Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, California State University, Fullerton; Paul Salvador Bernedo Inventado, California State University, Fullerton; Erika Mosyjowski, University of Michigan

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Diversity

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Software Engineering Division (SWED)

students working onsoftware development projects?ParticipantsDuring Fall 2022, all participants went through a competitive application process to ensure themost productive learning environment. A total of 107 students applied to participate and 33students were interviewed. In the end, ten upper-level students majoring in computer sciencewere selected for the program (as shown in Table 1), and each student received a $2,500fellowship to lessen financial burdens. A technology company provided student fellowships.Students were required to participate during Spring 2023 (16 weeks) and commit approximately8-10 hours a week. Student teams were mentored by two faculty members to ensure that studentsreceived a quality learning experience.Table 1

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Suddhasvatta Das; Kevin A Gary, Arizona State University

Tagged Divisions

Software Engineering Division (SWED)

course. Two courses utilized a typical approach, teaching agile development competenciesin a project-centric course. A third course extended this form of learning with additional criticalinquiry activities to elevate internalization of agile principles and develop an agile mindset. Acustom survey was employed and analyzed the results using standard descriptive and inferentialstatistics to investigate the outcomes.IntroductionWorking in an agile setting demands more than just pure software engineering skills. These skillsare non-technical and social, often related to communication, collaboration, and understanding ofthe broader goal of the business [1][2]. These skills are often scarce among software engineers,and that is why roles such as Scrum

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Marasco, University of Calgary; Milana Hayley Grozic, University of Calgary; The University of British Columbia; Yves Pauchard, University of Calgary; Mohammad Moshirpour, University of Calgary

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Diversity

Tagged Divisions

Software Engineering Division (SWED)

both the new and/orthe old curriculum were asked to rank their academic experience including factors such as coursecontent, workload, stress, engineering identity, graduate attributes, and more. This paper willoutline and discuss the process that was undertaken to evaluate, design, consult, implement, andnow re-evaluate multi-year curriculum changes, including a continual improvement process.MotivationAs software systems and related technologies have become increasingly complex, the demandsplaced on software engineering education have grown [1, 2]. Current priorities in softwareengineering pedagogy include experiential learning and alignment with modern, industry-relevant practices to solve problems [1, 2, 3]. Like many institutions, the

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Siddhant Sanjay Joshi, School of Engineering Education, Purdue University, West Lafayette; Preeti Mukherjee, Purdue University; Kirsten A. Davis, Purdue University; James C Davis, Purdue University

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Diversity

Tagged Divisions

Software Engineering Division (SWED)

CompetencyAbstractComputing systems face diverse and substantial cybersecurity threats. To mitigate thesecybersecurity threats while developing software, engineers need to be competent in the skill ofthreat modeling. In industry and academia, there are many frameworks for teaching threatmodeling, but our analysis of these frameworks suggests that (1) these approaches tend to befocused on component-level analysis rather than educating students to reason holistically about asystem’s cybersecurity, and (2) there is no rubric for assessing a student’s threat modelingcompetency. To address these concerns, we propose using systems thinking in conjunction withpopular and industry-standard threat modeling frameworks like STRIDE for teaching andassessing threat modeling

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joydeep Mitra, Northeastern University; Amir Kirsh

Tagged Divisions

Software Engineering Division (SWED)

proceed without satisfying thedesired learning objectives.One potential method to ensure equal work distribution in group programming assignments is tohave each team member work on individual source control branches, having them know that thecourse staff will verify their individual contributions during evaluation.Given the benefits of collaborative work and the need to assess individual contributions, in thispaper, we focus on answering the following research questions: 1. RQ1(a): Do students in an introductory software engineering course, working in pairs, distribute work equally? RQ1(b): Can we use measurements based on git logs to assess each team member’s work contribution? How is this measurement correlated with the amount

Conference Session

Software Engineering Division (SWED) Technical Session #2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ben Arie Tanay, Purdue Engineering Education; Lexy Chiwete Arinze, Purdue University, West Lafayette; Siddhant Sanjay Joshi, Purdue University, West Lafayette; Kirsten A. Davis, Purdue University, West Lafayette; James C Davis, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Software Engineering Division (SWED)

uses a project-based learning(PBL) design with a semester-long team project. In Fall 2023, the students were required to useLLMs such as ChatGPT and Copilot as they completed their projects. A sample of these studentteams were interviewed in the middle and at the end of the semester to understand: (1) how theyused LLMs in their projects; and (2) whether and how their perspectives on LLMs changed overthe course of the semester. We analyzed the data qualitatively to identify themes related tostudents’ usage patterns and learning outcomes.Results/Discussion: We report on students’ thinking over the course of the semester and howthey developed strategies to use LLMs. Our results characterize the impact that the incorporationof LLMs had on the

