Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876120
John C. Georgas
While a common expression of experiential learning in software engineering is the industry-sponsored project, it suffers from key shortcomings at the introductory level. These center on the fact that projects are neither drawn from nor relevant to the everyday lives and communities of their student-developers. To address these challenges, we focus on casting project development in terms of service to the student community, with the involvement of our university's ACM Student Chapter. We discuss the pedagogical foundations of our work, present specific course organization issues, expand on a number of specific challenges with our approach, offer concrete project examples, and outline future work and evaluation.
{"title":"Software development as service to the student community: An experiential and high student involvement approach to software engineering education","authors":"John C. Georgas","doi":"10.1109/CSEET.2011.5876120","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876120","url":null,"abstract":"While a common expression of experiential learning in software engineering is the industry-sponsored project, it suffers from key shortcomings at the introductory level. These center on the fact that projects are neither drawn from nor relevant to the everyday lives and communities of their student-developers. To address these challenges, we focus on casting project development in terms of service to the student community, with the involvement of our university's ACM Student Chapter. We discuss the pedagogical foundations of our work, present specific course organization issues, expand on a number of specific challenges with our approach, offer concrete project examples, and outline future work and evaluation.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115490134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876103
F. Meawad
Software engineers are expected to possess a variety of technical, social and personal competencies to be well prepared for real world working environments. At the German University in Cairo (GUC), we were able to guide large groups of students into becoming self managing and self learning communities whose members work together as a team to build large scale software. The students were able to experience many of the challenges in software engineering and develop a variety of related skills in a short period of time. This report describes our detailed experience in reaching such results using agile development practices in a simulated enterprise environment. With an aim to enable educators realise the same success, this report serves as a guide for educators who wish to replicate the process. The resulting successes and the concerns from this unique experience are discussed along with future recommendations.
{"title":"The virtual agile enterprise: Making the most of a software engineering course","authors":"F. Meawad","doi":"10.1109/CSEET.2011.5876103","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876103","url":null,"abstract":"Software engineers are expected to possess a variety of technical, social and personal competencies to be well prepared for real world working environments. At the German University in Cairo (GUC), we were able to guide large groups of students into becoming self managing and self learning communities whose members work together as a team to build large scale software. The students were able to experience many of the challenges in software engineering and develop a variety of related skills in a short period of time. This report describes our detailed experience in reaching such results using agile development practices in a simulated enterprise environment. With an aim to enable educators realise the same success, this report serves as a guide for educators who wish to replicate the process. The resulting successes and the concerns from this unique experience are discussed along with future recommendations.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121071777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876147
B. Brügge, Helmut Naughton, Michaela Gluchow
Single large project courses (SLPC) with clients from industry have been established as capstone courses in many software engineering curricula. They are considered a good way of teaching industry relevant software engineering practices to students. However they are lacking in two regards. First, the results are often seen as exploratory prototypes by the client and are not intended for productive use. Second, the projects are usually not integrated into the application landscape of the client. Both of these challenges are of great practical importance in real software engineering projects. In this tutorial we cover the key factors for successfully carrying out our teaching approach called SLPC++ to address these issues. First we show how to initiate such a project course with real clients and problems. Then we describe how to carry out the project using a hybrid process model based on a combination of the Unified Process and Scrum. Finally we address the issues instructors face during such courses. Throughout the tutorial we use examples from a series of four project courses carried out in a highly successful collaboration with the Munich Airport.
