Using iterative enhancement in undergraduate software engineering courses

Hutchens, David H.; Katz, Elizabeth E.

doi:10.1145/236452.236553

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…For the 1998 and 1999 AYs we used an incremental approach similar to that presented in [4]. One of the problems with using this approach from the beginning, though, is that students complete requirements analysis and design activities before they have been covered in sufficient depth in the course.…”

Section: Course Tradeoffsmentioning

confidence: 99%

The software engineering capstone

ChamillardA.

BraunKim

2002

SIGCSE Bull.

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One of the largest challenges facing educators teaching undergraduate software engineering courses is providing the students with meaningful experiences they will find useful when they complete their undergraduate education. Those experiences should include all phases of the software development process, and to be as realistic as possible they should also include the uncertainty and continual change present in any real project. In addition, those experiences need to include working with others in a team, which can affect the morale of some students and also poses challenges to the professor when the time to assign grades arrives. In this paper we discuss how we have tailored the software engineering capstone sequence at the U.S. Air Force Academy to address these issues.

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Section: Course Tradeoffsmentioning

confidence: 99%

The software engineering capstone

ChamillardA.

BraunKim

2002

SIGCSE Bull.

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“…Most students have little experience in such a setting. Research suggests it is most important to their career [7]. Finding their way toward meeting fuzzy deliverables crystallizes their appreciation for the techniques and theory presented in lecture.…”

Section: Project Laboratorymentioning

confidence: 99%

Lessons learned from teaching software engineering to adult students

Cusick

Thirteenth Conference on Software Engineering Education and Training

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Teaching provides many challenges. Presenting Software Engineering to students brings a teacher face to face with a most unwieldy subject. Packaging this subject for delivery to adult students in a continuing education setting has proven both rewarding and difficult. This paper attempts to communicate the specific approach used to teach Software Engineering as part of an applied technology program. The context of the course is presented including the program setting, course goals, and student body composition. The specifics of the course are summarized in outline along with a discussion of the content evolution over a four-year period. Extensive coverage of the project workshop portion of the course is also included. Finally, several "lessons learned" are offered for consideration. 2 The author is also a part-time instructor at Columbia University's CTA Program.

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