Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

Barbara Gannod, Arizona State University; Kevin Gary, Arizona State University; Harry Koehnemann, Arizona State University

Tagged Divisions

Software Engineering Constituent Committee

through two projects instead of one during the Enterprise sequence. This allows students to get exposed to process phases in the proper order, and also not get too “honed in” on one particular project, thereby shortchanging process-related activities. • “Real-world” – Students are exposed to the full spectrum of forces affecting software development projects. Teams are asked to cope not only with technical issues but also with social or soft-skill issues. For example, changing requirements, changing business models, changes in team membership, changes in project direction, and so on. • Collaborative – Students work in teams, and also work across course and academic year boundaries. Students role-play, with participants responsible

Conference Session

SE Tools and Techniques

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Georgas, Northern Arizona University

Tagged Divisions

Software Engineering Constituent Committee

computer science foundations and programming skills, but also avariety of competencies having to do with design, the preparation of software-relateddocumentation, and soft skills relating to effective teamwork. In many traditionally structuredcomputer science programs, the acquisition of these software engineering skills is localized invery few points in the already dense computer science curriculum: most commonly in anintroductory software engineering course that precedes a final, senior year capstone course.This curricular structure presents educators with two significant challenges: First, it makes thestudy and application of software engineering skills overly focused within the context of isolated,discrete courses. While understandably driven

Conference Session

Software Engineering Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stefan Christov, Quinnipiac University; Mark Hoffman, Quinnipiac University

Tagged Divisions

Software Engineering Constituent Committee

• Interaction with teams provided managers the opportunity to experience “soft-skill” aspects of software project management that they would not have experienced without this interaction5.2 Issues and Lessons LearnedManager’s authority. The most notable issue observed by the instructors and also reported bystudents in both courses was that the managers (students in the SPM course) had insufficientauthority over their teams. As discussed in section 3.2, the students in the SPM course wereencouraged to provide advice to their teams, but they were explicitly instructed that decisionsabout the directions of the team projects should be made by the students in the ISD course. This 1 The value of the information about the collaboration

Conference Session

Pedagogical Approaches for Software Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Colin J. Neill, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Raghvinder S. Sangwan, Pennsylvania State University, Great Valley

Tagged Divisions

Software Engineering Constituent Committee

object-oriented analysis and design.Using pre- and post-testing, we studied course outcomes of software engineering graduatestudents learning software systems design that have also utilized the CCM in a systems designproject and contrasted these results with a control group.BackgroundAnecdotally we frequently hear from employers that it is “soft skills” that they most desire intheir engineering and technical staff. While this is likely only true when those employees areproficient engineers, it is clear that engineering is a team activity11 and the ability of an engineerto work effectively in a team is a keenly sought after skill12.Beyond the external need for team-oriented engineers, there is evidence that collaborativelearning methods are more

Conference Session

SE Curriculum and Projects

Collection

2010 Annual Conference & Exposition

Authors

Kevin Gary, Arizona State University; Harry Koehnemann, Arizona State University

Tagged Divisions

Software Engineering Constituent Committee

implementation is given in [8][9].Figure 1. The Software Enterprise pedagogical modelEnterprise projects use an iterative SDLC model. Originally the Rational Unified Process (RUP[12]) was employed at the team level with elements of the PSP [11] at an individual level.However in the last two years teams have been asked to use the agile Scrum methodology [14].Local industry participates in the Enterprise by sponsoring projects and serving as customers.Projects are team-oriented, ongoing and use an iterative process to deliver code every threeweeks to customers in “sprints.” Teams must cope not only with technical issues but also withsocial or soft-skill issues including changing requirements, changing business models, changes inteam membership, and

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet E. Burge, Miami University; Paul V. Anderson, Miami University, Ohio; Michael Carter, North Carolina State University; Gerald C. Gannod, Miami University; Mladen A. Vouk, North Carolina State University

Tagged Divisions

Software Engineering Constituent Committee

. Many students choose CS/SE for their major because they enjoy thetechnical aspects of the work. There is a common perception that “soft skills” such aswriting, speaking, and teaming are not needed and less critical and are acquiredautomatically (in a mysterious and unspecified way). If the students and faculty do notperceive something as being valuable they are less likely to invest time and effort into doingit well.5 StrategiesIn the first year, our project focused on developing and piloting assignments in at least sixdifferent courses and at eight different institutions. In this section we describe some of thestrategies that we have developed to address the challenges identified above. Specifically,we have identified four key strategies