Teaching software engineering through real-life projects to bridge school and industry

Song, Ki-Hyun

doi:10.1145/242649.242667

Cited by 22 publications

(16 citation statements)

References 2 publications

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“…Real world projects can also be incorporated into other courses at both undergraduate and postgraduate levels. Song [1996] and Zilora [2004] both describe initiatives where postgraduate students undertake software development for clients from industry as part of programming courses, and Schilling and Klamma [2010] report on a project management course where both undergraduate and postgraduate students develop prototype systems for clients from industry. James [2005] discusses a long standing initiative that allows students to take a summer campus-based internship where they work on projects for industry.…”

Section: Ict Literature On the Industry Component Of The Tril Nexusmentioning

confidence: 99%

“…The main types of initiatives that have been reported on are:  Incorporation of real world projects into courses [e.g. Bruhn and Camp 2004;James 2005;Schilling and Klamma 2010;Song 1996;Zilora 2004 Several papers have also reported on the extent and value of ICT academics undertaking consultancy and industry-based research [e.g. Grant and Wakeliin 2009;Oyebisi and Ilori 1996].…”

Section: Ict Literature On the Industry Component Of The Tril Nexusmentioning

confidence: 99%

See 1 more Smart Citation

The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology

McGill

Armarego

Koppi

2012

ACM Trans. Comput. Educ.

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The teaching-research nexus concept has been extensively examined in the higher education literature, and the importance of industry linkages in information and communications technology (ICT) education has also been widely discussed. However, to date there has been little recognition of the full extent of relationships between aspects of teaching, learning, research and industry and of the synergy possible from exploiting these relationships. Koppi and Naghdy [2009] introduced the concept of the teaching-research-industry-learning (TRIL) nexus in ICT education and this paper attempts to advance understanding of the concept by exploring the literature that underpins it. The paper contributes to a clearer understanding of the nature of the relationships involved as they apply to ICT education, and makes comprehensive recommendations to support strengthening the TRIL nexus in ICT education.

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Section: Ict Literature On the Industry Component Of The Tril Nexusmentioning

confidence: 99%

Section: Ict Literature On the Industry Component Of The Tril Nexusmentioning

confidence: 99%

The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology

McGill

Armarego

Koppi

2012

ACM Trans. Comput. Educ.

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“…This work builds on the prior work of others to include elements such as real users and real world projects [1,6,11]. Many courses, include real world projects, including the participation of industry, especially during capstone courses.…”

Section: Related Workmentioning

confidence: 99%

Introducing Accessibility Requirements through External Stakeholder Utilization in an Undergraduate Requirements Engineering Course

Ludi

2007

29th International Conference on Software Engineering (ICSE'07)

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Undergraduate software engineering courses aim to prepare students to deliver software in a variety of domains. The manner in which these courses are conducted varies, though team projects with real or imaginary stakeholders are common. While the key course concepts vary from the entire lifecycle to specific aspects of design, concepts like accessibility are rare.This paper will present a study of team projects in a requirements engineering course. One group of students conducted projects with accessibility requirements while another group of students delivered projects without accessibility requirements.The course content was the same, including discussion of accessibility.To support the understanding of accessibility, stakeholders with disabilities were included in the requirements engineering process. Both teams benefited from the experience as indirect knowledge acquisition occurred. Students from a previous offering of the course, with no external stakeholder interaction, demonstrated lower levels of accessibility understanding.

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“…Benefits of using actual industrial problems in the classroom have been documented. [12] As noted above, the author is working with a local company to develop a complete business-support suite of applications. This large-scale effort goes far beyond the scope of any particular course.…”

Section: The Projectmentioning

confidence: 99%

Industry-based web services project as a classroom teaching tool

Zilora

2004

Proceedings of the 5th Conference on Information Technology Education

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Two of the problems that plague educators of computer programming are: fitting problems of sufficient complexity into a single course, and preparing students to work on real-world project teams. In a recent offering of a graduate-level XML (eXtensible Markup Language) programming course, the author tackled both these problems by treating the students as members of a project team that needed to develop a Web Services solution to an actual industrial problem.The XML Programming class initially introduced students to both fundamental work with SAX (Simple API for XML) and DOM (Document Object Model), and the problem domain for their project. In the second half of the course the students worked on their portion of an enterprise-wide project. The instructor, acting as project manager, described the entire project and the portion the team would work on, arranged visits by the actual client, and coordinated the activities. Students interviewed the client and conducted research in order to complete their requirements gathering.While students studied the web services protocol stack, they designed and developed the actual services. Students interacted with one another, depending on and helping one another so that the team could achieve its goal. The class team also interacted with other teams ensuring that APIs and other project standards were maintained.Students finished the course not only with a sense of true accomplishment but they also:Gained first-hand knowledge of the plusses and minuses of working with cutting-edge technologies;Worked as part of a cohesive team driven toward a common goal;Dealt with the issues of working with other teams and their products;Interacted directly with a client, dealing with fixed resources and all the ugliness and uncertainty that come with real world problems.

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Teaching software engineering through real-life projects to bridge school and industry

Cited by 22 publications

References 2 publications

The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology

The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology

Introducing Accessibility Requirements through External Stakeholder Utilization in an Undergraduate Requirements Engineering Course

Industry-based web services project as a classroom teaching tool

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