Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
Imparting real world experiences in the classroom for a software verification and validation (SW V&V) course is typically a challenge due to lack of availability of effective Active Learning Tools (ALTs). At the author’s institution, this educational resource gap has been addressed by developing several ALTs in the form of class exercises, case studies, and case study videos that were created by collaborating with several academic partners and software industry professionals. Through this three-year work, 18 delivery hours of case studies, 16 delivery hours of exercises and 6 delivery hours of role play videos totaling 42 delivery hours of Software V&V course materials has been developed. The developed tools have been disseminated through two hand-on summer workshops held at author’s institution in 2015 and 2016. Academic partners have delivered them at their institutions in 2016 and 2017. In addition, several ASEE and other conference posters, papers, presentations and journal papers have been published over the past three years. This NSF-funded project is now finishing its final phase of dissemination, implementation and assessment.
The basic objectives of developing the ALTs are to improve student engagement and interest in software education, and to make the education well aligned with academic research as well as industry best practices. The ALTs developed in this work are designed to impart knowledge of several important themes in S/W V&V education such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure are also covered by the ALTs. These tools have been deployed in classrooms at several partnering institutions. Student feedback from the author’s institution and partnering institutions have been collected and analyzed by the external evaluator to determine the pedagogical effectiveness of the ALTs. In addition, ABET outcomes assessment has also been performed by the instructor at author’s institution.
Preliminary results support the hypothesis that ALTs constitute a better way to engage students in their learning process, and for enhancing their comprehension and interest in the SW V&V topics being covered in the class. The student outcomes assessment data and pedagogical assessment data are presented and discussed in this paper.
Manohar, P. A., & Acharya, S., & Wu, P. Y., & Hansen, M. A. (2018, June), Dissemination of Active Learning Tools for Software V&V Education and Their Pedagogical Assessment Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30338
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