Do High and Low Performing Student Teams Use Scrum Differently in Capstone Projects?

Paasivaara, Maria; Vanhanen, Jari; Heikkilä, Ville; Lassenius, Casper; Itkonen, Juha; Laukkanen, Eero

doi:10.1109/icse-seet.2017.22

Cited by 22 publications

(12 citation statements)

References 4 publications

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“…Teaching software development methods and processes in capstone courses using hands-on projects is a widely adopted practice in universities [14]. These projects strengthen comprehension and allow students to apply their theoretical process knowledge in real-world software projects [8,20,21]. The 2013 CS curriculum guidelines jointly published by ACM and IEEE state that the opportunity for students to iteratively work through a development cycle, assessing outcomes and applying their gained knowledge positively impacts learning success [29].…”

Section: Introductionmentioning

confidence: 99%

“…Teaching iterative agile and lean software development methods has thus, in addition to fulfilling industry needs, become an important issue when designing software engineering university courses [13]. Most of these courses focus on the Scrum methodology [21,22,25], as it is currently the most popular process employed in industry settings [31] and has become mainstream [9]. Much of the innovation in the domain of software development processes happens in industry, driven by a need for practices that increase software quality and enable development teams to work together more effectively.…”

Section: Introductionmentioning

confidence: 99%

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Scrum2kanban

Matthies

2018

Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials

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Using university capstone courses to teach agile software development methodologies has become commonplace, as agile methods have gained support in professional software development. This usually means students are introduced to and work with the currently most popular agile methodology: Scrum. However, as the agile methods employed in the industry change and are adapted to different contexts, university courses must follow suit. A prime example of this is the Kanban method, which has recently gathered attention in the industry. In this paper, we describe a capstone course design, which adds the hands-on learning of the lean principles advocated by Kanban into a capstone project run with Scrum. This both ensures that students are aware of recent process frameworks and ideas as well as gain a more thorough overview of how agile methods can be employed in practice. We describe the details of the course and analyze the participating students' perceptions as well as our observations. We analyze the development artifacts, created by students during the course in respect to the two different development methodologies. We further present a summary of the lessons learned as well as recommendations for future similar courses. The survey conducted at the end of the course revealed an overwhelmingly positive attitude of students towards the integration of Kanban into the course. CCS CONCEPTS• Applied computing → Collaborative learning; • Software and its engineering → Agile software development;

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Scrum2kanban

Matthies

2018

Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials

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“…Due to the issues involved with recruiting professional developers for studies, such as having to offer competitive fees and the requirement of not interfering with normal work [12], we, as much of the related literature [13], rely on software engineering students for our study. In the context of an undergraduate collaborative software engineering course employing agile methodologies, which has become standard practice in universities [14], we study the usage and application of agile practices by developers and other Scrum roles and the related perceptions of these practices during software development.…”

Section: B Perception Vs Empirical Evidencementioning

confidence: 99%

Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices

Matthies

Huegle

Dürschmid

et al. 2019

2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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The perceptions and attitudes of developers impact how software projects are run and which development practices are employed in development teams. Recent agile methodologies have taken this into account, focusing on collaboration and shared team culture. In this research, we investigate the perceptions of agile development practices and their usage in Scrum software development teams. Although perceptions collected through surveys of 42 participating students did not evolve significantly over time, our analyses show that the Scrum role significantly impacted participants' views of employed development practices. We find that using the version control system according to agile ideas was consistently rated most related to the values of the Agile Manifesto. Furthermore, we investigate how common software development artifacts can be used to gain insights into team behavior and present the development data measurements we employed. We show that we can reliably detect well-defined agile practices, such Test-Driven Development, in this data and that usage of these practices coincided with participants' selfassessments.

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“…They have showed that applying a structured and systematic process, called Meeting-Flow, to organize and conduct meetings improved teamwork quality. In [19], the deployment of Scrum framework in senior projects is studied, it is found that high-performing students were keen in applying Scrum practices, whereas low-performing students overlooked them. Reference [8] also reported the use of Scrum.…”

Section: Related Workmentioning

confidence: 99%

Adjustments of Methodology Planning and Assessment Activities of Senior Projects in the Computer Science Program

Fadel¹,

Elrefaei²

2018

IJMECS

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The senior project stage in bachelor's degrees represents an essential milestone in the learning process of a Computer Science (CS) student. The Senior Project Management System (SPMS) plays an important role in refining the quality of the resulting product and improving the learning experience of students. The CS department at King Abdulaziz University (KAU) has followed a well-defined system for managing senior projects since 2012. Systems evolve through time in response to encounters that unfold when the system is put to use. The administration of CS senior projects is no exception. In this paper, we present some incremental changes that have been introduced as refinements to the original system. This paper focuses on analyzing the data of the projects conducted during 2015 and 2016 in the Computer Science Department, Girls Main Campus (GMC) branch from the following perspectives: the project plan and deliverables at each milestone, and the provision of constructive mature collective feedback by the evaluating committee. These refinements are called addendums as they are additional steps to the SPMS and each step is monitored by using forms. This paper also describes some practices that support the SPMS along with the rationale behind their application. Evidence for the two addendums have been collected from analysis of the relevant forms. The analysis showed that the students benefited from the flexibility introduced by the milestone addendum as they made use of the new options. In addition, analysis of the forms of the feedback addendum showed that this documentation served as a means to gather the overall collective opinion of the committee members as opposed to the individual assessment of each member. Additional evidence was collected from evaluation committee members, by conducting a questionnaire. It showed that participants do benefit from the discussion promoted by the feedback addendum.

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Do High and Low Performing Student Teams Use Scrum Differently in Capstone Projects?

Cited by 22 publications

References 4 publications

Scrum2kanban

Scrum2kanban

Attitudes, Beliefs, and Development Data Concerning Agile Software Development Practices

Adjustments of Methodology Planning and Assessment Activities of Senior Projects in the Computer Science Program

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