Client sponsored projects in software engineering courses

Judith, Williams C.; Bair, Bettina; Börstler, Jürgen; Lethbridge, Timothy C.; Surendran, Ken

doi:10.1145/611892.611893

Cited by 10 publications

(4 citation statements)

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“…As a backup, the non-CS students may also use an existing technology in the event that SE students are not able to deliver the software. 4. The deliverables of the non-CS students is multi-part (or graduated) to allow SE students the time to understand the requirements at the beginning of the course.…”

Section: Guidelines and Recommendationsmentioning

confidence: 99%

“…However, as pointed out by many (e.g., [3,4,5]), coordination and logistic arrangements for external "real-world" projects can be demanding. Establishing and maintaining relationships to ensure a healthy supply of such projects can be difficult and in the absence of systematic institutional support (e.g., office of Service Learning), faculty often must be "courageous" [1].…”

Section: Introductionmentioning

confidence: 99%

“…On the faculty side, it is essential to work with external partners to develop projects with proper scope of work that align well with academic calendar. For all the above reasons, it is a significant challenge to identify potential partners, and the partnership requires careful nurturing and maintenance [3,4,5].…”

Section: Introductionmentioning

confidence: 99%

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Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

Asuncion

Angotti

Sung

2012

2012 Frontiers in Education Conference Proceedings

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Teaching Software Engineering (SE) based on "realworld" projects engages students with practical application of software engineering concepts-students develop a deeper interest in the project deliverables while they acquire the skills of critically analyzing the problem and determining the best course of action. It can be challenging to find and maintain a reliable stream of suitable software projects that match learning outcomes, technical scope, and academic calendar of an SE class. On the other hand, a typical university campus has many nonComputer Science (CS) technology classes that require their students to study, understand, and evaluate existing software applications in specific areas. With purposeful coordination, these non-CS technology classes can serve as effective source of real projects for SE classes. This paper describes our experience of collaborating with the Education Program in their Technology in Education course. While we encountered some challenges, our experience has demonstrated that it is indeed mutually beneficial and rewarding for students in both courses.We offer recommendations on choosing non-CS technology classes and logistical guidelines to ensure the success of such collaborations.

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Section: Guidelines and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

Asuncion

Angotti

Sung

2012

2012 Frontiers in Education Conference Proceedings

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“…Team projects prove to be relevant and more effective if they are developed with the participation of industry partners [5,8,9] or non-profit organizations [15], or if they simulate a company environment to expose students to real-world product and project management situations [23]. Bringing projects with outside clients into the classroom raises specific client management issues and affects the way student teams operate and projects are assessed [2]. Assessing group projects poses the particular problem of determining individual credit for each student whose work partly counts to the project deliverables [5,6,14,20].…”

Section: ! the Modelmentioning

confidence: 99%

A collaborative and experiential learning model powered by real-world projects

Sabin

2008

Proceedings of the 9th ACM SIGITE Conference on Information Technology Education

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Information Technology (IT) curricula's strong application component and its focus on user centeredness and team work require that students experience directly real-world projects for real users of IT solutions. Although the merit of this IT educational tenet is universally recognized, delivering collaborative and experiential learning has its challenges. Reaching out to identify projects formulated by actual organizations adds significantly to course preparation. There is a certain level of risk involved with delivering a useful solution while, at the same time, enough room should be allowed for students to experiment with, be wrong about, review, and learn. Challenges pertaining to the real-world aspect of problem-based learning are compounded by managing student teams and assessing their work such that both individual and collective contributions are taken into account. Finally, the quality of the project releases is not the only measure of student learning. Students should be given meaningful opportunities to practice, improve, and demonstrate their communication and interpersonal skills. In this paper we present our experience with two courses in which teams of students worked on real-world projects involving three external partners. We describe how each of the challenges listed above has impacted the course requirements, class instruction, team dynamics, assessment, and learning in these courses. Course assessment and survey data from students are linked to learning outcomes and point to areas where the collaborative and experiential learning model needs improvement.

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Data Engineering education with real-world projects

2006

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This paper presents an experience report on teaching Data Engineering using a real-world project domain. Our course introduces databases within the context of Systems and Information Engineering, supplementing relational database theory with requirements engineering, design, and analysis. The primary deliverable of the course was a semester-long project to implement an information system in a real-world application domain, interacting with an external customer with uncertain requirements. We believe that real-world projects motivate students to apply good Software Engineering principles in the classroom and encourage those principles to be adopted into industrial practice.

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Client sponsored projects in software engineering courses

Cited by 10 publications

References 0 publications

Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

Work in progress: Sustainable projects for software engineering courses: Collaborating with technology courses

A collaborative and experiential learning model powered by real-world projects

Data Engineering education with real-world projects

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