Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara Victoria Bernal, Kennesaw State University, Marietta; Jeffrey Chastine, Southern Polytechnic State University

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Diversity

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Software Engineering Constituent Committee

, 2007 (Springer Science+Business Media, New York). 3. Dugan, John P., et al, Multi-Institutional Study of Leadership. International Leadership Association, November 2006, Maryland. 4. Herrington, J., et al, A Guide to Authentic e-Learning, 2014 (Routledge, London and New York). 5. Johrendt, JL., et al, A Learning Outcomes Survey of Engineering Cooperative Education Students: Preliminary Findings, 2009, Proceedings of the 2009 ASEE Annual Conference and Exposition, paper AC 2009-789, Austin, TX, USA. 6. Nelson, B. C., et al, Global channels of evidence for learning and assessment in complex game environments, 2011, British Journal of Educational Technology, 42:88-100. 7. Software Engineering

Conference Session

Software Engineering Constituent Committee Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Heidi J. C. Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Sarah Monisha Pulimood, The College of New Jersey; Becka Morgan, Western Oregon University; Ben Coleman, Moravian College

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Diversity

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Software Engineering Constituent Committee

remainder of this sectionprovides a brief overview of the institutions involved in the study to provide context forunderstanding the study. Institution ID Institution Size Department Department Size A 1,500 undergrads Math & CS 25 CS and 40 Math majors 6,100 undergrads, 245 CS and IS majors B 800 grad students CS & IS 58 MIS graduate students 2,500 undergrads, 1,000 grad C students CS & IT 100 CS and IT majors D 6,100 undergrads CS 125 CS majors

Conference Session

Software Engineering Constituent Committee Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Weifeng Xu, Gannon University; Aqeel Raza Syed, Gannon University; QING ZHENG, Gannon University

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Diversity

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Software Engineering Constituent Committee

need to betaken into consideration: (1) how to construct a program graph and handle compound conditionsautomatically. Compound condition consists of multiple simple conditions, e.g., (a>b) &&(b>c) contains two simple predicates a>b and b>c. Compound conditions need to be recog-nized automatically so that different paths can be derived from a program graph based on deci- Page 26.42.2sion, condition, and multi-condition coverages; (2) how to visualize program graphs. Visualizingprogram graphs is essentially a graph auto-layout problem, which arranges the positions of eachvertex and edge of a graph automatically. However

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Raymond Scott Pettit, Abilene Christian University; John D. Homer, Abilene Christian University ; Kayla Michelle McMurry, Abilene Christian University; Nevan Simone, Abilene Christian University; Susan A. Mengel, Texas Tech University

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Software Engineering Constituent Committee

Page 26.230.6give students feedback regarding the correct running of their program. In his study, 79 studentswere in courses using Athene, and 46 students were in non-Athene courses. In the Athene-courses, 71% of the students finished with a grade high enough to move on to the next course(grade of A, B, or C), whereas in the non-Athene course, only 46% of the students scored highenough to move on. One variable that was not held constant across the two different coursegroups was the number of assignments given. A major goal of Towell’s was making it possibleto increase the number of assignments by decreasing the need for manual grading. With the useof the AAT, students were given 75 assignments, while the non-AAT group were given only 15.In

Conference Session

Software Engineering Constituent Committee Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Temesghen Kahsai , Carnegie Mellon University; Liam O'Reilly, Swansea University; Markus Roggenbach, Swansea University

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Software Engineering Constituent Committee

students’ limited programming experience, students are critical ofSECs and require convincing arguments that the taught SECs are relevant.Our pedagogical approach to address these challenges is (a) to run a lab-centered course and(b) to let students see the “real thing” as often as possible.To (a): Lectures introduce concepts and ideas that can later be experienced in carefullydesigned lab sessions. In the labs, we focus on SECs rather than programming by providingstudents with Java programs to be manipulated with tools. Topics covered include: codecommenting with Javadoc, coding standards with Checkstyle, debugging in Eclipse,automated testing with JUnit, test coverage with Emma, automated GUI testing usingsoftware robots, and extreme programming

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anna Koufakou, Florida Gulf Coast University

Tagged Divisions

Software Engineering Constituent Committee

case-studies from “An Introduction to SoftwareEngineering Ethics” b, a curriculum module available from the Markkula Center for AppliedEthics at Santa Clara University. The student teams were given various questions such as “Whowere the stakeholders involved?” and “Let’s say you were employed in this project. How wouldyou have reacted/behaved?” and they were instructed to discuss and submit their results inwriting.Another type of activity was a lab-type activity. For example, students were given introductorymaterial for UML and State Diagrams (or statecharts) before class (note that students wereintroduced to UML diagrams and concepts in the SE Fundamentals course in the previoussemester). During class, students were asked to generate a