Reporting about industrial strength software engineering courses for undergraduates

Gehrke, Matthias; Giese, Holger; Nickel, Ulrich; Niere, Jörg; Tichy, Matthias; Wadsack, Jörg P.; Zündorf, Albert

doi:10.1145/581388.581389

Cited by 16 publications

(11 citation statements)

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“…These skills also contribute to software project documentation, which describes the software, its process, and achievements, as shown in Figure 1. Following the above arguments, capstone projects must be incorporated into computing courses, particularly in the final year (Fleming, 2005;Gehrke et al, 2002;Lynch, Goold and Blain, 2004;Newman, Daniels and Faulkner, 2003). According to (Keogh, Kathleen, Venables and Anne, 2009), project management documentation can incorporate a sense of realism in capstone projects.…”

Section: Introductionmentioning

confidence: 99%

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

Gasaymeh

Abuhelaleh

Almiani

2017

IJTEL

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Given their importance in assessing the objectives of computing programs, capstone projects have been included in the present curriculum. Through these projects, the issues in software development practice are directly experienced by the students. This paper provided students with a full picture of these issues by using concept maps. To present a comprehensive rubricbased documentation of this project, this paper employs a conceptual map instructional approach and finds a significant overlap between the management issues associated with the project management life cycle and the technical issues associated with the software development life cycle. Although these issues must be treated separately, they must be related with each other in software project reporting. A questionnaire survey is employed to measure the students' attitude and motivation (i.e., drivers of teaching) towards using proposed concept map to support project documentation. The survey findings indicate that the learning motivation and attitude of students can be improved by employing the proposed teaching approach. Effects of concept map approach on students' attitude 71Keywords: capstone project; concept maps; technical reporting.Reference to this paper should be made as follows: Al-Dmour, A., Gasaymeh, A-M., Abuhelaleh, M. and Almi'ani, M. (2017) 'Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects', Int.

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Section: Introductionmentioning

confidence: 99%

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

Gasaymeh

Abuhelaleh

Almiani

2017

IJTEL

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“…Authentic and realistic problems are very engaging and, hence, motivating. Designing problems for students to encounter can shape the student experience (see for example : Dawson, 2000;Fleming, 2005, Gehrke et al, 2002. We agree with Garlan, Gluch and Tomayko (1997) that it is important that the student project is not crucial to the client, so students, whilst motivated to produce a product for a real client, are free to learn by making mistakes.…”

Section: Selection 1 Appropriate Projectsmentioning

confidence: 98%

“…Projects may cover diverse technical areas, including software development on specialised platforms, hardware design, networking problems, and multimedia development. The students may possess some of the technical knowledge but fall short on experience in the application of software engineering techniques (Dawson, 2000;Gehrke et al, 2002). Some of our students have completed previous study units in project management and have familiarity with project management tools; however this experience has been limited to tasks such as the creation of gantt charts for assignments, rather than using these as live applications in a project of 11 to 24 weeks duration.…”

Section: A Scalable and Portable Structurementioning

confidence: 99%

“…For academics the importance of a software team project in final year computing degrees is without argument (Daniels et al, 2002;Fleming, 2005;Gehrke et al, 2002Lynch et al, 2004Newman et al, 2003). However conducting such crucial courses in a Computer Science (CS), Software Engineering (SE) or Information Technology (IT) degree is expensive, labor intensive, time consuming, complex, and continually demanding (Fincher & Petre, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Pedagogical models should inform delivery mode decisions (Lynch et al, 2004) in light of student preferences and their needs for support (Clear, Young, Goldweber, Leidig, & Scott, 2001;Martin, 1997). The challenge, as pointed out by Gehrke et al (2002), is in attempting to maximize the practical experience for each student whilst exposing them to project complexity. At the same time, the academic motivates students to complete the appropriate documentation, enforce software engineering standards, encourage best practice, and ensure the final delivery of high quality software.…”

Section: Introductionmentioning

confidence: 99%

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A Scalable and Portable Structure or Conducting Successful Year-long Undergraduate Software Team Projects

Keogh¹,

Sterling²,

Venables

2007

JITE:Research

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Executive SummaryYear-long team projects with external clients provide a well recognized opportunity for students to gain industry experience, whilst being supported and guided by staff to minimize risks. Each group should be supervised to ensure that they have enough direction and confidence to approach a new problem of significant size, without being daunted. A structure is needed that is flexible and adaptable to suit various institutional cultures but, at the same time, provides the safety net to ensure that success is likely. This paper presents a reflective analysis of teaching at three different institutions and presents the resulting distilled wisdom of experience that has produced a structured framework for capstone project units.The proposed structure is scalable to any class size and portable across institutions and potentially across technical disciplines. The structure leads to team student projects that are successfully engaging and provide excellent experience toward producing work-ready graduates. The structure is flexible in design so that the teaching workload does not increase too much as class sizes increase, but students are still well supported with appropriate scaffolding and mentoring.We detail the key factors in our framework: careful project selection, appropriate sign posts, and helpful guides that together improve upon overall project success. We argue that students need appropriate projects, 'good' clients, and a well formed team. The sign posts support students through the 'uncharted waters' of ill-defined problem-based learning. Sign posts include: deliverables, deadlines, team notebook, progress reports, and accountable time-tracking. Helpful guides spread the teaching workload broadly: relying on cultural expectations, technology, team supervisor, feedback, and clear marking guidelines.This structure has been successfully implemented in at least three different universities in Australia and several remote partner teaching sites in different countries over many years. We have provided case study examples of implementations in three different Australian UniMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Structure for Conducting Successful Software Team Projects 516versities: a large urban university (The University of Melbourne), a small urban university (Victoria University) and a regional university (The University o...

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Teaching UML Is Teaching Software Engineering Is Teaching Abstraction

Engels

Hausmann

Lohmann

et al. 2006

Satellite Events at the MoDELS 2005 Conference

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Reporting about industrial strength software engineering courses for undergraduates

Cited by 16 publications

References 0 publications

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

A Scalable and Portable Structure or Conducting Successful Year-long Undergraduate Software Team Projects

Teaching UML Is Teaching Software Engineering Is Teaching Abstraction

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