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce R Maxim, University of Michigan, Dearborn; Bency Thomas, University of Michigan, Dearborn; Belen A Garcia, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division (SWED)

artifact online.Students learning software engineering principles and practices may find it difficult to applythem in the development of complex software projects. Software engineering involves acquiringapplication domain knowledge to understand the client’s needs. It is therefore important to domore than simply use a game as the term project in a software engineering course as someauthors have suggested [1], [2], [3].The authors believe that the capstone design course should not be the only opportunity forstudents to manage complex software development projects. This suggests the use of othercourses in the curriculum such as a game design or artificial intelligence courses as a means ofproviding additional software engineering project experience

Conference Session

Software Engineering Division (SWED) Technical Session #2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University

Tagged Divisions

Software Engineering Division (SWED)

community college mission, the institution maintains an open-enrollment policy. Tofacilitate academic robustness, UVU has implemented a structured enrollment policy thatestablishes requirements which students must meet before they can engage in all the courses oftheir major and provides additional access to advising and other resources. These additionalpreparatory course increase students’ time to graduation but helps them succeed. As a largepublic university UVU has a very high number of low-income students – the largest proportionin the state [1]. Around 35% of students are classified as non-traditional students (age 25 orolder). Nineteen percent of the students have children under the age of five [2]. UVU’s studentslive at home or in off-campus

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

conceptualization of smart systems [1]. In asystematic literature review done by Romero and others to characterize smart systems, theyreviewed papers that contained definition of smart systems and smartness [1]. They summarizedthe characteristics of smart systems as follows [1]:  Communication Capability  Embedded Knowledge  Learning Capability  Reasoning Capability  Perception Capability  Control Capability  Self-Organization  Context AwarenessIn the engineering domain, smart systems typically consist of diverse components such as:  “Sensors for signal acquisition.  Elements transmitting the information to the command-and-control unit.  Command-and-control units that take

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanos Matsumoto, Olin College of Engineering; Michelle E Jarvie-Eggart P.E., Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

matter, in all STEM fields), a trend noted both by students [1]and practitioners [2]. The processes by which scientists and engineers develop software hasbecome more complex, involving many collaborators [3] and close coupling with other parts ofthe engineering design process [4]. Despite this increasing importance, the treatment of softwarein undergraduate STEM education largely consists of programming, that is, implementingsoftware for achieving a specific task, rather than software engineering practices and tools(SEPTs), that is, tools and techniques used in the overall process of designing, implementing, andmaintaining software. This gap between teaching programming and SEPTs seems to exist both incomputing-centric STEM disciplines such as

Conference Session

Software Engineering Division (SWED) Technical Session #2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maura Lyons, Codio; Elise Deitrick, Codio; Joshua Richard Coughlin Stowell Ball, Codio

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

work.Notably, students who were taught how AI works had significantly different views on AI tools’impact on academic integrity concerns.Computing students’ use of Generative AI is growing, and thoughts on academic integrity are farfrom decided – but there does seem to be an opportunity to teach students the variety of ways itcan be used effectively for programming tasks.IntroductionChatGPT, a Generative AI product developed by OpenAI, was released in November 2022 andalmost immediately, its popularity began to surge worldwide, as illustrated by its steep increaseas a search term on Google. Teachers and administrators took notice – “‘plagiarism’ was rankedin two out of the top five related search queries alongside ‘ChatGPT’” [1]. The popularization

Conference Session

Software Engineering Division (SWED) Technical Session #2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elise Deitrick, Codio; Maura Lyons, Codio; Joshua Richard Coughlin Stowell Ball, Codio

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

even without fine-grained details, learning experiences where students are spendingmore time actively coding as opposed to reading result in higher performance. These at scaleresults solidify that it is time for the field to break out of the overly passive textbook paradigmand embrace learning experiences which center student opportunities to code.IntroductionRecent research indicates a decline in engagement with traditional textbooks amongpost-secondary students in computing disciplines. Studies by Margulieux and Catrambone [1],and Amelink et al. [2], have highlighted a growing preference for interactive and digitallyaccessible materials over conventional textbooks. This shift is attributed to the digital-nativecharacteristics of contemporary