New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Software engineering is a relatively young and fast-evolving discipline. It is natural that education in such a discipline would require continuous experimentation and innovation. This paper discusses the application of “The New Age of Innovations Principles” to a junior-level college course in software engineering that achieved notable results.
C K Prahalad and M S Krishnan mooted the principle of N=1 and R=G in their seminal book on ‘The new age of innovation’. The equation N=1 implies that every customer is unique, may have different requirements, and may call for different solutions. The R=G, on the other hand, recognizes difficulties in managing such plurality of requirements and solutions and suggests use of global resources. We have adopted these principles in the junior software engineering course.
We treated each student as a customer, identified their unique characteristics, and attempted to serve their holistic academic needs. This included assessments of their learning style, learning approach, and egoless behavior. It also included understanding students’ socio-economic and academic background consisting of elective and core courses that they liked and their performance in them. We utilized global resources in teaching and student assignments. We also utilized student-centered learning strategies such as project-based and team-based learning and active learning. We customized various assignments. Such customization required the use of a course management tool. Based on this information and the heuristics that we had developed, we carried out counseling sessions to discuss students’ career plans.
We had sought course-end feedback from students about their satisfaction and their learning. The feedback was overwhelmingly positive, with many students highlighting the impact of the principles. We tracked the career progression of the students one year after they graduated and found many students utilizing the counseling inputs. We believe that these principles have application beyond geographical and subject boundaries and will require further exploration. As we do that, we may have to tune the assessment instrument set and techniques used to implement the principles.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015