Essential Elements of Software Engineering Education Revisited

Freeman, Peter

doi:10.1109/tse.1987.232862

Cited by 42 publications

(12 citation statements)

References 4 publications

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“…Design holds a central position in all software engineering activities, either directly or indirectly; thus, it is essential that software engineering education provides solid and in-depth instruction in design (Freeman, Wasserman, & Fairley, 1976). Software designers have a wide range of tasks, which include prototyping, elaborating processing functions, and defining inputs and outputs.…”

Section: Discussionmentioning

confidence: 99%

Learning & Personality Types: A Case Study of a Software Design Course

Ahmed¹,

Campbell²,

Jaffar³

et al. 2010

JITE:IIP

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Executive SummaryThe software industry has continued to grow over the past decade and there is now a need to provide education and hands-on training to students in various phases of software life cycle. Software design is one of the vital phases of the software development cycle. Psychological theories assert that not everybody is fit for all kind of tasks as people have different personality traits and abilities. The learning pattern of students is influenced by the personality types, with individuals having different personality types their learning pattern varies. The personality type of an individual generates a great deal of impact on the performance of various activities that humans can carry out. The behavior of individuals with a particular type of personality reflects the way these people perceive the world and make decisions. This personality type classification covers many aspects of human behavior, such as attitude, action and reaction, thinking, learning, feeling, and lifestyle. In this paper we provide empirical evidence about the significance of the personality types and discuss the learning pattern in an undergraduate software design course. The experiment was conducted on a subject of 85 students over the period of two years from 2007 to 2008. We employed the Myers-Briggs Type Indicator (MBTI) after carefully assessing other well regarded personality testing techniques such as MMPI (Minnesota Multiphasic Personality Inventory) and 16PF (Sixteen Personality Factor Questionnaire) to identify the personality type. MBTI establishes four parameters for assessing personality types. We all have the personality qualities contained within each scale or parameter, but we naturally prefer some qualities or are more comfortable with some styles than others. With the MBTI, each scale is bimodal with its central point having a zero value. Quantitative mechanisms were also employed in the form of paper based exams, assignments, projects, and quizzes for evaluating learning patterns of students. The results of the study found that individuMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact HPublisher@InformingScience.orgH to request redistribution permission. Editor: Janice WhatleyLearning & Personality Types als identified as ISTJ (using MBTI), that is students possessing the personality traits of Introvert, Sensing, Thinking, and Judging performed at a consistently higher level than any other group of students. Howeve...

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Section: Discussionmentioning

confidence: 99%

Learning & Personality Types: A Case Study of a Software Design Course

Ahmed¹,

Campbell²,

Jaffar³

et al. 2010

JITE:IIP

View full text Add to dashboard Cite

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“…A pioneering paper by Freeman, Wasserman, and Fairley [5] highlighted the need for computing students to not only have strong technical skills, but also problem solving and communication skills. They also pointed out the substantial differences between academic and industrial environments for software developers.…”

Section: Related Workmentioning

confidence: 99%

“…We also decided to implement a version of the software hut [5] described in the Introduction as part of Task 1. The idea was to encourage an element of competition, to allow a degree of creativity since the task was relatively unconstrained and finally to help students view software both from the perspective of a developer and from that of a consumer.…”

Section: Group Project Tasksmentioning

confidence: 99%

Group project work from the outset: An in-depth teaching experience report

Shepperd¹

2011

2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)

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CONTEXT -we redesigned our undergraduate computing programmes to address problems of motivation and outdated content. METHOD -the primary vehicle for the new curriculum was the group project which formed a central spine for the entire degree right from the first year. RESULTS -so far this programme has been successfully run once. Failures, drop outs and students required to retake modules have been halved (from an average of 21.6% from the previous 4 years to 9.5%) and students obtaining the top two grades have increased from 25.2% to 38.9%. CONCLUSIONS -whilst we cannot be certain that all improvement is due to the group projects informally the change has been well received, however, we are looking for areas to improve including the possibility of more structured support for student metacognitive awareness.

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“…However, it was not until the late 1970's that the first academic programs in SE were offered. The programs, at masters level, were created at a number of universities in the USA and were based on the results of an effort initiated by the IEEE-Computer Society (IEEE-CS) [8]. Undergraduate courses began to appear in the UK and Australia during the 1980s but did not appear in the US until much later.…”

Section: Introductionmentioning

confidence: 99%

Education and Software Engineering

Thompson

2006

IFIP Advances in Information and Communication Technology

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Abstract:The discipline of Software Engineering has a history dating back to 1968. However, it is only during the last ten years that real efforts have been made to address it as a profession with appropriate educational support at university levels. The achievements and failures regarding movements in the US towards professionalism in the latter half of the 1990s are first considered. Then parallel and subsequent activities that have taken place on a broader front under the auspices of the International Federation for Information Processing (IFIP) are reported. The framework that the IFIP work has produced is then used in an evaluation of international progress over a ten-year period. Finally a summary of remaining challenges is given.

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Essential Elements of Software Engineering Education Revisited

Cited by 42 publications

References 4 publications

Learning & Personality Types: A Case Study of a Software Design Course

Learning & Personality Types: A Case Study of a Software Design Course

Group project work from the outset: An in-depth teaching experience report

Education and Software Engineering

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