{"title":"SLPC++: Teaching software engineering project courses in industrial application landscapes — A tutorial","authors":"B. Brügge, Helmut Naughton, Michaela Gluchow","doi":"10.1109/CSEET.2011.5876147","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876147","url":null,"abstract":"Single large project courses (SLPC) with clients from industry have been established as capstone courses in many software engineering curricula. They are considered a good way of teaching industry relevant software engineering practices to students. However they are lacking in two regards. First, the results are often seen as exploratory prototypes by the client and are not intended for productive use. Second, the projects are usually not integrated into the application landscape of the client. Both of these challenges are of great practical importance in real software engineering projects. In this tutorial we cover the key factors for successfully carrying out our teaching approach called SLPC++ to address these issues. First we show how to initiate such a project course with real clients and problems. Then we describe how to carry out the project using a hybrid process model based on a combination of the Unified Process and Scrum. Finally we address the issues instructors face during such courses. Throughout the tutorial we use examples from a series of four project courses carried out in a highly successful collaboration with the Munich Airport.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125859611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876135
Ondrej Macek, M. Komarek
Iteration-based software development is a popular and widely used software development approach. Therefore students have to get familiar with it; however it is difficult for them to work iteratively. We designed new courses aimed at software development in a way in which students are forced to use incremental and iterative development instead of the waterfall model. The new project-oriented courses focus on project management (regular planning and reporting) and emphasize students' motivation toward project success.
{"title":"The practical method of motivating students to iterative software development","authors":"Ondrej Macek, M. Komarek","doi":"10.1109/CSEET.2011.5876135","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876135","url":null,"abstract":"Iteration-based software development is a popular and widely used software development approach. Therefore students have to get familiar with it; however it is difficult for them to work iteratively. We designed new courses aimed at software development in a way in which students are forced to use incremental and iterative development instead of the waterfall model. The new project-oriented courses focus on project management (regular planning and reporting) and emphasize students' motivation toward project success.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115089625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876115
Dong Shao, B. Luo, Eryu Ding, Qin Liu
One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The "Computing and Software Engineering (CSE)", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE.
{"title":"An introductory software engineering course for software engineering program","authors":"Dong Shao, B. Luo, Eryu Ding, Qin Liu","doi":"10.1109/CSEET.2011.5876115","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876115","url":null,"abstract":"One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The \"Computing and Software Engineering (CSE)\", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114832592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876081
J. Hosking, Peter Smith, Elisabeth Krull, Nick D. Jones
We describe a multidisciplinary course introducing Software Engineering, Computer Science and Business students to strategic business planning in IT organizations using technology roadmapping as the focus of instruction. The course has a strong practicum element, where multidisciplinary teams facilitate development of a technology roadmap in fast growth IT organizations guided by experienced mentors. It provides opportunities for a rich set of learnings, of the core content, technology roadmapping, but also: team skills in a multidisciplinary context; consultancy and communication skills; understanding other professionals vocabularies; and practical observation of hi-tech senior managers.
{"title":"Learning at the elbows of experts: Technology roadmapping with Software Engineering students","authors":"J. Hosking, Peter Smith, Elisabeth Krull, Nick D. Jones","doi":"10.1109/CSEET.2011.5876081","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876081","url":null,"abstract":"We describe a multidisciplinary course introducing Software Engineering, Computer Science and Business students to strategic business planning in IT organizations using technology roadmapping as the focus of instruction. The course has a strong practicum element, where multidisciplinary teams facilitate development of a technology roadmap in fast growth IT organizations guided by experienced mentors. It provides opportunities for a rich set of learnings, of the core content, technology roadmapping, but also: team skills in a multidisciplinary context; consultancy and communication skills; understanding other professionals vocabularies; and practical observation of hi-tech senior managers.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133271961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876097
C. Scharff
This paper focuses on a global software development project where extended teams of students distributed across two to three countries, namely the US, Cambodia, India and Senegal, experienced the roles of developers, auditors and testers. Developers used Scrum and Agile to develop mobile applications for different mobile platforms with the support of different end-to-end tooling infrastructures. This paper isolates and focuses on the role of auditors. It describes the model of collaboration, the role of auditing in Agile and Scrum adherence, and the importance of tools to support quality assurance activities. Recommendations for a better involvement of auditors in Agile and Scrum projects and the expected benefits of their contribution are discussed.
