Scrum and Agile Methods in Software Engineering Courses

Campbell, Jennifer; Kurkovsky, Stan; Liew, Chun Wai; Tafliovich, Anya

doi:10.1145/2839509.2844664

Cited by 17 publications

(11 citation statements)

References 3 publications

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“…A panel at SIGCSE 2016 [3] raised a number of issues for teaching Agile methods in software engineering courses at a variety of computer science programs. The panel focused only on undergraduate university teaching (100 to 400 levels), hence novices to Agile with limited development experience.…”

Section: Related Workmentioning

confidence: 99%

Teaching Agile Methods to Software Engineering Professionals: 10 Years, 1000 Release Plans

Martín

Anslow

Johnson

2017

Lecture Notes in Business Information Processing

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Agile methods are an essential resource for software engineers. The Agile movement evolved out of industry and is the common approach to software development today. Teaching Agile methods challenges students' working attitudes, where putting Agile into practice is not possible through simply applying methods prescriptively, but by having an Agile mindset. In this paper we present and discuss our experiences over the last decade of teaching a novel intensive Agile methods week long course as part of a professional Masters of Software Engineering degree programme at the University of Oxford. We describe the typical shape of the course, discuss how students experience Agile values and management practices to foster an Agile mindset, and provide student feedback indicating a consistently positive response to our approach at teaching Agile methods to software engineering professionals. Our reported experiences and material can help other educators who want to run similar courses and adapt where required.

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Section: Related Workmentioning

confidence: 99%

Teaching Agile Methods to Software Engineering Professionals: 10 Years, 1000 Release Plans

Martín

Anslow

Johnson

2017

Lecture Notes in Business Information Processing

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“…SE courses risk ending up with outdated practices and technology no longer in use [5], so detailed training in tools and methods may age quickly and become a career obstacle rather than an asset. The backbone of our SE-course is a project-based lab-course where students work in agile teams, interspersed with this, we lectures on theory, tools and technology [8,9,10,21]. We have seen that a simulation of a real-world project with failures, iterations, and successes motivates students to collaborate, explore and take responsibility [6].…”

Section: Introductionmentioning

confidence: 99%

Unreined Students or Not: Modes of Freedom in a Project-Based Software Engineering Course

Nytrø

Nguyen-Duc

Tratteberg

et al. 2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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Software engineering courses include practical and theoretical elements that give many options for pedagogical combinations among them. In this paper, we report on two different pedagogical approaches for an undergraduate, introductory project-based software engineering course with more than 500 students working in collaborative scrum teams. We call one approach 'Every Student is an Innovator', and the other 'No Student Left Behind'. This SE course has been long-running, with stable learning objectives and content. However, from one year to another, we radically changed the pedagogical approach of the course along several dimensions, among them the technical framework, software tools, project topic, mentor roles, assessment form and frequency, feedback and degree of student innovativeness. We report on the perceived challenges, detailed changes, the anticipated effects on the course learning outcomes. The results showed that innovativeness and fun need freedom and flexibility with processes and technology. However, strict design requirements and systematic guidance ensure fulfillment of learning objectives. Analyzing student and staff feedback, we find that both approaches lead to students using more time than intended and worrying about unknown assessment criteria.

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“…Ideally, instructors want to teach students all XP processes that they may use as professionals [11,29]. However, with limited resources and various course constraints, instructors must decide which processes to include and how to adapt them for classrooms [4,11,21]. The decision should not be arbitrary; in this study, we choose as our main constraint that the selection of processes should be complete with respect to a well-established taxonomy.…”

Section: Introductionmentioning

confidence: 99%

“…https://github.com/bimovidia/planning-poker4 https://github.com/pivotal/postfacto 5 https://github.com/anonrig/slack-manager 6 IPM: https://github.com/ace-lab/xp-study-sigcse20/tree/master/IPM. Retrospective: https://github.com/ace-lab/xp-study-sigcse20/tree/master/Retrospective 7.…”

mentioning

confidence: 99%

What Agile Processes Should We Use in Software Engineering Course Projects?

Hemani

Dimitriadis

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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While project-based software engineering courses aim to provide learning opportunities grounded in professional processes, it is not always possible to replicate every process in classrooms due to course constraints. Previous studies observed how students react to various processes and gave retroactive recommendations. In this study, we instead combine a field study on professional Agile (eXtreme Programming, XP) teams and an established team process taxonomy to proactively select team processes to incorporate in a project-based software engineering course. With collected knowledge from the field study, we choose three XP processes to augment the design of a mature software engineering project course. We choose processes that are 1) considered important by professionals, and 2) complete with respect to coverage of the taxonomy's main categories. We then compare the augmented course design with the original design in a case study. Our results suggest that 1) even without extra resources, adding these new processes does not interfere with learning opportunities for XP processes previously existing in the course design; 2) student teams experience similar benefits from these new processes as professional teams do, and students appreciate the usefulness and value of the processes. In other words, our approach allows instructors to make conscious choices of XP processes that improve student learning outcomes while exposing students to a more complete set of processes and thus preparing them better for professional careers. Course designers with limited resources are encouraged to use our methodology to evaluate and improve the designs of their own project-based courses.

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Scrum and Agile Methods in Software Engineering Courses

Cited by 17 publications

References 3 publications

Teaching Agile Methods to Software Engineering Professionals: 10 Years, 1000 Release Plans

Teaching Agile Methods to Software Engineering Professionals: 10 Years, 1000 Release Plans

Unreined Students or Not: Modes of Freedom in a Project-Based Software Engineering Course

What Agile Processes Should We Use in Software Engineering Course Projects?

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