Experimenting with Realism in Software Engineering Team Projects: An Experience Report

Simpson, Robbie; Storer, Tim

doi:10.1109/cseet.2017.23

Cited by 17 publications

(14 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several papers on capstone implementations have been published (e.g. [3], [4], [5] were presented in the 2017 conference on software engineering education) and capstones seem to be the approach for connecting students to real projects [1], [2]. On the other hand code camps and hackathons and their role in this skill acquirement has not been discussed so much although they are highly appreciated way of learning new algorithms, languages, technologies in software engineering education context.…”

Section: Introductionmentioning

confidence: 99%

Code camps and hackathons in education - literature review and lessons learned

Porras¹,

Knutas²,

Ikonen³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

Motivation: Code camps and hackathons been used in education for almost two decades. These approaches are usually intensive and for most times quite practical events for solving some real-world problems with various educational objectives. The objectives and structures of these events differ depending on the role of the event in curricula. Problem statement: Both code camps and hackathons been implemented in various ways, with varying success levels. As expected the implementation of the event varies considerably depending on the objectives set for the event, but that then leads to the difficulty and problem setting to understand what organizing of these events actually mean. For educational context, curricula have also its role in defining the targeted skills and competencies the events has to consider too. Approach: We applied a systematic literature review (SLR) to look at the various definitions and modes of these events. Whether it is called "code camp", or "hackathon", or anything else with the same basic meaning, we want to find out what skills and competencies these events emphasize, how they are used in Computer Science (CS) and Software Engineering (SE) education and what are the general structures of the actual arranged events. Contribution: It is aim of this SLR to i) identify various possible ways of implementing these intensive events, and ii) reflect the results to the lessons we have learned of almost two decades of various intensive code camps and hackathons we have been organizing building and participating into. Based on the results, we claim that there is tremendous potential of using these events in education and in the curriculum than how it has been applied so far.

show abstract

Section: Introductionmentioning

confidence: 99%

Code camps and hackathons in education - literature review and lessons learned

Porras¹,

Knutas²,

Ikonen³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

show abstract

“…Currently, the general focus in academy is to include software engineering and project management courses in the curricula alongside with a project-oriented learning approach and sometimes including real clients. This is documented in [23][24][25][26][27], among others. However, in practice, software engineering and project management topics are usually isolated, or due to university and curricula restrictions fail to provide a true real experience with projects that require state-of-the-art engineering practices to be successful as stated in [1].…”

Section: Academymentioning

confidence: 83%

Academic approach to transform organisations: one engineer at a time

2020

View full text Add to dashboard Cite

Every year software development industry requires a higher number of trained software engineers who are not only skilled programmers but also talented software projects managers. To deliver high-quality software projects, engineers require of the application of sound engineering competencies along with discipline. Obtaining those practices usually require years of experience. Companies are not prepared to invest this time on engineers resulting in a high percentage of deficient projects. Here, the authors present a bachelor-level competency-based approach that develops and evaluates such competencies during a challenge-based learning experience. In this way, the rate of successful projects where software engineers are involved will be higher, as they have obtained the appropriate competencies to deliver such projects.

show abstract

“…Early career software engineers and students report that they do not find the course projects as realistic as the real industrial projects [5], [37]. These projects are usually called toy projects, because they are smaller in scope compared to the real projects, their requirements are well defined, and the academics act as both the customer and the mentor.…”

Section: ) Realism In Course Projectsmentioning

confidence: 99%

Perspectives on the Gap Between the Software Industry and the Software Engineering Education

Oğuz

2019

IEEE Access

View full text Add to dashboard Cite

The gap between the software industry and software engineering education was first mentioned three decades ago, in 1989. Since then, its existence has been regularly reported on and solutions to close it have been proposed. However, after thirty years this gap resists all efforts for closure. In this study we assert that the gap between industry and academia exists for several reasons that are related and intertwined. To take a broader look at the problem from the perspective of all related entities, we (i) provide a detailed overview of the profession and identify the entities, (ii) extract the causes that stem from these entities and discuss what each entity should do, (iii) report and analyze the results of a questionnaire that has been conducted with students and recent graduates, (iv) emphasize the highlights of the interviews conducted with students, recent graduates and academics, (v) and compile a list of skills that are sought by the industry by analyzing the software engineering job advertisements. We further contribute to finding solutions by considering all entities involved, which provides an opportunity to access all of them, so that each can find out what they can do to acknowledge and narrow the gap. Our study concludes that the gap requires constant attention and hard work for all of the entities involved, and therefore all should be on the lookout for new technologies, learn to embrace the changes and adapt to them, so that the gap is kept at a minimum. INDEX TERMS Software engineering education, education gap, engineering curriculum. Ph.D. degree in information technologies from

show abstract

Experimenting with Realism in Software Engineering Team Projects: An Experience Report

Cited by 17 publications

References 19 publications

Code camps and hackathons in education - literature review and lessons learned

Code camps and hackathons in education - literature review and lessons learned

Academic approach to transform organisations: one engineer at a time

Perspectives on the Gap Between the Software Industry and the Software Engineering Education

Contact Info

Product

Resources

About