ABSTUCT
This paper presents a framework which analyzes and measures the reusability of object-oriented (00)designs. Our approach relies on reuse-specific subjective characterizations of packages and hierarchical libraries, and on a set of metrics that objectively measures the dependencies among packages based on those characterizations. We have developed a prototype tool which can parse Ada 95 applications, measure their reuse potential according to our framework, and automatically advise software designers/developers on the ways to improve their products' reusability. We intend to incorporate this tool into a design/development environment to promote an iterative process that evolves design/code to a more reusable state.
Project-based capstone software engineering courses are a norm in many computer science (CS) and computer science & engineering (CS&E) accredited programs. Such cap-stone design courses offer an excellent vehicle for educational outcomes assessment to support the continuous improvement process required for accreditation. A project-based software engineering capstone course near the end of a student’s program can span the majority of CS and CS&E program objectives, providing a significant means to assess at-tainment of these objectives in a single course location. One objective of this chapter is to explore the role of a project-based, software engineering course in accreditation. An addi-tional objective is to relate over twelve combined years of experience in teaching such a course, and in the process, highlight what works and what does not. We candidly examine both the successes and the failures that we have encountered over the years, and provide a roadmap for other instructors and departments seeking to institute such courses.
Abstract-A senior-level, project-based Software Engineering course taught at the University of Central Arkansas serves as the capstone course for the Computer Science Program and introduces students to the theory, tools, and techniques used to build large-scale software systems in a project-driven setting. Foundational to the course is the use of a class-wide, semesterlong course project to emphasize the theoretical aspects of the software process and the system used for scoring student performance on the project. One project is selected for the entire class with students divided into teams of four to six students to support different functional requirement areas. A milestone-driven approach is used following a modified version of the Unified Process for project development. Student scores on the project are divided into a group score, assignable via a rubric-like grade sheet, and an individual score which is determined by the individual's effort as assigned using the task-management tool, Issue-Tracker. Experiences gained and lessons learned in teaching the course are provided as a guide for those wishing to follow a similar approach to teaching Software Engineering in the future.
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