IEEE-CS/ACM computing curriculum software engineering volume project

LeBlanc, Richard J.; Mengel, Susan; Sobel, Ann E. Kelley; Ben-Menachem, Mordechai; Lethbridge, Timothy C.; Díaz-Herrera, Jorge; Hilburn, Thomas B.; Thompson, Barrie

doi:10.1109/csee.2003.1191398

Cited by 5 publications

(6 citation statements)

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“…When addressing domains covered in the projects it became difficult to conceive of a specific ontology that might be suitable, as the scope of domains addressed was simply too broad. The Software Engineering curriculum [52,54] outlined a set of systems and application specialities which addressed some application domains, but these again were framed somewhat restrictively at a system level (e.g. network-centric systems, financial and e-commerce systems, highly secure systems, bio-medical systems).…”

Section: Approachmentioning

confidence: 99%

A framework for enhancing the social good in computing education

Goldweber¹,

Barr

Clear

et al. 2013

ACM Inroads

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large, that endeavors to convey and reinforce computing's social relevance and potential for positive societal impact. Besides the obvious benefit to society, CSG-Ed endeavors to exploit the finding that students' desire to have a positive societal impact is a strong determinant regarding their selection of a major[14]. A side effect of incorporating CSG-Ed activities, particularly in the introductory curriculum, is that it could potentially broaden participation in computing. It is worth noting that this "positive societal impact" is considered an inclusive term: CSG-Ed therefore includes sustainability [57], ICT4D [42], ICT4Peace [44], HFOSS [84], value sensitive design [61] and so on.

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Section: Approachmentioning

confidence: 99%

A framework for enhancing the social good in computing education

Goldweber¹,

Barr

Clear

et al. 2013

ACM Inroads

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“…Therefore SE Education needs to address these aspects of theory and professional practice and the SE 2014 report on Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering [42] identifies three guiding principles:…”

Section: Defining Gse-edmentioning

confidence: 99%

Challenges and Recommendations for the Design and Conduct of Global Software Engineering Courses

Clear

Beecham

Barr

et al. 2015

Proceedings of the 2015 ITiCSE on Working Group Reports

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Context: Global Software Engineering (GSE) has become the predominant form of software development for global companies and has given rise to a demand for students trained in GSE. In response, universities are developing courses and curricula around GSE and researchers have begun to disseminate studies of these new approaches. Problem: GSE differs from most other computer science fields, however, in that practice is inseparable from theory. As a result, educators looking to create GSE courses face a daunting task: integrating global practice into the local classroom. Aim: This study aims to ameliorate the very difficult task of teaching GSE by delineating the challenges and providing some recommendations for overcoming them. Method:To meet our aims we pose two research questions ("When teaching GSE to students in Higher Education, what are the (a) challenges, and (b) recommendations for addressing them") and then conduct a systematic literature review (SLR) to determine the answers to these questions. Our SLR follows a carefully designed and validated protocol. Results: We found 82 papers that addressed our research questions. Our findings indicate that in addition to the challenges posed by GSE in general, particular problems arise in educational situations. The majority of these challenges fall into the "global distance" category, though teamwork challenges and people issues (such as trust) also commonly arise. Organizational differences between institutions, differing skill sets between students in different locations, and varying cultural work norms, for example, all operate within educational settings in quite different ways than in professional development teams. Integrating cultural training, conducting teamwork exercises to build trust, and instructor monitoring of team communication are all examples of techniques that have been used successfully by educators according to our review Conclusion: Despite the severity of the challenges in GSE education, many institutions have successfully developed courses and curricula targeting GSE. Indeed, for each of the challenges we have identified in the literature there are numerous recommendations for overcoming them. Instructors can use the recommendations given in this study as a starting point to running successful GSE courses.

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“…Numerous studies conducted in this regard suggest that these environments present learning opportunities to users and members of these online platforms. While such studies provide invaluable insights, their results are mostly based on either surveys, observation reports [10,[14][15][16][21][22], stochastic or probability studies [29]. Moreover, the learning potentials offered by FLOSS environments open new possibilities for teaching Software Engineering courses in tertiary formal institutions [3,7,[10][11][12][13][14].…”

Section: Process Maps For the Maturation Phasementioning

confidence: 99%

“…Forums are unrestricted and act as learning environments for both Novices and Experts. While many studies have provided invaluable insights in this direction, their results are mostly based on either surveys or observation reports [10,[14][15][16][21][22] or stochastic or probability studies conducted in FLOSS communities [29]. Singh et al [29] proposed a stochastic model that aims at capturing learning dynamics in FLOSS environments.…”

Section: Introductionmentioning

confidence: 99%

OntoLiFLOSS: Ontology for Learning Processes in FLOSS Communities

Mukala

Cerone

Turini

2015

Software Engineering and Formal Methods

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Evidence suggests that Free/Libre Open Source Software (FLOSS) environments provide unlimited learning opportunities. Community members engage in a number of activities both during their interaction with their peers and while making use of the tools available in these environments. A number of studies document the existence of learning processes in FLOSS through the analysis of surveys and questionnaires filled by FLOSS project participants. At the same time, the interest in understanding the dynamics of the FLOSS phenomenon, its popularity and success resulted in the development of tools and techniques for extracting and analyzing data from different FLOSS data sources. This new field is called Mining Software Repositories (MSR). In spite of these efforts, there is limited work aiming to provide empirical evidence of learning processes directly from FLOSS repositories.In this paper, we seek to trigger such an initiative by proposing an approach based on Process Mining to trace learning behaviors from FLOSS participants' trails of activities, as recorded in FLOSS repositories, and visualize them as process maps. Process maps provide a pictorial representation of real behavior as it is recorded in FLOSS data. Our aim is to provide critical evidence that boosts the understanding of learning behavior in FLOSS communities by analyzing the relevant repositories. In order to accomplish this, we propose an effective approach that comprises first the mining of FLOSS repositories in order to generate Event logs, and then the generation of process maps, equipped with relevant statistical data interpreting and indicating the value of process discovery from these repositories.

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IEEE-CS/ACM computing curriculum software engineering volume project

Cited by 5 publications

References 0 publications

A framework for enhancing the social good in computing education

A framework for enhancing the social good in computing education

Challenges and Recommendations for the Design and Conduct of Global Software Engineering Courses

OntoLiFLOSS: Ontology for Learning Processes in FLOSS Communities

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