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Teaching Software Quality Assurance (SQA) During COVID-19 Using the HyFlex Approach -- Course Design, Results, and Experiences

Conference Session
Software Engineering Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego
Tagged Divisions
Software Engineering Division
Engineering: Testing, quality, assurance, and quantifiable improvement. NJ: Wiley.[12] Sommerville, I. (2011). Software engineering 9th Edition. ISBN-10, 137035152[13] Chemuturi, M.: Mastering Software Quality Assurance: Best Practices, Tools and Techniques for Software Developers. J. Ross Publication Inc. (2010) ISBN: 978- 1604270327[14] Tenbergen, B., Daun, M.: Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany. Proc. 52nd Hawaii International Conference on System Sciences, January 2019. DOI: 10.24251/HICSS.2019.925.[15] Daun, M., Salmon, A., Tenbergen, B., Weyer, T., Pohl, K.: Industrial case studies in graduate requirements engineering
Relevance Score: 0.32165053

Evaluating a Software Project Management Course Collaboration Framework at a Second Institution

Conference Session
Software Engineering Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Stefan Christov, Quinnipiac University; James Walker, Michigan Technological University; Mark Hoffman, Quinnipiac University
Tagged Divisions
Software Engineering Division
softwarefactory [21]; teaching large scale teamwork in a small college environment by usingmulti-semester, multi-course projects [22]; collaboration between a graduate Education courseand an undergraduate SE course [23]; a collaboration between two graduate Distributed SoftwareDevelopment courses at two different universities [24]; and a collaboration between threeundergraduate courses in the areas of marketing, computer science, and product design [25].Unlike [11] and [12], the work described in the current paper evaluates the collaboration betweentwo undergraduate courses. Compared to [11], [12], and [14–16], we evaluate the collaboration interms of specific skills and knowledge that the collaboration promotes for students in bothcourses. We also make
Relevance Score: 0.22089654

Experiences of Teaching Software Testing in an Undergraduate Class Using Different Approaches for the Group Projects

Conference Session
Software Engineering Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Ingrid Buckley, Florida Gulf Coast University; Peter J. Clarke, Florida International University
Tagged Divisions
Software Engineering Division
Paper ID #33201Experiences of Teaching Software Testing in an Undergraduate Class UsingDifferent Approaches for the Group ProjectsDr. Ingrid Buckley, Florida Gulf Coast University Dr. Ingrid Buckley is an Assistant Professor in the Software Engineering Department at Florida Gulf Coast University. She holds a Ph.D. in Computer Science from Florida Atlantic University. Dr. Buckley’s research interests include software engineering education, software quality, fault-tolerant system design, and cybersecurity education.Dr. Peter J. Clarke, Florida International University Peter J. Clarke received his B.Sc. degree in Computer
Relevance Score: 0.20281547

WIP: Engaging Software Engineering Students in Synchronous and Asynchronous On-line Course

Conference Session
Software Engineering Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Bruce R. Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn
Tagged Topics
Diversity
Tagged Divisions
Software Engineering Division
industry best practices for both technical and soft skills (projectmanagement, communication, marketing, and interdisciplinary design). We included someroleplay activities in the course redesign.The authors felt it was desirable to create activities that engaged asynchronous online studentsand allowed them to experience a level of active learning comparable to the experiences enjoyedby the synchronous online students. The objective of our study was to see if students enrolled inthe synchronous online section of a software engineering course were more engaged thanstudents enrolled in the online asynchronous section of the same course. A flipped classroomstyle course delivery was used to provide synchronous students with opportunities to spend
Relevance Score: 0.16762798