利用同伴客户（Peer-Customers）在实践课程期末项目中可扩展地将学生团队与客户配对
Using Peer-Customers to Scalably Pair Student Teams with Customers for Hands-on Curriculum Final Projects
AI总结：
本研究提出同伴客户机制，让学生互为客户配对完成实践课程期末项目，以锻炼学生的客户对接能力，并通过两届共64名学生的课程实践给出应用指南。
摘要：
同伴客户（Peer-customer）是在实践类课程中将学生团队与客户进行配对的一种机制。每名学生提出一个自己希望班上其他同学为其解决的问题。采用同伴客户的模式，能为学生提供实用且可扩展的渠道，让他们得以围绕真实需求与客户合作完成期末项目。尽管同伴客户本身是班上的学生，但他们不会和项目团队一同开展项目工作。这种分离迫使学生团队练习客户需求评估、测试与调研，而这些能力在学生自主构思的期末项目中往往有所欠缺——这类项目不像顶点课程（capstone courses）那样有资源来对接外部客户。我们在一门聚焦基础嵌入式系统设计与Python编程的入门级物理原型制作课程中，对同伴客户的应用进行了原型测试。本文中，我们结合在两次独立开课（共64名学生，第一年29名，第二年35名）期间得出的关键观察结果，提出了关于如何最优运用同伴客户模式的实用指南。
英文摘要：
Peer-customer is a mechanism to pair student teams with customers in hands-on curriculum courses. Each student pitches a problem they want someone else in the class to solve for them. The use of peer-customers provides practical and scalable access for students to work with a customer on a real-world need for their final project. The peer-customer, despite being a student in the class, do not work on the project with the team. This dissociation forces a student team to practice customer needs assessment, testing, and surveying that can often be lacking in self-ideated final projects that do not have resources to curate external customers like in capstone courses. We prototyped the use of peer-customers in an introductory physical prototyping course focused on basic embedded systems design and python programming. In this paper, we present a practical guide on how best to use peer-customers, supported by key observations made during two separate offerings of the course with a total of N=64 students (N=29 Y1 and N=35 Y2).
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
