Reporting about industrial strength software engineering courses for undergraduates

Gehrke, Matthias; Giese, Holger; Nickel, Ulrich; Niere, Jörg; Tichy, Matthias; Wadsack, Jörg P.; Zündorf, Albert

doi:10.1145/581339.581389

Cited by 9 publications

(3 citation statements)

References 13 publications

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“…The need to introduce software engineering students to industry strength software development tasks is well known [1] [5] [9][13]. This sort of project recognizes the fact that it is "important that students are aware of the challenges and proven techniques related to industrial development of software" [19].…”

Section: Introductionmentioning

confidence: 99%

“…We have been lucky to receive continued support throughout the life of the course from the same industry affiliate. This has allowed each yearly intake of students to progressively add to the functionality of the same evolving piece of software in a manner similar to that used by [5]. The importance of this type of development is significant, as most industrial projects do not start from scratch [3] [5].…”

Section: Introductionmentioning

confidence: 99%

“…This has allowed each yearly intake of students to progressively add to the functionality of the same evolving piece of software in a manner similar to that used by [5]. The importance of this type of development is significant, as most industrial projects do not start from scratch [3] [5]. The development projects have been related to the development of a software product used in the testing of software.…”

Section: Introductionmentioning

confidence: 99%

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Maintaining High Process Capability in a Student Project Course

Rout

Seagrott

2007

20th Conference on Software Engineering Education &Amp; Training (CSEET'07)

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We have provided a focus on process management and improvement as a basis for conducting student group projects. This paper summarises the lessons learnt from eight years of experience in improvement-focussed projects. The approach has been based upon the establishment of the course as a separate and identifiable organization unit, with its own set of process assets. The responsibility for establishment of these assets resides with the students. Assessment for the course is based on an intensive assessment of the capability of the processes implemented by the project team. The project was assessed on three criteria: the process capability achieved; the achievement against a target capability profile defined by the student team in an Improvement Plan; and the comparison of the capability achieved compared to previous year's achievements We have found that it has been quite possible for the student project to achieve capabilities equivalent to Level 3 (as defined in ISO 15504) for a significant set of processes under their control. This work demonstrates the feasibility of maintaining organizational identification in a student project course, with the accompanying benefit of achieving improvement in process capability. The educational benefit of the course derives from exposure to process improvement as a critical goal for the students.

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Section: Introductionmentioning

confidence: 99%