explicit intention of this preparing them for the FOSS community participation classes taught by David and Chris. | |
| Cam Seay | NCCU | POSSE 2009 | ||||||
| Christian Jacobsen | University of Copenhagen | POSSE 2009 | 47 | 47 | 0 | 0 | pre-set course with little curriculum flexibility, taught on short notice. | |
| Matt Jadud | Allegheny | POSSE 2009 | 40 | ? | 40 | 100% | Freshman seminar on technology/art and activism, co-taught with Darren Miller, spending the entire second half of the semester on contributing to Fedora Design and Fedora Marketing. | |
| Kent Palmer | Wingate | POSSE 2009 | Presenting a poster on my first steps towards incorporating open source development in my courses last Fall at the HFOSS meeting in Milwaukee. |