Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

course ends (e.g., as peer tutors or project mentors), • help improve the course (e.g., by creating new active-learning exercises over the material, or scoping out new technological developments that could be incorporated into the course), and • keep you in contact with current industrial practice (e.g., by serving as a scrum master or training others in the practice).This way of looking at a course reflects a subtle, but important, difference in devising courseprojects. The question is not, How can I specify projects that will familarize students with thecourse content? but rather, How can I design projects that will help students find their role inpromoting their own learning and that of their classmates? This

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Gail Luera, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division

activitieseither in writing or in a class postmortem discussion.There is consensus among members of our department’s professional advisory board thatprofessional practice invariably requires strong verbal and written communication skills. Todevelop their oral communications skills, students need opportunities to present their work aswell as observe their peers doing the same. Some instructors believe that the project activitiesinherent in real-world software development encourage students to improve their written and oralcommunication skills11. To this end, the investigators included small group online activities withthe expectation that students would provide written or oral summaries (either live online or usingvideo) of the strategies used to complete

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

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

format. For example, in a face-to-face format, collaboration and pairprogramming works well. Some instructors have even been successful implementing distributedpair programming in an online course [5]. However, in a flexible schedule, online format (Flex),the implementation of these activities is particularly challenging. In the Flex format, studentsstart the course at different points in the semester, work at their own pace and may not beworking on the same module at the same time. The asynchronous nature of the class makes itparticularly difficult for students to interact with each other. We propose the use of discussionboards within the learning management system to help create peer-to-peer code sharingexperiences in a Flex class. In this

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eli Tilevich, Virginia Tech; Simin Hall, Virginia Tech; Peeratham Techapalokul, Virginia Tech

Tagged Divisions

Software Engineering Division

custom block. In Scratch, the custom block construct reifies procedural abstraction; it mimicsthe functionality of a procedure in text-based languages, having a unique name, parameters, and abody of statements. We discovered that not only could absolute beginners be effectively taught areal software quality concept (i.e., code duplication), but they were quite receptive and apprecia-tive of this knowledge. The majority of the study participants showed an inclination to keep usingautomated quality improvement tools in their future programming pursuits. This discovery is animportant contribution to the understanding of the mindset of introductory learners, with respectto their attitude toward not only learning how to write code, but how to do it