On a partnership between software industry and academia

Kornecki, Andrew J.; Khajenoori, S.; Gluch, David P.; Kameli, N.

doi:10.1109/csee.2003.1191351

Cited by 21 publications

(21 citation statements)

References 2 publications

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“…This work begins in the first semester under the PMS course, in groups of about five students. These groups of students emulate the project proposal context in which they perform an initial analysis of requirements and time and cost planning of the project proposal solution for a real client with whom the teaching staff establishes an annual academic collaboration partnership (Ali, 2006;Kornecki, Khajenoori, Gluch, & Kameli, 2003). In the DAI course, in the second semester, the work project is performed by groups of about 15 students.…”

Section: Evaluation Of Student Teams In Our Pbl Approachmentioning

confidence: 99%

Project-Based Learning

Alves

Ribeiro

2014

Overcoming Challenges in Software Engineering Education

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The lack of preparation of Software Engineering (SE) graduates for a professional career is a common complaint raised by industry practitioners. One approach to solving, or at least mitigating, this problem is the adoption of the Project-Based Learning (PBL) training methodology. Additionally, the involvement of students in real industrial projects, incorporated as a part of the formal curriculum, is a well-accepted means for preparing students for their professional careers. The authors involve students from BSc, MSc, and PhD degrees in Computing in developing a software project required by a real client. This chapter explains the educational approach to training students for industry by involving them with real clients within the development of software projects. The educational approach is mainly based on PBL principles. With the approach, the teaching staff is responsible for creating an environment that enhances communications, teamwork, management, and engineering skills in the students involved.

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Section: Evaluation Of Student Teams In Our Pbl Approachmentioning

confidence: 99%

Project-Based Learning

Alves

Ribeiro

2014

Overcoming Challenges in Software Engineering Education

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“…Realism approaches are those that focus on making various aspects of the students' project experience more closely resemble one they would encounter in the real world. Some of these have included industry participation (Beckman et al, 1997;Kornecki et al, 2003;Wohlin & Regnell, 1999), emphasizing non-technical skills such as marketing and project management (Gnatz et al, 2003;Goold & Horan, 2002), and focusing on making the nature and composition of the student teams that work on the project more realistic (e.g., making them very large (Blake, 2003) or composed of several sub-teams (Navarro & van der Hoek, 2005b)). Topical approaches aim to educate students in detail about a topic generally not covered in depth in mainstream textbooks and lectures.…”

Section: Learning Theory-based Categorization Of Existing Approachesmentioning

confidence: 99%

On the Role of Learning Theories in Furthering Software Engineering Education

Navarro

2009

Software Engineering

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“…Duncan (2000) [1] notes the overall benefits of industry partnerships to education. Kornecki, Khajenoori, and Gluch (2003) [5] describe the involvement of students in an industry-sponsored research laboratory. Ellis, Mead, Moreno, and Seidman (2003) [2] describe collaborative retraining programs.…”

Section: Introductionmentioning

confidence: 99%

Creating connections

Courte

Bishop‐Clark

2005

Proceedings of the 6th Conference on Information Technology Education

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It is clear that industry involvement is a very valuable part of the educational process, particularly in technical fields that are prone to rapid change. What is not so clear is how to make the connections needed to successfully and meaningfully integrate industry input into curriculums and courses. This paper reports the process and results of creating and hosting a forum designed to bring industry, educators, and students together to share information in order to enhance the education of students in majoring in computer and information technology programs.The goals of the forum were broad. As educators, we wanted to learn what the IT needs of our region are projected to be, connect with industry practitioners in order to find course and curriculum partners, and increase the IT communities awareness of what our students are currently learning. For students, exposure to future employers and an increased awareness of current skills and trends is invaluable. This was especially important for us as we are a relatively new department within the university.Despite some struggles, the forum was highly successful. Attendance was good, the reviews were very positive, and we made some connections that show promise to help us more fully integrate an industry perspective into our courses. In this paper we discuss the lessons learned are applicable to any institution seeking to create a forum to encourage partnerships with industry professionals.

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On a partnership between software industry and academia

Cited by 21 publications

References 2 publications

Project-Based Learning

Project-Based Learning

On the Role of Learning Theories in Furthering Software Engineering Education

Creating connections

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