Simulating a software engineering apprenticeship

Surendran, Ken; Hays, Helen Duerr; Macfarlane, Alan

doi:10.1109/ms.2002.1032854

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…What is notable is that these areas are all those that are traditionally thought to be difficult to teach in a standard classroom setting. Their centrality in the GSP is consistent with the framework proposed by Surendren et al, [24]. Students struggled with these areas during their GSP experience but learned something about the behaviors required to react successfully.…”

Section: Resultssupporting

confidence: 82%

“…But Surendran, et al [24] note that a difficult thing to achieve in a curriculum is realism-real products signifying tangible, relevant achievements and real people signifying collaborative effort. These researchers utilized well known taxonomies of both learning mastery levels and Software Engineering topics [17] to develop a model of professional mastery appropriate for the real world.…”

Section: Teaching the "Real World"mentioning

confidence: 99%

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Distributed development

Richardson

Milewski

Mullick

et al. 2006

Proceedings of the 28th International Conference on Software Engineering

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The Global Studio Project integrated the work of Software Engineering students spread across four countries into a single project and represented, for most of the students, their first major "real-world" development experience. Interviews indicated that the major areas of learning were informal skills that included learning to establish and work effectively within a team, learning how to react quickly to frequent changes in requirements, architecture and organization, and learning to manage and optimize communications. Since all these skills require rapid reaction to unpredictable factors, we view them as improvisation and discuss the role of experiential education in facilitating improvisation.

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Section: Resultssupporting

confidence: 82%

Section: Teaching the "Real World"mentioning

confidence: 99%

Distributed development

Richardson

Milewski

Mullick

et al. 2006

Proceedings of the 28th International Conference on Software Engineering

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“…This has been sufficiently appreciated by educators that some have sought to incorporate elements of that apprenticeship model into academic coursework. 14 The elements of software engineering practice that are often absent from bioinformatic teams correspond to those elements which are typically learned by the software engineering apprentice (source control, build systems, unit testing etc). This is hardly surprising: Scientists learn more software development skills informally from other scientists, and through selfstudy, than through formal education.…”

Section: Software Engineering Vs Computer Programmingmentioning

confidence: 99%

Engineering bioinformatics: building reliability, performance and productivity into bioinformatics software

Lawlor

Walsh²

2015

Bioengineered

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“…Using team projects is common in software engineering courses (Surendran, Hays & Macfarlane, 2002) since this offers considerable opportunities for simulating real-world experience. In the SA&D course all teams worked on a single project with the instructor as the client in order to provide a safe environment.…”

Section: Project Deliverablesmentioning

confidence: 99%

Enhancing Student Learning across Disciplines: A Case Example using a Systems Analysis and Design Course for MIS and ACS Majors

2005

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This paper illustrates an approach used to enhance student learning outcomes in a combined cross-listed Systems Analysis and Design (SA&D) course and examines benefits perceived by students through analysis of assessment and students feedback. The SA&D course is a required course in both the Management Information Systems (MIS) major and the Applied Computer Science (ACS) major. The SA&D course was taught to a combined cross-listed class of MIS and ACS students over a period of two years. Two strategies were adopted to make the course a worthwhile learning experience for students in both majors. The first was to extend the scope of the course within the System Development Life Cycle spectrum to include planning before analysis and implementation (prototype) after the design. The second strategy was to have a running group project as the main assessment (accounting for 50% of the course grade) where each group had at least one student from each of the two majors. These groups carried out a system development project with four phased deliverables: system proposal, requirements specifications, design specifications and a working prototype with emphasis on user interfaces. This paper provides a comprehensive overview of how the combined cross-listed course was designed, delivered and refined for future offerings. It also examines the value of teamwork using students' feedback.

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Simulating a software engineering apprenticeship

Cited by 8 publications

References 6 publications

Distributed development

Distributed development

Engineering bioinformatics: building reliability, performance and productivity into bioinformatics software

Enhancing Student Learning across Disciplines: A Case Example using a Systems Analysis and Design Course for MIS and ACS Majors

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