Project-Based Learning with Examples from Industry in University Courses: An Experience Report from an Undergraduate Requirements Engineering Course

Daun, Marian; Salmon, Andrea; Weyer, Thorsten; Pohl, Klaus; Tenbergen, Bastian

doi:10.1109/cseet.2016.15

Cited by 41 publications

(31 citation statements)

References 25 publications

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“…To foster comparability to the results from the US course, we also report on the university setting and degree program characteristics. More detailed reports on the course design and impact on graduate and undergraduate settings can be found in [10] and in [11], respectively.…”

Section: Applying Industrial Case Examples In Re Courses At a German mentioning

confidence: 99%

“…The graduate course is offered for elective credit for students enrolled in Business Information Systems and Applied Computer Science graduate degree programs. After the continued success of the new course design, we adopted it in an undergraduate RE course as well [11]. The undergraduate course is compulsory in both Bachelor's degree programs.…”

Section: Degree Program and University Settingmentioning

confidence: 99%

“…These findings were also made in the undergraduate course. In addition, the following experiences were made that differ from the graduate course (see [11]):…”

Section: Experiences In Germanymentioning

confidence: 99%

“…In previous work, we have reported on our experiences and results on student motivation and learning effectiveness from applying a course design centered around industrial case examples for undergraduate [11] and graduate [10] RE courses in Germany. The new course design was meant to combat theory-heavy instruction in favor of experiences relatable to industry.…”

Section: Introductionmentioning

confidence: 99%

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Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Project-based learning has proven useful in software engineering education to increase student engagement and learning performance. In this paper, we contribute our experiences from applying industry projects in an undergraduate requirements engineering course in the United States. We furthermore discuss our experiences from courses conducted in Germany and the US course in light of difference in the educational systems. Results show that our course design is well received in both countries in terms of learning outcomes, student motivation, teamwork, attention to detail, and performance in the exam.

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Section: Applying Industrial Case Examples In Re Courses At a German mentioning

confidence: 99%

Section: Degree Program and University Settingmentioning

confidence: 99%

“…These findings were also made in the undergraduate course. In addition, the following experiences were made that differ from the graduate course (see [11]):…”

Section: Experiences In Germanymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…The professor supports the identification of potential practitioners from industry. In fact, it has been stated that project-orientation especially with industry involvement may have a clear positive impact on students' problem-solving skills and student motivation (Daun et al, 2016), and for this reason the involvement of the industry in the course became one of the goals of the PBL program. The integration between companies and the university is also important for professionals in those companies be aware of the solid training received by the students, which may result in an increase in the employability of the students (Terrón-López et al, 2016).…”

Section: Educational Methodologymentioning

confidence: 99%

Project-based learning approach: improvements of an undergraduate course in new product development

Zancul

Sousa-Zomer

Cauchick‐Miguel

2017

Prod.

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Product development is considered as an interdisciplinary undergraduate course with a central role in engineering education. In this sense, this paper demonstrates an experience of a product development undergraduate course based on a project-based learning (PBL) perspective. PBL has been discussed in the literature as one of the most effective teaching frameworks for engineering courses, but there is still scarce research on PBL implementation in engineering education in developing countries. The course scope was reviewed to include engineering management content and to face some barriers for PBL implementation highlighted in the literature. The student activities were organized in four development phases following a structured stage-gate development process. The results achieved include a higher level of learning perception and increased complexity of products generated by students. Besides demonstrating the improvements in the course, this paper contributes to PBL empirical body of knowledge by exploring a successful initiative and its outcomes. KeywordsEngineering education. New product development. Design process. Project-based learning. PBL.How to cite this article: Zancul, E. S., Sousa-Zomer, T. T., & Cauchick-Miguel, P. A. (2017). Project-based learning approach: improvements of an undergraduate course in new product development. Production, 27(spe), e20162252. http://dx

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Experiences of using a game for improving learning in software requirements elicitation

García

Pacheco

León

et al. 2018

Comp Applic In Engineering

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Many recent studies have demonstrated that the traditional methods used in teaching software requirements elicitation are ineffective because they frequently produce unskilled graduates who are inappropriately trained to apply their practical knowledge in the workplace. Therefore, the combination of traditional teaching approaches and modern learning tools has been used to better prepare undergraduate students. Biyubi is a game that has been developed to complement traditional teaching in order to facilitate the learning of requirements elicitation activities on an undergraduate Software Engineering course. Biyubi provides a simulated environment for students so that they can explore, analyze, and discover the wishes and needs of the correct stakeholders. This game has been tested and validated by undergraduate students from the NovaUniversitas University, Mexico. The use of Biyubi achieved an increase in the motivation, satisfaction, and learning experience of students in requirements elicitation. The game has the potential to better explain the proper use of a requirements elicitation technique while the technical skills of the students are also improved.

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Project-Based Learning with Examples from Industry in University Courses: An Experience Report from an Undergraduate Requirements Engineering Course

Cited by 41 publications

References 25 publications

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Project-based learning approach: improvements of an undergraduate course in new product development

Experiences of using a game for improving learning in software requirements elicitation

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