Measuring complexity, effectiveness and efficiency in software course projects

Pádua, Wilson

doi:10.1145/1806799.1806878

Cited by 11 publications

(6 citation statements)

References 9 publications

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“…Factors, Agility Experimentation in Software Engineering education is usually used at the level of engineering processes, i.e., quality assurance and test [13,16], Global Software Engineering (GSE; [17,25]), process modeling [20,22], or Software Engineering in general, e.g., [4,9,23]. Finally, newer approaches integrate (continuous) experimentation and close collaboration between academia and industry with the principles of Lean software and product development, e.g., [11,21].…”

Section: Projects Successmentioning

confidence: 99%

When teams go crazy

Kuhrmann

Münch

2016

Proceedings of the 38th International Conference on Software Engineering Companion

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Software development consists to a large extend of humanbased processes with continuously increasing demands regarding interdisciplinary team work. Understanding the dynamics of software teams can be seen as highly important to successful project execution. Hence, for future project managers, knowledge about non-technical processes in teams is significant. In this paper, we present a course unit that provides an environment in which students can learn and experience the impact of group dynamics on project performance and quality. The course unit uses the Tuckman model as theoretical framework, and borrows from controlled experiments to organize and implement its practical parts in which students then experience the effects of, e.g., time pressure, resource bottlenecks, staff turnover, loss of key personnel, and other stress factors. We provide a detailed design of the course unit to allow for implementation in further software project management courses. Furthermore, we provide experiences obtained from two instances of this unit conducted in Munich and Karlskrona with 36 graduate students. We observed students building awareness of stress factors and developing counter measures to reduce impact of those factors. Moreover, students experienced what problems occur when teams work under stress and how to form a performing team despite exceptional situations.

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Section: Projects Successmentioning

confidence: 99%

When teams go crazy

Kuhrmann

Münch

2016

Proceedings of the 38th International Conference on Software Engineering Companion

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“…Applying their acquired programming skills later in their working life will require current-students following some kind of style guides (for example, the ones adopted by the organization they would work for), hence the importance of this kind of measure. Therefore, sticking to coding standards/conventions of a given language is an important step within that language learning process (Pádua, 2010); this is most relevant with the modern programming languages, e.g., Java, which are more trusting and that rely on the programmer to bullet-proof her or his own code (Zaidman, 2004). …”

Section: Quality Metricsmentioning

confidence: 99%

Software Quality and Security in Teachers' and Students' Codes When Learning a New Programming Language

Boutnaru¹,

Hershkovitz²

2015

IJELL

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In recent years, schools (as well as universities) have added cyber security to their computer science curricula. This topic is still new for most of the current teachers, who would normally have a standard computer science background. Therefore the teachers are trained and then teaching their students what they have just learned. In order to explore differences in both populations’ learning, we compared measures of software quality and security between high-school teachers and students. We collected 109 source files, written in Python by 18 teachers and 31 students, and engineered 32 features, based on common standards for software quality (PEP 8) and security (derived from CERT Secure Coding Standards). We use a multi-view, data-driven approach, by (a) using hierarchical clustering to bottom-up partition the population into groups based on their code-related features and (b) building a decision tree model that predicts whether a student or a teacher wrote a given code (resulting with a LOOCV kappa of 0.751). Overall, our findings suggest that the teachers’ codes have a better quality than the students’ – with a sub-group of the teachers, mostly males, demonstrate better coding than their peers and the students – and that the students’ codes are slightly better secured than the teachers’ codes (although both populations show very low security levels). The findings imply that teachers might benefit from their prior knowledge and experience, but also emphasize the lack of continuous involvement of some of the teachers with code-writing. Therefore, findings shed light on computer science teachers as lifelong learners. Findings also highlight the difference between quality and security in today’s programming paradigms. Implications for these findings are discussed.

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“…Another aspect is the researchers' point of view. Pádua [12], for instance, investigates the performance of SE courses, while Chen and Chong [13] investigate a particular topic of interest. It is a basic question to determine, what the added value beyond teaching is and how can courses contribute to current research.…”

Section: B Related Workmentioning

confidence: 99%

“…It is a basic question to determine, what the added value beyond teaching is and how can courses contribute to current research. In [12] a systematization is provided. Nevertheless, such an approach works only if the course is self-contained, if the particular lecture is given at least once a year, and the course can attract a comparable number of students per term.…”

Section: B Related Workmentioning

confidence: 99%

A Practical Approach to Align Research with Master's Level Courses

Kuhrmann

2012

2012 IEEE 15th International Conference on Computational Science and Engineering

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Software Engineering is a discipline in computer sciences that covers different topics ranging from formal methods to practical topics. An essential part of Software Engineering is the organization and the management of software projects. From several studies we know that we master the "craftsmanship", which means coding, but suffer in the organizational topics, i.e. project or process management. Those topics are important to Software Engineering, however, they are rather boring for students, which makes it hard to enthuse them about such topics. During the last years we developed a teaching format that on the one hand covers those high-level and abstract topics and, on the other hand, provides students with the opportunity to have experiences, and lecturers to conduct research. In this paper we present a concept for courses that combines the classic teaching formats lecture, seminar and practical training into a new format that allows for interactive teaching as well as for conducting research. We contribute a blueprint, which can be implemented in further courses. We present experiences made in a first implementation in the area of software process management, and conclude the paper with a discussion and a teaching agenda.

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Measuring complexity, effectiveness and efficiency in software course projects

Cited by 11 publications

References 9 publications

When teams go crazy

When teams go crazy

Software Quality and Security in Teachers' and Students' Codes When Learning a New Programming Language

A Practical Approach to Align Research with Master's Level Courses

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