Implementing large projects in software engineering courses

Coppit, David

doi:10.1080/08993400600600443

Cited by 22 publications

(21 citation statements)

References 7 publications

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“…Second, as members of the small project team generally understand most, if not all, aspects of the project, they can fail to see the importance of providing quality up-front deliverables that another team will be able to understand. Finally, because members of the small project team understand most aspects of the project, they fail to gain experience in how to handle problems that arise when no one individual is able to understand the entire project [9].…”

Section: ) Methodologymentioning

confidence: 99%

“…a) Small vs. Large Project Approach: As pointed out by Coppit, there are two competing schools of thought in assigning capstone projects, which he refers to as the "small project" vs. "large project" approach to project selection [9]. While the small project approach is generally considered to be more manageable, both from the student's and the professor's perspectives, choosing a project that can be completed by a small group of four to six students over the course of the semester has several disadvantages over one which requires a significantly larger number of students to complete.…”

Section: ) Methodologymentioning

confidence: 99%

“…The UCA SE course evolved from SI334 taught previously by Needham at the United States Naval Academy [10] and from CSCI435 taught by Coppit [9] at the College of William and Mary. As described in the UCA catalog, CSCI4490 is a "required course for majors that introduces basic principles of software engineering, including requirement analysis, specification design, testing, and software maintenance" where a "nontrivial computer software system from initial concept to a working system is developed in a team environment."…”

Section: A Uca Catalog Descriptionmentioning

confidence: 99%

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Using a Class-Wide, Semester-Long Project to Teach Software Engineering Principles

Young¹,

Needham²

2014

GSTF J Comput

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Abstract-A senior-level, project-based Software Engineering course taught at the University of Central Arkansas serves as the capstone course for the Computer Science Program and introduces students to the theory, tools, and techniques used to build large-scale software systems in a project-driven setting. Foundational to the course is the use of a class-wide, semesterlong course project to emphasize the theoretical aspects of the software process and the system used for scoring student performance on the project. One project is selected for the entire class with students divided into teams of four to six students to support different functional requirement areas. A milestone-driven approach is used following a modified version of the Unified Process for project development. Student scores on the project are divided into a group score, assignable via a rubric-like grade sheet, and an individual score which is determined by the individual's effort as assigned using the task-management tool, Issue-Tracker. Experiences gained and lessons learned in teaching the course are provided as a guide for those wishing to follow a similar approach to teaching Software Engineering in the future.

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Section: ) Methodologymentioning

confidence: 99%

Section: ) Methodologymentioning

confidence: 99%

Section: A Uca Catalog Descriptionmentioning

confidence: 99%

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Using a Class-Wide, Semester-Long Project to Teach Software Engineering Principles

Young¹,

Needham²

2014

GSTF J Comput

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“…Freeman, Hutchinson, Treleaven, and Sykes (2006) argue that to ensure peer assessment works as a positive and effective experience for student teams, we need to address design and support issues that arise and thus allow students to improve their ability to make judgements on what constitutes good teamwork. Coppit (2006) outlines the assessment system for team work in software engineering that he feels should be used. The assessment must be fair and "quantitative and objective as possible, with little grader bias".…”

Section: Assessing Individuals In Teamsmentioning

confidence: 99%

Fair Assessment of Contribution and Process in Student Team Projects

Devlin¹,

Marshall²,

Phillips³

2017

InSITE Conference

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This chapter outlines two different methods of peer assessment used in team projects at Newcastle University. One of them requires team agreement, whilst the other allows students to assess each other anonymously. Our results show that students are not convinced about the validity and fairness of either approach, and this illustrates that we need to do more work on teaching them how to assess fairly and to reassure them about the benefits of this form of assessment.

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“…Some instructors emphasize the process (e.g., Bernhart, Grechenig, Hetzl, & Zuser, 2006) and some use real world development methods, such as agile (Coppit, 2006), etc. Students, however, go to an instructional laboratory to learn something that practicing engineers are assumed to already know (Feisel & Rosa, 2005).…”

Section: Organizational Modelmentioning

confidence: 99%

Concurrent Software Engineering Project

Stankovic¹,

Tillo²

2009

JITE:IIP

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Executive SummaryConcurrent engineering or overlapping activities is a business strategy for schedule compression on large development projects. Design parameters and tasks from every aspect of a product's development process and their interdependencies are overlapped and worked on in parallel. Concurrent engineering suffers from negative effects such as excessive rework and increased social and communication complexity that negatively affect gains.In the university environment, however, these difficulties and negative effects, if controlled, can help in promoting our educational goals such that they should be exploited rather than avoided. Although linear (i.e., waterfall) has been the most often used model in teaching, time constraints and an opportunity-driven learning process should make the concurrent model suitable for student projects. This paper elaborates on these ideas and reports on our students' experience.

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Implementing large projects in software engineering courses

Cited by 22 publications

References 7 publications

Using a Class-Wide, Semester-Long Project to Teach Software Engineering Principles

Using a Class-Wide, Semester-Long Project to Teach Software Engineering Principles

Fair Assessment of Contribution and Process in Student Team Projects

Concurrent Software Engineering Project

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