This paper describes a study of how students used sources of information when trying to solve problems, while carrying out software development projects in their courses. The study took the form of a questionnaire, based on the hypotheses that the students would need different kinds of information, which would come from different kinds of sources, so that they would need to search various sources to find it. The paper presents descriptive statistics for the data that was obtained, and analyses the relationships within this data. The main conclusion from these results is that, while students did search a range of sources, they mainly relied on material that had been provided specifically to supplement the textbooks, and also on learning from each other. There were also some indications that they would benefit from being given more guidance than currently about where best to look for different kinds of information.
{"title":"Where Do Students Look for Information?","authors":"A. J. Cowling","doi":"10.1109/CSEET.2008.28","DOIUrl":"https://doi.org/10.1109/CSEET.2008.28","url":null,"abstract":"This paper describes a study of how students used sources of information when trying to solve problems, while carrying out software development projects in their courses. The study took the form of a questionnaire, based on the hypotheses that the students would need different kinds of information, which would come from different kinds of sources, so that they would need to search various sources to find it. The paper presents descriptive statistics for the data that was obtained, and analyses the relationships within this data. The main conclusion from these results is that, while students did search a range of sources, they mainly relied on material that had been provided specifically to supplement the textbooks, and also on learning from each other. There were also some indications that they would benefit from being given more guidance than currently about where best to look for different kinds of information.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121577186","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}
The paper discusses the content and use of a comprehensive case study called the DigitalHome (DH) system. The DH system involves the development of ldquosmart houserdquo technology by a national retail chain serving the needs of home owners. Thus far, DH artifacts, scenarios and exercises have been developed. Thus DH case study has been used in an introductory software engineering course and in a graduate course in software architecture.
{"title":"The DigitalHome Case Study Material","authors":"T. Hilburn, Massood Towhidnejad, S. Salamah","doi":"10.1109/CSEET.2008.43","DOIUrl":"https://doi.org/10.1109/CSEET.2008.43","url":null,"abstract":"The paper discusses the content and use of a comprehensive case study called the DigitalHome (DH) system. The DH system involves the development of ldquosmart houserdquo technology by a national retail chain serving the needs of home owners. Thus far, DH artifacts, scenarios and exercises have been developed. Thus DH case study has been used in an introductory software engineering course and in a graduate course in software architecture.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131503088","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}
The areas of student projects and work experience in undergraduate and taught postgraduate programmes provide a focus for this open event. The key objectives set for the activities are (i) to gain information on specific instances of: project-based classes, capstone course(s), and student work, (ii) to gain an understanding of: beneficiaries and benefits, constraints, risks and challenges, and resources that are needed and those actually provided, (iii) to undertake evaluations - both pros and cons.
{"title":"Overview and Introduction to the Workshop: The Roles of Student Projects and Work Experience in Undergraduate and Taught Postgraduate Programmes","authors":"J. B. Thompson, H. Edwards","doi":"10.1109/CSEET.2008.37","DOIUrl":"https://doi.org/10.1109/CSEET.2008.37","url":null,"abstract":"The areas of student projects and work experience in undergraduate and taught postgraduate programmes provide a focus for this open event. The key objectives set for the activities are (i) to gain information on specific instances of: project-based classes, capstone course(s), and student work, (ii) to gain an understanding of: beneficiaries and benefits, constraints, risks and challenges, and resources that are needed and those actually provided, (iii) to undertake evaluations - both pros and cons.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132449867","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}
Nancy Mead has been expounding the virtues of requirements prioritization, especially in the area of information security, for over a decade. She advocates avoiding purely informal ad-hoc approaches and suggests a prioritization strategy based on both cost of implementing requirements and the expected value if implemented. Due to critical schedule and resource constraints, we have found that requirements prioritization is a key risk management practice for real project for real clients based courses. This work describes our experiences applying Nancy Meadpsilas requirement prioritization works within such courses and how we educate students on the importance of utilizing this for managing requirements implementation risk in student projects within three universities for both graduate and undergraduates.
