Infusing Software Security in Software Engineering

Abstract

Acharya joined Robert Morris University in Spring 2005 after serving 15 years in the Software Industry. His teaching involvement and research interest are in the area of Software Engineering education, Software Verification & Validation, Data Mining, Neural Networks, and Enterprise Resource Planning. He also has interest in Learning Objectives based Education Material Design and Development. Acharya is a co-author of "Discrete Mathematics Applications for Information Systems Professionals-2nd Ed., Prentice Hall". He is a member of Nepal Engineering Association and is also a member of ASEE, and ACM. Acharya was the Principal Investigator of the 2007 HP grant for Higher Education at RMU. In 2013 Acharya received a National Science Foundation (NSF) Grant for developing course materials through an industry-academia partnership in the area of Software Verification and Validation.

Quizzes (As a Tool for Self-Regulated Learning) in Software Engineering Education

“…No use of quizzes found. • In the area of software verification and validation, a teaching area of software security, we found an article where the authors propose a partnership with the industry to develop 14 hours of course modules, containing class exercises, case studies and didactic videos on the content [28]. The authors make a proposal for the student's understanding to be assessed through quizzes, tests, assignments and a learning survey • We found a study describing a course that provides an introduction to computational thinking and object-oriented concepts before introducing programming, through a MOOC called, LOOP: Learning Object-Oriented Programming [29].…”

“…We identified the following types: Quiz Games, games where students answer quizzes in order to get high scores or compete with each other; Online Quizzes, quizzes that are administered online; Pop-Quizzes, quizzes that the students need to answer without having any previous warning; Gamified quizzes, quizzes that students are incentivized to anwer by using gamification design elements; Quiz Creation, where students need to create quizzes that can, potentially, be used by other students or themselves as review material; Generic Quizzes, the standard type of quizz that is taken in class through traditional means. [7], [25], [26], [28] We found a variety of Contexts where Quizzes were applied. We have separated these contexts into the following categories: In-Lecture vs Outside-Lecture, Type of Course (Traditional, Online, Hybrid, or Intelligent Tutor System) and Course Subject.…”

“…[6]- [8], [23], [24], [26], [30] [7], [23], [24], [27], [28], [31] Online Courses 4 [8], [26], [29], [30] Online Courses Hybrid Course 1 [8] Intelligent Tutor System 2 [7], [25] Inverted Class Course 3 [6], [23], [26] Regarding Phases of the Zimmerman Cyclical Model (implicitly or explicitly) considered, the articles did not analyse quizzes directly through the perspective of the Zimmerman Cyclical Model, but they approached them nonetheless. Table VIII shows the results.…”

“…Quizzes that allow the diagnostic of common errors allow students to improve, and the classification of quiz questions into concepts and cognitive levels allows the course's staff and students to identify problem areas [7], Quizzes were effective as a motivator for watching lectures in an inverted classroom [6], Quiz Games improved the academic outcomes of students [30], and In-Lecture Quiz Games made students provide closer attention and had a positive effect on learning [31]. We found motivational aspects in learning that were applied in some works as a way to improve learning, including active learning, reported by [6], [8], [27], [28], [32]. As a way of generating student feedback, it was cited by [8], [29], [30], student involvement, including motivation, was found in [6], [23], [24], [29]- [31].…”

Flipped Class Experimentation With Its Students Within Food4growth Project

“…Regarding the industrial sector, a recent study of Acharya & Schilling [9] illustrates the potential benefits originating from the implementation of flipped classroom method for workers training. The focus of the study is the creation of Active Learning Tools (ALTs) to be provided with flipped classroom model, and specific exercises have been developed using an iterative development methodology.…”