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Concurrent Virtual Sessions

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2016 ASEE International Forum

Authors

Jeffrey R Seay, University of Kentucky; John Christopher Higgins, University of Kentucky; Chandni A Joshi, University of Kentucky ; Sarah Frances Willett, University of Kentucky

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described.Keywords: Africa, Cameroon, India, education abroadIntroductionEngineers play a critical role in society. Most people are well aware of the more visible contributions ofthe profession – from roads and bridges to clean water to manufactured products, pharmaceuticals,chemicals and computers. The list goes on and on. Despite these impacts however, most engineeringstudents fail to realize the importance of their place in the global society. Global service learning coursescan help educate engineering students as to the challenges in the developing world and how the engineeringprofession can address these challenges in an appropriate societal context. That said, in-countryexperiences in the developing world can be difficult for students due to both

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Raymond Colin Lewis, University of New South Wales at the Australian Defence Force Academy; Matthew Garratt, University of New South Wales

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International Forum Virtual Presentation

. Comput. Appl. Eng. Educ., 23: 63–71.[13] Wood, R. E., Beckman J. F., and Birney D. P. (2009). Simulations, learning and real world capabilities, Education and Training, Vol 51 iss5/6 491-510.

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Christoph Matthies, Hasso-Plattner Institute, University of Potsdam, Germany; Thomas Kowark, Hasso Plattner Institute; Matthias Uflacker, Hasso Plattner Institute for IT Systems Engineering

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performance indexes inaddition to Scrum burndown charts as tools to gain insight into project performance. Thiscame at the cost of additional documentation workload for students.Devedzic et al.7 summarize their experience gained through teaching university softwareengineering courses. In contrast to Mahnic, they urge that teaching itself should follow “theagile way”, e.g. introducing stand-up meetings at the beginning of classes. The authorsfurthermore present lessons learned including assigning the Scrum Master role to studentsand favoring practice over theoretical discussion. The authors collected quantitative data inorder to ascertain the students’ productivity, including Java classes written and performedrefactorings.As there are currently no