{"title":"Nancy R. Mead: Making Requirements Prioritization a Priority","authors":"D. Port, B. Boehm, D. Klappholz","doi":"10.1109/CSEET.2008.39","DOIUrl":"https://doi.org/10.1109/CSEET.2008.39","url":null,"abstract":"Nancy Mead has been expounding the virtues of requirements prioritization, especially in the area of information security, for over a decade. She advocates avoiding purely informal ad-hoc approaches and suggests a prioritization strategy based on both cost of implementing requirements and the expected value if implemented. Due to critical schedule and resource constraints, we have found that requirements prioritization is a key risk management practice for real project for real clients based courses. This work describes our experiences applying Nancy Meadpsilas requirement prioritization works within such courses and how we educate students on the importance of utilizing this for managing requirements implementation risk in student projects within three universities for both graduate and undergraduates.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114612788","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}
Liana Barachisio Lisboa, L. Nascimento, E. Almeida, S. Meira
In order to attend the industry needs, it is necessary to provide more practical issues of real software development in the academic curricula. This paper describes an educational experience in a post-graduation course at Federal University of Pernambuco, Brazil, involving software reuse. The course's goals were to provide the state-of-the-art of software development with reuse, and the state-of-the-practice developing the Software Product Line (SPL) approach based on a real project. Moreover, we describe the SPL process steps and the educational methodology applied, as well as the projectpsilas difficulties and lessons learned, along with possible improvements for the course extracted from studentspsila feedback during the course and the project. We also expect that this work can be used as a reference material for other universities planning on teaching software reuse or SPL courses.
{"title":"A Case Study in Software Product: Lines An Educational Experience","authors":"Liana Barachisio Lisboa, L. Nascimento, E. Almeida, S. Meira","doi":"10.1109/CSEET.2008.17","DOIUrl":"https://doi.org/10.1109/CSEET.2008.17","url":null,"abstract":"In order to attend the industry needs, it is necessary to provide more practical issues of real software development in the academic curricula. This paper describes an educational experience in a post-graduation course at Federal University of Pernambuco, Brazil, involving software reuse. The course's goals were to provide the state-of-the-art of software development with reuse, and the state-of-the-practice developing the Software Product Line (SPL) approach based on a real project. Moreover, we describe the SPL process steps and the educational methodology applied, as well as the projectpsilas difficulties and lessons learned, along with possible improvements for the course extracted from studentspsila feedback during the course and the project. We also expect that this work can be used as a reference material for other universities planning on teaching software reuse or SPL courses.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127083108","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}
The difficulty of writing, reading, and understanding formal specifications is one of the main obstacles in adopting formal verification techniques such as model checking and runtime verification. Introducing concepts in formal methods in an undergraduate program is essential for training a workforce that can develop and test high-assurance systems. This paper presents educational outcomes and outlines an instructive component that can be used in an undergraduate course to teach formal approaches and languages. The component uses a model checker and a specification tool to teach Linear Temporal Logic (LTL), a specification language that is widely used in a variety of verification tools. The paper also introduces a novel technique that analyzes LTL specifications by using the SPIN model checker to elucidate the behaviors accepted by the specifications.
{"title":"A Technique for Using Model Checkers to Teach Formal Specifications","authors":"S. Salamah, A. Gates","doi":"10.1109/CSEET.2008.25","DOIUrl":"https://doi.org/10.1109/CSEET.2008.25","url":null,"abstract":"The difficulty of writing, reading, and understanding formal specifications is one of the main obstacles in adopting formal verification techniques such as model checking and runtime verification. Introducing concepts in formal methods in an undergraduate program is essential for training a workforce that can develop and test high-assurance systems. This paper presents educational outcomes and outlines an instructive component that can be used in an undergraduate course to teach formal approaches and languages. The component uses a model checker and a specification tool to teach Linear Temporal Logic (LTL), a specification language that is widely used in a variety of verification tools. The paper also introduces a novel technique that analyzes LTL specifications by using the SPIN model checker to elucidate the behaviors accepted by the specifications.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115979137","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}
Some researchers have had the good fortune to collaborate with practitioners to see their work applied. Some practitioners have had the opportunity to perform research. Some educators have the opportunity to perform research and apply ideas in the classroom. Few have been able to perform research, work with practitioners, be an educator, and be a practitioner. Nancy Mead has done all these, and software engineering education has been one of the fortunate benefactors. This paper presents an examination of Dr. Meadpsilas contributions to software engineering education, in terms of research and role modeling, by using her security quality requirements engineering (SQUARE) process as an organizing theme.
