Riley, D. D. (2017, June), A Case Study in Teaching Agile Software Product Line Development    Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27444

\bibitem{asee_peer_27444}
  Riley, D. D. (2017, June), \emph{A Case Study in Teaching Agile Software Product Line Development  }
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27444

Derek David Riley.  "A Case Study in Teaching Agile Software Product Line Development  ".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/27444 Internet.  15 Dec, 2024

\bibitem{asee_peer_27444}
  Derek David Riley.
  "A Case Study in Teaching Agile Software Product Line Development  ".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/27444 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_27444
author = "Derek David Riley"
title = "A Case Study in Teaching Agile Software Product Line Development  "
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27444}
number = {10.18260/1-2--27444}
}

TY  - CPAPER
AB  - The development of Software Product Lines (SPL) hold promise to improve the efficiency of writing and maintaining large software projects, but SPL engineering can be difficult to teach in a software engineering classroom for many reasons. The development of a non-trivial SPL typically takes longer than the time available in a typical semester, student interest in SPL engineering is rarely inherent, and learning outcomes from different approaches to SPL engineering are not always consistent or aligned with traditional software engineering learning goals.  Further, applying SPL methods in an agile development environment can be challenging because agile methods typically prioritize features and bug fixes over SPL (maintainability) goals. In this work we present a case study of the multi-semester development of an SPL in a classroom environment for a real-world mobile application.   We present key strategies for motivating positive learning outcomes including an adapted Scrum process designed to incorporate SPL engineering.    We found that our approach improved student application of reusability theory, benefitted documentation quality, increased student satisfaction with the course, and increased the likelihood that code written by one semester’s class will be reused by students in a future semester.  
AU  - Derek David Riley
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - A Case Study in Teaching Agile Software Product Line Development  
UR  - https://peer.asee.org/27444
DO  - 10.18260/1-2--27444
ER  -