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Why Educators Need to Team with Industry Professionals in Software Development Education

Conference Session
Software Engineering Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Gregory Kulczycki, Virginia Tech; Steven Atkinson, Virginia Tech
Tagged Divisions
Software Engineering Division
of IT or the technical side. All students taking thecourse are required to have a basic introduction to Java. The course is completely online, andstudent-teacher interaction comes primarily from Q&A discussion boards (Piazza) and one liveQ&A session per week (WebEx). The course revolves around a semester-long project in whichstudents develop a mini e-commerce web application complete with the design andimplementation of the web interface, the database, and the application business logic.In this paper, we talk about how the course evolved when the developer joined the educator toteach the course. We focus on six important facets of the experience: (1) the initial conditionsthat allowed the collaboration to be successful, (2) the
Relevance Score: 0.061828293

Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses

Conference Session
Software Engineering Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University
Tagged Divisions
Software Engineering Division
cases using equivalencepartitioning. Using these times in Equation 1 we get F2FA(0.24CL + 0.08GA + 0.17PBL+ 0.08SI + 0.43LS) where CL - collaborative learning, GA - gamification, PBL - problem-Table 3: Results from the survey for questions 6, 12, 18, 24 and 30 comparing the LESs in theData Structures (DS) and the Software Engineering 1 (SE1) courses. SD - Strongly Disagree, D -Disagree, N - Neither Disagree or Agree, A - Agree, SA - Strongly Agree, NA - Not applicable,NR - No Response. * - High high number of NA and/or NR responses. Q. Item C SD D N A SA NA NR M
Relevance Score: 0.060526498

Industrializing Your Web Application Development Project

Conference Session
Software Engineering Division Technical Session 2
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Gregory Kulczycki, Virginia Tech; Steven Atkinson, Virginia Tech
Tagged Divisions
Software Engineering Division
attend, where we typically do a partial walkthrough of the currentassignment and answer questions. If students cannot attend the Q&A session, they are required towatch the recording. If the students have questions that the live Q&A does not answer, they canpost their questions to Piazza (an online Q&A forum), which both instructors check at least oncea day. Students are encouraged to make their posts public and answer other student questions.Posting code is discouraged.Model Project and Course ProjectWhen this course was first designed, the professor’s knowledge of web development waslimited, so he used an online tutorial – the NetBeans e-commerce tutorial [14] – as a basis for thecourse project. The tutorial was well-written, and it
Relevance Score: 0.026712874

WIP: Engaging Software Engineering Students in Synchronous and Asynchronous On-line Course

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
) “Effect of think-pair-share in a large CS1 class: 83% sustained engagement,” In Proceedings of the ninth annual international ACM conference on International computing education research (ICER '13). ACM, New York, NY, USA, 2013, pp. 137-144. DOI: https://doi.org/10.1145/2493394.249340823. Nagappan, N.; Williams, L.; Ferzli, M.; Wiebe, E.; Yang, K.; Miller, C.; and Balik, S. (2003) “Improving the CS1 experience with pair programming,” In Proceedings of the 34th SIGCSE technical symposium on Computer science education (SIGCSE '03). ACM, New York, NY, USA, 2003, pp. 359-362. DOI: https://doi.org/10.1145/611892.61200624. Porter, L.; Bouvier, D.; Cutts, Q.; Grissom, S.; Lee, C.; McCartney, R.; Zingaro, D.; and Simon
Relevance Score: 0.021417947

WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

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
, pp. 137-144. DOI: https://doi.org/10.1145/2493394.249340823. Nagappan, N.; Williams, L.; Ferzli, M.; Wiebe, E.; Yang, K.; Miller, C.; and Balik, S. (2003) “Improving the CS1 experience with pair programming,” In Proceedings of the 34th SIGCSE technical symposium on Computer science education (SIGCSE '03). ACM, New York, NY, USA, 2003, pp. 359-362. DOI: https://doi.org/10.1145/611892.61200624. Porter, L.; Bouvier, D.; Cutts, Q.; Grissom, S.; Lee, C.; McCartney, R.; Zingaro, D.; and Simon, B. (2016) “A multi-institutional study of peer instruction in introductory computing,” In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (SIGCSE '16). ACM, New York, NY, USA, 2016, pp
Relevance Score: 0.021417947