{"title":"Nancy Mead and Software Engineering Education: Advancements through Action","authors":"J. Hayes, M. Biddle","doi":"10.1109/CSEET.2008.11","DOIUrl":"https://doi.org/10.1109/CSEET.2008.11","url":null,"abstract":"Some researchers have had the good fortune to collaborate with practitioners to see their work applied. Some practitioners have had the opportunity to perform research. Some educators have the opportunity to perform research and apply ideas in the classroom. Few have been able to perform research, work with practitioners, be an educator, and be a practitioner. Nancy Mead has done all these, and software engineering education has been one of the fortunate benefactors. This paper presents an examination of Dr. Meadpsilas contributions to software engineering education, in terms of research and role modeling, by using her security quality requirements engineering (SQUARE) process as an organizing theme.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114661655","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}
Many academic programs use industrial projects within their teaching curriculum. These provide an exposure to real customers, challenging problems currently faced by industry and the opportunity to interact with working professionals in a situation driven by quality, schedules, and users. Selecting projects that fit todaypsilas academic environment, is a constant challenge. This paper presents how at Carnegie Mellon we have refined our project selection criteria to provide a better fit between our needs and those of our industrial partners. Criteria, issues to consider and pitfalls to avoid in the project selection process will be discussed.
{"title":"Continuing Challenges in Selecting Industry Projects for Academic Credit: Points to Consider and Pitfalls to Avoid","authors":"G. Taran, D. Root, M. Rosso-Llopart","doi":"10.1109/CSEET.2008.31","DOIUrl":"https://doi.org/10.1109/CSEET.2008.31","url":null,"abstract":"Many academic programs use industrial projects within their teaching curriculum. These provide an exposure to real customers, challenging problems currently faced by industry and the opportunity to interact with working professionals in a situation driven by quality, schedules, and users. Selecting projects that fit todaypsilas academic environment, is a constant challenge. This paper presents how at Carnegie Mellon we have refined our project selection criteria to provide a better fit between our needs and those of our industrial partners. Criteria, issues to consider and pitfalls to avoid in the project selection process will be discussed.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117147307","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}
Fresh ideas from startups are a driver of the electronic business world. Software engineering students who will be a part of this E-world therefore should benefit from a working knowledge of new businesses. Their school can organize opportunities to help ensure that familiarity. This paper describes results after four years of organizing such endeavors. We believe that those results for students are mixed, and that this can be explained by the reluctance of new entrepreneurs to adopt consistent software development processes. Schools seeking to make their software engineering programs match industry profiles will find these results of interest.
{"title":"Undergraduate Software Engineering Students in Startup Businesses","authors":"S. Chenoweth","doi":"10.1109/CSEET.2008.27","DOIUrl":"https://doi.org/10.1109/CSEET.2008.27","url":null,"abstract":"Fresh ideas from startups are a driver of the electronic business world. Software engineering students who will be a part of this E-world therefore should benefit from a working knowledge of new businesses. Their school can organize opportunities to help ensure that familiarity. This paper describes results after four years of organizing such endeavors. We believe that those results for students are mixed, and that this can be explained by the reluctance of new entrepreneurs to adopt consistent software development processes. Schools seeking to make their software engineering programs match industry profiles will find these results of interest.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126592343","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}
The S&P 500 isn't what it used to be: in 1930, companies on that list could expect to remain there for 75 years; today the average tenure is 15 years. In 1950, profits earned by the S&P 500 companies was 18% of US GDP; in 2000 it was only 6%. The very concept of innovation as a competitive advantage is increasingly contradicted by financial and economic metrics, not to mention a wide range customer surveys. An operational strategy identified by John Seely Brown and John Hagel in 2005 argues that the only sustainable edge is to leverage innovation from the edge, a model that Red Hat has been successfully practicing since day one. This talk will explain how Red Hat operationalizes the strategy presented by Hagel and Brown, how Red Hat's outstanding financial performance is predicted by this model, and how Red Hat's basic product--IT Value--is essential to restoring the S&P 500 to economic and competitive sustainability.
{"title":"Exonovation--Leveraging the Innovation of Others","authors":"M. Tiemann","doi":"10.1109/CSEET.2008.44","DOIUrl":"https://doi.org/10.1109/CSEET.2008.44","url":null,"abstract":"The S&P 500 isn't what it used to be: in 1930, companies on that list could expect to remain there for 75 years; today the average tenure is 15 years. In 1950, profits earned by the S&P 500 companies was 18% of US GDP; in 2000 it was only 6%. The very concept of innovation as a competitive advantage is increasingly contradicted by financial and economic metrics, not to mention a wide range customer surveys. An operational strategy identified by John Seely Brown and John Hagel in 2005 argues that the only sustainable edge is to leverage innovation from the edge, a model that Red Hat has been successfully practicing since day one. This talk will explain how Red Hat operationalizes the strategy presented by Hagel and Brown, how Red Hat's outstanding financial performance is predicted by this model, and how Red Hat's basic product--IT Value--is essential to restoring the S&P 500 to economic and competitive sustainability.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133681074","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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