The &amp;#x201C;Soft&amp;#x201D; topics in software engineering education

Ardis, Mark A.; Chenoweth, Stephen F.; Young, Frank H.

doi:10.1109/fie.2008.4720272

Cited by 10 publications

(7 citation statements)

References 18 publications

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“…Theory and practice must be balanced in order to address rapidly changing industry needs [3,9,12,23]. Educators are further challenged to teach "soft" (social) skills within computing courses [2,24].…”

Section: Literature Reviewmentioning

confidence: 99%

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Comparing educational experiences and on-the-job needs of educational software designers

Exter

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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This paper reports on part of the findings of a mixed-methods study which explored the educational experiences of Computing Professionals who design and develop educational software. A particular focus is given on the gaps professionals perceive between what was covered in their formal (university) education and the skills and knowledge that have been most important to them in their professional roles. Discrepancies were found particularly in areas related to practical skills (such as testing, maintaining code over time, use of source code control and development tools), communication, critical thinking and problem solving, and strategies used to continue learning on-the-job. Participant suggestions for improving university programs focused largely on the use of large scale, complex, authentic projects of significant duration. The author recommends further consideration be given to explicitly teaching the type of self-learning skills and strategies used by experienced professionals.

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Section: Literature Reviewmentioning

confidence: 99%

“…A 2-sided Related-Samples Wilcoxon Signed Ranks test was performed to determine whether participants' feelings about the importance of an item and the degree of coverage in degree programs attended were aligned. Statistically significant differences are noted with asterisks 2. Adapted from[11] …”

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confidence: 99%

Comparing educational experiences and on-the-job needs of educational software designers

Exter

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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“…While the specification of the technical competencies is straightforward, the specification of the nontechnical ones is not. RaPSEEM divides the non-technical competencies into (1) managerial competencies including analytical, leadership, planning, entrepreneurial and administrative skills preparing students for taking on various managerial roles, (2) social competencies including various forms of observation, communication, cooperation, reflection, empathy and respect preparing students for resolving all kinds of conflicting situations [1], and (3) experience competencies preparing students for building professional attitudes towards different contexts and situations.…”

Section: Discussionmentioning

confidence: 99%

A Method for Designing Software Engineering Educational Programs

Kajko-Mattsson

2012

2012 IEEE 25th Conference on Software Engineering Education and Training

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The scope of software engineering has become enormous and impossible to teach it in its entirety. Hence, educational programs should focus on a subset of its body of knowledge. In this paper, we suggest Reuse and Progress Driven Software Engineering Educational Method (RaPSEEM). The method aids in organizing the software engineering body of knowledge when designing specific software engineering programs.

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“…Krause writes that engagement does not guarantee learning is taking place, but learning can be enhanced if it provides students with opportunities to reflect on their learning activities [30]. Some instructors believe that the project activities inherent in real-world software development encourage students to improve their written and oral communication skills [21].…”

Section: Active Learningmentioning

confidence: 99%