Experiential Learning of Software Project Management and Software Development via Course Collaboration

Christov, Stefan C.; Hoffman, Mark E.

doi:10.1145/3287324.3287457

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…More recent work described student feedback from Agile or Scrum implementations in various courses, including capstone projects and web programming courses (Mahnic, 2012;Baird et al, 2012;Weber et al, 2016). Mahnic (2012) reported overwhelmingly positive perceptions from students about introducing Scrum in an undergraduate capstone course in software engineering and similar results were also found in other research like (Scharf et al, 2013;Magana et al, 2018;Christov et al, 2019;Kharitonova et al, 2019;Ju et al, 2020). These positive experiences showed that using Scrum in the classroom offered students to develop better skills (e.g., social and technical skills) in preparation for the industry although intensive efforts are required from students.…”

Section: Evaluations and Feedback On Agile And Scrum Implementationsupporting

confidence: 83%

“…Many studies analyzed evaluations, student interviews, or teachers' reflections at the end of a course for their main purpose -improving the course design (Christov et al, 2019;Kharitonova et al, 2019;Ju et al, 2020). However, these studies also suggested that deepening our understanding beyond effective implementation and positive perception were needed.…”

Section: Evaluations and Feedback On Agile And Scrum Implementationmentioning

confidence: 99%

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Adapting Scrum for Software Capstone Courses

Chang¹,

Shirazi²

2022

Informatics in Education

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Scrum is a widely-used framework in industry, so many schools apply it to their software engineering courses, particularly capstone courses. Due to the differences between students and industrial professionals, changing Scrum is necessary to fit capstone projects. In this paper, we suggest a decision-making process to assist instructors in developing a strategy to adapt Scrum for their course. This framework considers critical differences, such as student’s workloads and course schedules, and keeps the Agile principles and Scrum events. To evaluate the adapted Scrum, we investigated student’s learning experiences, satisfaction, and performance by quantitatively analyzing user story points and source codes and qualitatively studying instructor’s evaluations, student’s feedback, and Sprint Retrospective notes. Our two case studies about adapted Scrum showed that having daily stand-up meetings in every class was not helpful, student’s satisfaction positively correlated to the difficulty of the task they tackled, and the project provided good learning experiences.

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