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)

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

in HFOSS within a class can positively impact student attitude towards computing,major selection and career plans, technical and professional knowledge, software engineeringknowledge, and more [15, 16]. In addition, research has shown that women demonstrate asignificantly greater understanding than men of how to plan, develop and maintain an HFOSSproject after having participated in an HFOSS community [13]. The research presented in thispaper explores the impact of HFOSS on a significantly sized group of women in computing,largely made up of students.2. MethodThe study was designed to understand if a one-day exposure to HFOSS motivates females withregard to computing majors or careers. A single set of research hypotheses that include a null

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

Guidelines 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 instructors or non-retention by thestudents of the required software engineering knowledge area. A three years NSF TUES grantawarded to the authors institute in 2013 has specifically addressed these pedagogical issues. Theproject which involved partnerships in academia and industry developed 44 delivery contacthours of new Active Learning Tools, deployed to enhance knowledge delivery and retention inSoftware Verification and Validation (SV&V), specifically in these

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

admittedly there are hurdles, such as the amount of direction each student or teamwould require in order to produce useful artifacts.The rest of the paper is divided into two parts. First, the author describes his own experience andrecounts lessons learned. The second part explores how these techniques might be applied tocourses in other areas of software engineering.2. A Case Study: Object-Oriented Design and DevelopmentEarly in his career, the author developed a course in object-oriented programming and conceptsof object orientation. The course in question is an advanced undergraduate and masters-levelcourse. About twenty years ago, he realized that students in the course could develop webapplications that were useful in managing the course. Early

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

delivery, the student commentson the course evaluations indicated that the students preferred the activities to taking exams andthat the students felt that the activities and project-based learning approach not only preparedthem better for their senior design class but also prepared them better for their careers. Eventhough some students indicated they were not fond of the reading reflections, some admitted thatthe reflections were a good way to ensure that students actually read the textbook. One commentacknowledged that the reflections made them read but suggested improving the methodsomehow. Table 9: Selected Course Assessment Questions Synchronous vs Asynchronous CIS 375 Synchronous