Teaching an Undergraduate Software Engineering Course using Active Learning and Open Source Projects

Dorodchi, Mohsen; Al-Hossami, Erfan; Nagahisarchoghaei, Mohammad; Diwadkar, Rohit Shenvi; Benedict, A. L.

doi:10.1109/fie43999.2019.9028517

Cited by 18 publications

(11 citation statements)

References 12 publications

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“…III indicates all the features and measures have been used to cluster engin eerin g st u dent s. These features and variables were utilized as input/independent variables of the study. Accord ing t o t h e literature 55], these measures and features are important indicators of students' academic performance. I V. RESULT In this study, two clustering methods, namely KMeans and Birch, are employed to demonstrate the relationship between engineering students' skills and characteristics with their academic performance, including recently completed semester (called SGPA) and cumulative GPA (CGPA) as well as Total Credits/hours Passed (TCP) and current Semest er Credits/hours Passed (SCP).…”

Section: Instrumentsmentioning

confidence: 99%

Effect of Individual Differences in Predicting Engineering Students' Performance: A Case of Education for Sustainable Development

Nagahi

Jaradat

Nagahisarchoghaei

et al. 2020

2020 International Conference on Decision Aid Sciences and Application (DASA)

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Section: Instrumentsmentioning

confidence: 99%

Effect of Individual Differences in Predicting Engineering Students' Performance: A Case of Education for Sustainable Development

Nagahi

Jaradat

Nagahisarchoghaei

et al. 2020

2020 International Conference on Decision Aid Sciences and Application (DASA)

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“…Traditionally, students taking software engineering (SE) courses complete a team project over the semester to apply knowledge learned and to help prepare for future industry roles [1]. These team projects are assigned to teach students industry-required skills such as familiarity with codebases, teamwork, communication, scheduling, etc [2]. Unfortunately and recently, the novel coronavirus disease 2019 (COVID-19) pandemic has forced many academic institutions to transition to fully online or hybrid model courses.…”

Section: Introductionmentioning

confidence: 99%

"Is My Mic On?" Preparing SE Students for Collaborative Remote Work and Hybrid Team Communication

Moster

Ford

Rodeghero

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Communication is essential for the success of student and professional software engineering (SE) team development projects. The projects delivered by SE courses provide valuable learning experiences for students because they teach industryrequired skills such as teamwork, communication, and scheduling. Professional SE teams have adopted communication software such as Slack, Miro, Microsoft Teams, and GitHub Discussions to share files and convey information between team members. Likewise, they have distributed software development tools such as Visual Studio CodeSpaces and Jira to support productivity. In contrast, within academia, students have focused on having face-to-face meetings for team communication and communication tools for file sharing. Due to the COVID-19 pandemic, universities have been forced to switch to an online or hybrid modality abruptly, thus compelling SE students to quickly adopt communication software. This paper proposes a study on the use of communication software in industry to prepare students for remote software development positions after graduation.

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“…Yet, due to different factors indicated earlier, there are different approaches to both the content and offering of the SWE courses in different levels. An interesting model of teaching based on several different principles including 1) working on large code bases through open source, 2) modeling, and 3) dynamic project team experience through scaffolded and staged practices of active learning (Dorodchi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Software Engineering using Abstraction through Modeling

Dorodchi¹,

Dehbozorgi²,

Fallahian³

et al. 2021

Informatics in Education

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Teaching software engineering (SWE) as a core computer science course (ACM, 2013) is a challenging task. The challenge lies in the emphasis on what a large-scale software means, implementing teamwork, and teaching abstraction in software design while simultaneously engaging students into reasonable coding tasks. The abstraction of the system design is perhaps the most critical and theoretical part of the course and requires early engagement of the students with the necessary topics followed by implementation of the abstract model consistently. Normally, students would take such courses in the undergraduate curriculum sequence after data structures and/or object-oriented design/programming. Therefore, they would be able to learn about systematic modeling of software as a system. In this work, we address how to facilitate the teaching of SWE by introducing abstract modeling. Furthermore, functional decomposition is reviewed as a critical component which in turn, requires understanding of how different tasks are accomplished by enterprise software. Combining such pieces with concepts of architecture and design patterns of software provides foundational knowledge for students to be able to navigate around enterprise software in the real world.

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Teaching an Undergraduate Software Engineering Course using Active Learning and Open Source Projects

Cited by 18 publications

References 12 publications

Effect of Individual Differences in Predicting Engineering Students' Performance: A Case of Education for Sustainable Development

Effect of Individual Differences in Predicting Engineering Students' Performance: A Case of Education for Sustainable Development

"Is My Mic On?" Preparing SE Students for Collaborative Remote Work and Hybrid Team Communication

Teaching Software Engineering using Abstraction through Modeling

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