Pub Date : 2011-10-17DOI: 10.1109/REET.2011.6046271
Gregor Gabrysiak, H. Giese, Andreas Seibel
To teach requirements engineering skills to students it is important for them to experience stakeholder interactions in a realistic setting. Only then they learn to appreciate the effort it takes to elicit, document, and validate requirements. For a realistic course design, all stakeholders the students interact with need to be real, thus, they need to have a stake in the software system being specified. In this paper, we discuss plausible motivations of real stakeholders. As long as stakeholders benefit in a way that suits them, they are readily available to get involved, even with students just learning how to capture requirements. Also, we discuss two ongoing case studies of involving real stakeholders in a requirements engineering course. While these setups do not scale well, they provide the students an authentic situation which cannot be reproduced with virtual stakeholders.
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Pub Date : 2011-10-17DOI: 10.1109/REET.2011.6046272
L. Beus-Dukic
This paper provides an overview of our approach to teaching a Requirements Engineering (RE) course which is offered as part of bachelor degrees in Software Engineering, Computing, and Mobile and Wireless. We describe our assessment diet and focus on a particular assignment - a report on student's final year project requirements. The rationale behind this assignment was to assess the students' abilities to apply what they have learnt in the RE course on a first complete non-trivial software project. In this position paper we discuss the benefits and challenges of using students' final year projects as an effective platform to assess their knowledge and skills in applying RE.
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Pub Date : 2011-10-17DOI: 10.1109/REET.2011.6046270
K. Sikkel, M. Daneva
Information system modelling is more than a translation of requirements from one notation into another, it is part of the requirements analysis process. Adding explicitness and making design choices should provide critical feedback to the requirements document being modelled. We want our students to develop such a critical attitude. However, in our educational system it is institutionalized that students get a ‘perfect’ problem description and don't have to align with anyone in order to solve the problem (other than the odd question of clarification to the instructor). To make students realize that things are different in the real world, we have added assignments in which the students (1) make an initial class diagram based on a written specification, and (2) talk with a more knowledgeable stakeholder to question their understanding of what is desired. In this position paper we describe the set-up of these assignments.
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