{"title":"Guiding global software development projects using Scrum and Agile with quality assurance","authors":"C. Scharff","doi":"10.1109/CSEET.2011.5876097","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876097","url":null,"abstract":"This paper focuses on a global software development project where extended teams of students distributed across two to three countries, namely the US, Cambodia, India and Senegal, experienced the roles of developers, auditors and testers. Developers used Scrum and Agile to develop mobile applications for different mobile platforms with the support of different end-to-end tooling infrastructures. This paper isolates and focuses on the role of auditors. It describes the model of collaboration, the role of auditing in Agile and Scrum adherence, and the importance of tools to support quality assurance activities. Recommendations for a better involvement of auditors in Agile and Scrum projects and the expected benefits of their contribution are discussed.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"70 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129654835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876093
Meyer Tanuan
This report presents the experience in the design and delivery of a modern mobile application programming course in an Information Technology program offered by a Canadian college. Due to the popularity of smartphones and the increasing demand for mobile application professionals, universities and colleges are offering mobile computing courses. However, there are few publicly-available coursewares that are relevant, practical and realistic. This report presents the course outline, course requirements and evaluation criteria that have all been well received by the students. We present the student feedback that demonstrates how the combination of lab assignments and group project make the course practical and realistic to the students.
{"title":"Design and delivery of a modern mobile application programming course — An experience report","authors":"Meyer Tanuan","doi":"10.1109/CSEET.2011.5876093","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876093","url":null,"abstract":"This report presents the experience in the design and delivery of a modern mobile application programming course in an Information Technology program offered by a Canadian college. Due to the popularity of smartphones and the increasing demand for mobile application professionals, universities and colleges are offering mobile computing courses. However, there are few publicly-available coursewares that are relevant, practical and realistic. This report presents the course outline, course requirements and evaluation criteria that have all been well received by the students. We present the student feedback that demonstrates how the combination of lab assignments and group project make the course practical and realistic to the students.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130636012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876105
Sotiris Skevoulis
This paper describes an ongoing partnership between the Seidenberg School of Computer Science and Information Systems at Pace University, a Registered Education Provider (REP) for IEEE and the Information Technology Division at Bank of New York Mellon. The goal of the project is to deliver at the bank's location, a high quality, customized, graduate program in software engineering as well as to reflect on its strong and weak points and improve it. More importantly, through intense interaction with the Bank's IT Management, to ensure that the academic program matches their actual needs. The technology transfer, the customized training and the challenges are discussed.
{"title":"Engineering a successful partnership between academia and the financial industry: A software engineering program for IT professionals","authors":"Sotiris Skevoulis","doi":"10.1109/CSEET.2011.5876105","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876105","url":null,"abstract":"This paper describes an ongoing partnership between the Seidenberg School of Computer Science and Information Systems at Pace University, a Registered Education Provider (REP) for IEEE and the Information Technology Division at Bank of New York Mellon. The goal of the project is to deliver at the bank's location, a high quality, customized, graduate program in software engineering as well as to reflect on its strong and weak points and improve it. More importantly, through intense interaction with the Bank's IT Management, to ensure that the academic program matches their actual needs. The technology transfer, the customized training and the challenges are discussed.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130450992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876079
H. Tsukamoto, Y. Takemura, H. Nagumo, Ken-ichi Matsumoto
In order to plan efficient and effective in-house training for programming, the characteristics of the motivation of learners in an in-house training of programming course, in an information and communication technology (ICT) industry, have been analyzed. In the in-house training course, 42 participants underwent a 16 day training program of Java language. The analysis of the motivation was carried out using a questionnaire based on the ARCS motivation model. As a result, it has been found that the motivation of those who have a technology background is not necessarily higher than that of those who have a non-technology background.
{"title":"Analysis of the motivation of learners in the in-house training of programming in Japanese ICT industries","authors":"H. Tsukamoto, Y. Takemura, H. Nagumo, Ken-ichi Matsumoto","doi":"10.1109/CSEET.2011.5876079","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876079","url":null,"abstract":"In order to plan efficient and effective in-house training for programming, the characteristics of the motivation of learners in an in-house training of programming course, in an information and communication technology (ICT) industry, have been analyzed. In the in-house training course, 42 participants underwent a 16 day training program of Java language. The analysis of the motivation was carried out using a questionnaire based on the ARCS motivation model. As a result, it has been found that the motivation of those who have a technology background is not necessarily higher than that of those who have a non-technology background.","PeriodicalId":318528,"journal":{"name":"2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122260274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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