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

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Diversity

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Software Engineering Division

timeapplying software engineering practices in Zoom breakout meetings. Asynchronous studentscompleted the course materials on their own after viewing video lectures. Both groups ofstudents answered online survey questions about their perceptions of the effectiveness of thecourse activities and their personal levels of engagement with the course materials. Their levelsof engagement were monitored during the semester.Course DescriptionA junior level software engineering course, CIS 375 (Software Engineering 1), offered by theComputer and Information Science (CIS) department is organized as a 14 week, four credit-hourcourse. This is a required course taken by all computing majors in the CIS department whichincludes: Computer Science (CIS), Software

Conference Session

Software Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cam Macdonell, MacEwan University; Heidi J.C. Ellis, Western New England University; Darci Burdge, Nassau Community College; Lori Postner, Nassau Community College; Gregory W Hislop, Drexel University (Computing and Informatics)

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Diversity

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Software Engineering Division

background.1. IntroductionThe Grace Hopper Celebration of Women in Computing was founded in 1994 and is the world’slargest technical conference for women in computing. More than 15,000 people from 87countries attended the 2016 conference with an even greater number attending in 2017 [5]. Manystudents attend the conference to network, learn and find community, and a large number oftechnical companies attend to learn how to build inclusive cultures as well as to recruit technicaltalent.Since 2010, the Hopper conference has hosted an Open Source Day [6]. Originally titled "OpenSource Code-a-thon for Humanity", the day provides women of varying skill levels with a day-long experience in contributing to humanitarian free and open source software (HFOSS

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle D. Feuz, Weber State University; Linda DuHadway, Weber State University; Hugo Edilberto Valle, Weber State University; Richard C. Fry, Weber State University; Kim Marie Murphy, Weber State University

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Diversity

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Software Engineering Division

course of the semester. The code posted is analyzedfor a variety of quality markers such as variable names, commenting, syntax errors, logic errors,correctness, and handling of edge cases. The responses are analyzed for effective errorcorrections, alternative solutions provided, formatting changes recommended, etc. There is alsoan analysis of student expressions. Finally, and perhaps most interesting of all is how thesedetails change over the course of the semester. I. IntroductionImposter syndrome has long been acknowledged within the Computer Science (CS) educationalcommunity with several studies reporting over 50% of CS oriented individuals exhibitingimposter syndrome [1]. Weber State University is an open-enrollment university. Students

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

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Diversity

Tagged Divisions

Software Engineering Division

others to join theirteam, and having the invitees then accept the invitation. Another project added a tabbed view forassignment creation. A third provided an anonymized view so that we can use live data in demoswithout revealing any student names. Four of these projects have led to conference papers co-authored by independent-study students [1–4] and five to workshop papers [5–9].The first masters thesis added features to support peer-reviewing student contributions to a wikitextbook [10]. This involved sequencing review of chapters so that prerequisite chapters wouldbe written and reviewed before chapters that depended on them. The first Ph.D. dissertation [11]involved the use of natural-language processing to evaluate features of reviews [12

Conference Session

Software Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bruce R Maxim, University of Michigan, Dearborn; Sushil Acharya, Robert Morris University; Stein Brunvand, University of Michigan-Dearborn; Marouane Kessentini, University of Michigan-Dearborn

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Diversity

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Software Engineering Division

senior year can improve software engineering education at theundergraduate level. We believe this will also increase the pool of new professionals withpractical software engineering knowledge and skills.The materials created for these courses were developed using a variation of the ADDIE (analyze,design, development, implementation, evaluation) process model.1 When new materials werecreated the team attempted to determine the best mix of case-study review, role-play, and hands-on exercises involving work with software engineering artifacts or tools, and trigger videos tofacilitate coverage of the topics. Many of the activities implemented in these courses have beenused successfully with several groups of students. Their evolution benefited from

Conference Session

Software Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering

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Diversity

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Software Engineering Division

requirementslist has being identified. Specific exercises are being developed using an iterative developmentmethodology. Student understanding is proposed to be assessed through quizzes, exams,assignment, and a learning survey. Once developed the ALTs will be made publicly availablethrough a website. This paper discusses continuing work on the gap analysis in software securityeducation, presents proposed contents areas for ALT, shares structures of threedeveloped/proposed ALTs, presents a sample of a survey instrument, and presents a sample ALTon case study video.1. Introduction and RationaleSoftware is now ubiquitous and software security is now realized as a growing threat. Executionof insecure codes causes software security problems that lead to

Conference Session

Software Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

James Perretta; Andrew Deorio, University of Michigan

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Diversity

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Software Engineering Division

helps ensure that software behavesaccording to its requirements. We will discuss testing practices used in software engineering andhow they relate to teaching software testing. We then introduce the theoretical and conceptualframeworks that form the foundation for our study.2.1 Software TestingTesting is a critical part of software development. By some estimates, 41% of informationtechnology budgets in North America are spent on quality assurance and testing. 1 Softwaretesting helps ensure the correctness of the software being developed, and there are several testsuite quality metrics used in industry to ensure that a test suite properly verifies the behavior ofthe software it tests.One widely-used test suite quality metric is code coverage

Conference Session

Software Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priyadarshan A Manohar P.E., Robert Morris University; Peter Y Wu, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

partner institutions, as well as scholarly publications. In conclusion the paperdiscusses the broader impacts of the NSF funded project on software verification and validationcurriculum in undergraduate software engineering education.1. IntroductionThe body of knowledge appropriate for undergraduate software engineering programencompasses both theoretical and practical aspects. The knowledge areas (KA) listed in the 2014IEEE/ACM Software Engineering Curriculum Guidelines [1] are imperative for undergraduateeducation and the subsequent professional career. However, due to the lack of active learningtools and the dearth of engaged student learning, software engineering education may not beeffectively delivered, resulting in non-coverage by the