Advantages of agile methodologies for software and product development in a capstone design project

Rover, Diane T.; Ullerich, Curtis; Scheel, Ryan A.; Wegter, Julie; Whipple, Cameron

doi:10.1109/fie.2014.7044380

Cited by 24 publications

(15 citation statements)

References 7 publications

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“…Numerous recent articles focus on Agile practices in education, e.g., [15,10,17,2], which indicates the will and the need to teach students this methodology, especially in Computer Science and Information Technology. These articles show that the use of Agile methods in educational activities has very positive effects.…”

Section: Agile Methodology In Educationmentioning

confidence: 99%

An Interdisciplinary Capstone Design Experience on Critical Embedded Systems using Agile Methods

Acco

Auriol

Chanthery

et al. 2019

J3eA

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This paper relates a capstone design project conceived through an engineering problem-based learning approach. The project is applied to critical embedded systems and the Scrum Agile method is used. The focus of the paper is on the pedagogical experience, so the Intended Learning Outcomes and pedagogical sequence over one semester are presented. Two platforms (the Parrot AR.Drone 2 and a toy car) were used for the project. Pros and cons of such platforms are debated. Tools like Git for the version control and iceScrum for the Agile management are presented. The different roles of teachers as clients, counselors, and evaluators are detailed. This paper shows that an interdisciplinary teaching team is very important in this kind of project, so is the teachers’ engagement in the Agile philosophy. Feedback, analyses and some suggested improvements are given, based on our 5 years’ experience in such projects and surveys.

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Section: Agile Methodology In Educationmentioning

confidence: 99%

An Interdisciplinary Capstone Design Experience on Critical Embedded Systems using Agile Methods

Acco

Auriol

Chanthery

et al. 2019

J3eA

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“…These authors found that after implementation of this feedback system, negative team outcomes (personality conflicts, social loafing) were eliminated and the quality of the design team deliverables improved. In another study 29 , the use of agile project management for a two-semester senior design project is documented by profiling the experience of the student design team, client, and faculty mentor. The agile project management framework required the student team to work in two-week "sprint" iterations, where each sprint contained a deliverable, followed by a progress meeting with the client and mentor.…”

Section: Source and Destinationmentioning

confidence: 99%

Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience

Lamm

Dorneich

Rover

2014

2014 ASEE North Midwest Section Conference: Engineering Something More

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An instructional strategy called Team-Based Learning (TBL) has been implemented by the authors in courses that emphasize fundamental engineering concepts that are core to the discipline. TBL is an alternative to conventional classroom lecture instruction. In a TBL course, students are placed on permanent learning teams and the teams work together, during class time, to apply course concepts and solve discipline-relevant problems called application exercises. The goal of introducing TBL in these engineering courses is to enhance the quality of student learning by incentivizing student engagement with course content and fostering team skills. This is achieved by using application exercises that require student teams to apply critical thinking and decision-making abilities. Students on high performing teams routinely report that their team's success on application exercises is directly attributable to the thorough preparation by individual student team members outside of class, and that the TBL course structure helped them develop and enhance their ability to learn challenging concepts on their own. An important component of TBL course structure is the inclusion of frequent, timely, and varied types of instructional feedback to students. This paper will introduce a taxonomy for instructional feedback and place the feedback mechanisms that are inherent in the TBL course structure within this context. The form and content of instructional feedback used in TBL engineering courses will be examined. This discussion will include suggestions for achieving a balance between the dimensions of feedback to facilitate the professional development of engineering students.

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“…Over the last few years, a number of studies reported experience about the use of both traditional waterfall plan driven and agile driven approaches for software engineering capstone course [1][2][3][4][5]. Rover et al [6] presented a case study of developing software applications in two-semester senior project. They found that the use of Agile was successful and beneficial.…”

Section: Introductionmentioning

confidence: 99%

Moving from Waterfall to Agile Process in Software Engineering Capstone Projects

Alshayeb¹,

Mahmood²,

Aljasser³

2018

Computer Science &Amp; Information Technology

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Universities offer software engineering capstone course to simulate a real world-working environment in which students can work in a team for a fixed period to deliver a quality product. The objective of the paper is to report on our experience in moving from Waterfall process to Agile process in conducting the software engineering capstone project. We present the capstone course designs for both Waterfall driven and Agile driven methodologies that highlight the structure, deliverables and assessment plans.To evaluate the improvement, we conducted a survey for two different sections taught by two different instructors to evaluate students' experience in moving from traditional Waterfall model to Agile like process. Twentyeight students filled the survey. The survey consisted of eight multiple-choice questions and an open-ended question to collect feedback from students. The survey results show that students were able to attain hands one experience, which simulate a real world-working environment. The results also show that the Agile approach helped students to have overall better design and avoid mistakes they have made in the initial design completed in of the first phase of the capstone project. In addition, they were able to decide on their team capabilities, training needs and thus learn the required technologies earlier which is reflected on the final product quality.

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Advantages of agile methodologies for software and product development in a capstone design project

Cited by 24 publications

References 7 publications

An Interdisciplinary Capstone Design Experience on Critical Embedded Systems using Agile Methods

An Interdisciplinary Capstone Design Experience on Critical Embedded Systems using Agile Methods

Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience

Moving from Waterfall to Agile Process in Software Engineering Capstone Projects

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