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

student teams toapply the knowledge within an ongoing project instance that follows a specified process. Theresult is a highly iterative methodology evolving the student’s competencies in a rapid fashion.Each course in the Enterprise sequence follows this immersive approach to teaching softwareengineering concepts. For each concept, students are first exposed at a high level to the conceptand its importance to the software engineering profession. Students then undertake a problem-centered learning (PCL) exercise of some depth to gain working knowledge of specifictechniques realizing the concept or method. Then, in project teams, students are asked to applytechniques on complex, scalable projects. Teams then perform reflective learning

Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

J. Scott Hawker, Rochester Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

engineeringundergraduate degree program and from industry standards and best practices. Students andinstructors will continuously add to that pre-populated content as they learn and create, together.The eNotebook content will be organized in multiple ways, reflecting the software engineeringcourse curriculum, the industry consensus captured in software engineering standards (such asISO and IEEE standards), the IEEE/ACM Computing Curricula models,2,3 and the SoftwareEngineering Body of Knowledge (SWEBOK).4 In addition, students and instructors can add to,modify, and extend these pre-built knowledge organizations to provide additional structure andcontent that reflects the complexity and richness of their knowledge and interactions. Theorganization will not be a

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Martin Zhao, Mercer University; Laurie White, Mercer University

Tagged Divisions

Software Engineering Constituent Committee

integrate knowledge gained from the required core courses offered in afour-year period. According to CC2001 1, this course is supposed to cover software systemdesign, software processes, key activities in software development lifecycle, and software projectmanagement. The traditional approach to teaching a Software Engineering course, as reflected inclassical textbooks 11, 10, usually starts with an introduction to software process models, which isthen followed with discussions on highlevel activities in various phases of a generic softwarelifecycle template that can accommodate all possible programming paradigms. Although updatedmany times since their original editions, those texts are not well adapted to the latest paradigmchanges (such as object

Conference Session

Software Engineering Curriculum Support

Collection

2006 Annual Conference & Exposition

Authors

Jayathi Raghavan, Embry-Riddle Aeronautical University; Massood Towhidnejad, Embry-Riddle Aeronautical University-Daytona Beach

Tagged Divisions

Software Engineering Constituent Committee

. Page 11.318.1© American Society for Engineering Education, 2006 Challenges in an Industry-Academic CollaborationAbstract:Studies have shown the benefits of industry-academic collaborations for the students,faculty and industry partners. However, there are many challenges in establishing suchcollaborations that if not addressed, may result to either the failure of such collaborationor an unpleasant experience for parties involved. In this paper, the authors firstsummarize some of the advantages of such collaborations as it is reflected by theirexperience and in literature survey. This is followed by identifying a series of challengesthey may arise. Some of the challenges mentioned in this paper may be familiar toexperienced

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Eric Durant, Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

Case(s) Do not reflect primary Appropriate in scope, but Purpose of the UC is clear UCs are clear and present a 15% 2.6 2.6 2.6 2.6 2.6 2.6 business events superficial in detail, not and there is sufficient detail to solid basis for requirements, providing enough information support clear Rs, but some without specifying design. for design. Or, the UCs key items are missing. UCs

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan

Tagged Divisions

Software Engineering Constituent Committee

game AI techniques using criteria discussed in class. Each student prepares awritten report summarizing the findings of his or her review and makes an oral presentation ofthe review to the class using MS PowerPoint. The intent of this assignment is to help studentsdetermine the feasibility of incorporating specific types of game AI in the next releases of theirevolving game products.Project 5 (CIS 488): Beta Release Prototype and Design Document (4 weeks)Teams develop the requirements for an intelligent agent or NPC (non-playing character) to addto their game. The implementation of the intelligent agent becomes part of an incremental releaseof the game product. Revision of design document reflects this change and regression testingoccurs to

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Mark C Johnson, Purdue University

Tagged Divisions

Software Engineering Constituent Committee

course.AcknowledgmentsProf. Lu is supported in part by National Science Foundation CAREER CNS-0347466. Anyopinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the sponsors.”References [1] J. Armarego. Advanced Software Design: A Case in Problem-based Learning. In Conference on Software Engineering Education and Training, pages 44–54, 2002. [2] E. A. Billard. Introducing Software Engineering Developments to a Classical Operating Sys- tems Course. IEEE Transactions on Education, 48(1):118–126, February 2005. [3] B. Boehm and D. Port. Educating Software Engineering Students to Manage Risk. In Inter- national Conference on Software Engineering, pages 591–600

Conference Session

Software Engineering Curriculum Support

Collection

2006 Annual Conference & Exposition

Authors

Sheryl Duggins, Southern Polytechnic State University

Tagged Divisions

Software Engineering Constituent Committee

the course as well as student performance for specific programoutcomes that are identified as being supported by that course. Additionally it containsmodifications made to the course, instructor reflections about the effectiveness of the course, andsuggestions for future improvement. Thirdly, it assists in program outcome assessment byincorporating the raw data in the FCARs, which are then grouped together by program outcomesand the relevant sections can be evaluated. This allows program-level assessment to be done byevaluating relevant sections of groups of FCARS rather than processing raw student performancedata. Fourthly, it gives immediate feedback to the next professor teaching a particular courseabout prior offerings of the course and

Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Evan Zelkowitz, Purdue University; Mark C Johnson, Purdue University

Tagged Divisions

Software Engineering Constituent Committee