Intra-curriculum software engineering education

Fenwick, James B.; Kurtz, Barry L.

doi:10.1145/1047124.1047513

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…The sophomore students work closely with the senior project teams to produce realistic schedules and estimates for cost/effort for the senior teams to use (instead of toy examples); sophomores review the design models created by the senior team against those produced by the previous yearG teams (providing them with an external, objective review of the design); and sophomores use the code developed by the seniors for reverse engineering exercises (instead of randomly selected code). In other work, (Fenwick 2005) reports on three variations in organizing a project across classes: projects that span the capstone project course and a lower level data structure course; an upper level specialized elective course (HCI); and both the data structure and a junior level (database) course. After trying all three variations, the authors present four lessons learned.…”

Section: Related Workmentioning

confidence: 99%

Experience report: A sustainable serious educational game capstone project

Longstreet

Cooper

2013

Proceedings of CGAMES'2013 USA

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Capstone courses play a key role in many Computer Science/Software Engineering curricula. They offer a summative opportunity for SE students to apply their skills and knowledge in a single experience and prepare them for work in industry. Capstones have many attributes that make them a valuable high-impact practice, yet there are several challenges that can be associated with them. These challenges include the general nature of a capstone that prevents deeper applications of skills, not to mention the difficulty of creating an interesting and engaging design project upon which students can make meaningful contributions and engage in extensive team dynamics. This experience report outlines an innovative approach to a senior design capstone course that addresses common limitations of capstone courses. The SimSYS capstone course is unique in that it involved a mixed team organization involving a more senior design team who led a development team over the course of the semester, thereby leveraging the diverse experience of capstone students completing their CS/SE degree. The results point to solutions for continuing a capstone project successfully in subsequent semesters that could be of interest to other SE curriculum designers looking to develop effective capstone courses.

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Section: Related Workmentioning

confidence: 99%

Experience report: A sustainable serious educational game capstone project

Longstreet

Cooper

2013

Proceedings of CGAMES'2013 USA

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“…With these observations, instead of looking externally outside the university, many educators search internally for opportunities for collaboration, and design classes with less logistically demanding projects. In the case of Software Engineering (SE) classes, video games [9], or even other CS classes [10], have been used as "real-world contexts" for teaching the involved concepts. A natural continuation of this "internal approach for real-world project" is to explore the possibilities of integrating projects from non-CS classes into an SE class.…”

Section: Introductionmentioning

confidence: 99%

“…It has been noted that there are many potential benefits for such projects coming from within the institution [10,7]. There has been approaches that integrate SE with other CS classes.…”

Section: Introductionmentioning

confidence: 99%

“…There has been approaches that integrate SE with other CS classes. For example, Fenwick and Kurtz interfaced a lower level data structure class, a humancomputer interface class, and a database class with their SE class [10]. The students from the different classes worked together to simulate a real-world project, with the SE students acting as project managers and dictating the specifics of lifecycle activities such as requirements, design, testing, and management.…”

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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“…For example, Fenwick et al [6] study the feasibility of distributing large software engineering projects across the academic curriculum, Tvedt et al [12] propose that students from different courses collaborate by taking different roles in a simulated software factory, and Walker and Slotterbeck [13] explore the teaching of large scale teamwork in a small college environment by using multi-semester, multi-course projects that require students to work together in teams. The objectives of Fenwick et al's, Tvedt et al's, and Walker and Slotterbeck's work are broad and related to bringing an entire curriculum closer to real-world software engineering practices whereas the objectives of the work reported in this paper are focused on knowledge and skills particular to software project management.…”

Section: Related Workmentioning

confidence: 99%

Evaluating the Collaboration between a Software Project Management Course and a Software Development Course in Terms of Student Learning and Experience

Christov¹,

Hoffman²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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is an assistant professor of software engineering at Quinnipiac University. He has experience in teaching introductory computer science as well as upper-level software engineering courses, including software quality assurance, software project management, and software engineering in health care. His current research interests include improving the quality of human-intensive processes (HIPs), such as medical processes, with a focus on detecting human errors before harm is done and preventing such errors. He has used software engineering techniques to formally represent and analyze models of complex HIPs and industrial engineering techniques to elicit and validate models of such processes. He is also interested in human-computer interaction techniques for presenting information to assist process performers during an ongoing process. Stefan Christov holds a Ph.D. in Computer Science from the University of Massachusetts Amherst. Dr. Mark Hoffman, Quinnipiac UniversityMark Hoffman is a professor of computer science at Quinnipiac University. He joined the University in 2001 following a career in industry and has taught a wide variety of courses including data structures, computer architecture and organization, software development, and the senior capstone project. His research interests include communication and critical thinking skills in computer science education, and the impact of technology on work/home boundary management. He received his Ph.D. from Polytechnic University in Brooklyn, NY.c American Society for Engineering Education, 2016 Evaluating the Collaboration between a Software Project Management Course and a Software Development Course in Terms of Student Learning and Experience AbstractThe ability to manage software teams and the ability to productively interact with a project manager are important skills in many computing professions. The integration into the computer science and software engineering curricula of opportunities for students to learn and exercise these skills, however, could be challenging due to various logistical reasons. The work described in this paper evaluates a newly established collaboration between an undergraduate software engineering course on software project management and an undergraduate computer science course on software development in terms of student learning and experience. The contributions of this work are a methodology for evaluating such collaborations and some lessons learned from applying this methodology for one semester.

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Intra-curriculum software engineering education

Cited by 6 publications

References 6 publications

Experience report: A sustainable serious educational game capstone project

Experience report: A sustainable serious educational game capstone project

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

Evaluating the Collaboration between a Software Project Management Course and a Software Development Course in Terms of Student Learning and Experience

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