Teaching software design in the freshman year

Pierce, Keith R.; Deneen, Linda L.; Shute, Gary

doi:10.1007/bfb0024294

Cited by 4 publications

(2 citation statements)

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“…However, the demand for new projects is very high, and to face it, each architectural and engineering industry has developed a set of principles that enable designers with average abilities to create design solutions of acceptable quality. Although Software Engineering is much younger than other engineering fields, it has also accumulated some knowledge of how to create projects, and future software engineers need to master this knowledge, so design teaching should be an integral part of their training [11].…”

Section: Introductionmentioning

confidence: 99%

“…Keith Pierce, Linda Deneen, Gary Shute [11] believe that the key issue of design training is a rational choice among many alternative solutions [11, p. 220]. "It seems to us that instruction in design would improve dramatically by making this single modification in how we teach: presenting alternative design strategies and alternative solutions derived using these strategies, presenting the criteria for judging the quality of the alternatives, and forcing students in laboratory exercises to make and justify a choice among them."…”

Section: Introductionmentioning

confidence: 99%

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Professional competencies of future software engineers in the software design: teaching techniques

Striuk

Семеріков

2022

J. Phys.: Conf. Ser.

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The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%