Clarke, P. J., & Thirunarayanan, M., & Allala, S. C., & Sotomayor, J. P., & Ross, M. S. (2020, June), Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34630

\bibitem{asee_peer_34630}
  Clarke, P. J., \& Thirunarayanan, M., \& Allala, S. C., \& Sotomayor, J. P., \& Ross, M. S. (2020, June), \emph{Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34630

Peter J. Clarke, Mandayam Thirunarayanan, Sai Chaithra Allala, Juan Pablo Sotomayor, and Monique S. Ross.  "Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34630 Internet.  21 Dec, 2024

\bibitem{asee_peer_34630}
  Peter J. Clarke, Mandayam Thirunarayanan, Sai Chaithra Allala, Juan Pablo Sotomayor, and Monique S. Ross.
  "Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34630 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_34630
author = "Peter J. Clarke, Mandayam Thirunarayanan, Sai Chaithra Allala, Juan Pablo Sotomayor, and Monique S. Ross"
title = "Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34630}
number = {10.18260/1-2--34630}
}

TY  - CPAPER
AB  - Pedagogy in Software Engineering courses continue to evolve as new evidence-based approaches to teaching becomes more widespread. This evolution is necessary and timely given that the effective development of software applications requires the use of a wide array of skills, including both technical and non-technical skills. Students are required to learn both of these skill sets in the classroom at the same time since most software engineering curricula include at most two software engineering courses. The technical skills needed for effective software engineering include knowledge of the: software process – requirements, design, validation and evolution; and tools and techniques (a) to model various artifacts in the requirements and design phases, (b) support verification and validation, and (c) maintenance activities post software implementation. The non-technical (soft) skills include effective: communication, team management and participation, and time management, among others.

In this paper we present our experiences of integrating learning and engagement strategies (LESs) intp face-to-face (F2F) and online class activities for both software engineering and software testing undergraduate classes. The LESs use in our pedagogical approach include: collaborative learning, gamification, problem-based learning, and social interaction. Our approach is guided by the LES Integration Model (LESIM) and supported by SEP-CyLE (Software Engineering and Programming Cyberlearning Environment). SEP-CyLE (https://stem-cyle.cis.fiu.edu/), an instance of STEM-CyLE, contains vetted learning content in the form of learning objects and tutorials, and can be configured to use various combinations of LESs. 

We conducted a quasi-experimental quantitative study to determine the students’ perception of using LESIM in the classroom with respect to student learning and engagement in class activities. The main research question focuses on students’ perception of the impact on student learning and engagement when using LESs in the classroom as compared to other classes previously taken in their program of study. Preliminary studies have indicated an improvement in student learning when there is an increase of class time dedicated to LESs and a reduction in time to traditional lecture style teaching.

The main contributions of this work are as follows:
1. Determine the effectiveness of using LESIM from students’ point of view for both F2F and online class activities, based on the scope of our study.
2. Present our experiences of using LESIM in both software engineering and software testing undergraduate classes.
3. Based on our experiences in the aforementioned classes, propose how LESIM may be more effectively used in future software engineering and testing classes.

AU  - Peter J. Clarke
AU  - Mandayam Thirunarayanan
AU  - Sai Chaithra Allala
AU  - Juan Pablo Sotomayor
AU  - Monique S. Ross
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Experiences of Integrating Learning and Engagement Strategies (LESs) into Software Engineering Courses
UR  - https://peer.asee.org/34630
DO  - 10.18260/1-2--34630
ER  -