Using scrum to teach software engineering: A case study

Zorzo, Sergio Donizetti; Ponte, Leandro de; Lucrédio, Daniel

doi:10.1109/fie.2013.6684866

Cited by 21 publications

(4 citation statements)

References 7 publications

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“…Cases differ mostly in assigning the roles. Product Owner role is commonly taken by an instructor or other expert, such as in cases [6,7,8,9,10], but there are also examples of Product Owner students [12,13]. In the case of the Scrum Master role, the opposite is more typical, so mostly students fill the Scrum Master role [6,7,9,11,12].…”

Section: Discussionmentioning

confidence: 99%

Curricula and methods on teaching different aspects of agile software development

Ilyés¹

2021

CEJNTREP

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Agile methodologies are the most commonly used software development methodologies nowadays. For this reason, education of software engineering should include this topic at universities. However, the educational method of this topic has still open questions. Higher education lacks traditional curricula and methods in teaching agile software development.Agile methodologies are based on collaboration and interaction. For this reason, high level teaching of agile methodologies requires not only teaching of theory and practice, but also development of soft skills and of an appropriate set of values. We need to find teaching methods that can develop students in all four aspects: theory, practice, skills, values. This article presents methods for developing all four aspects of agile methodologies. In addition, by describing five different course curricula, it proves these methods can be effectively incorporated into classic university courses.

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Section: Discussionmentioning

confidence: 99%

Curricula and methods on teaching different aspects of agile software development

Ilyés¹

2021

CEJNTREP

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“…Cases differ the most in role assignment and Sprint length. It is common for the Product Owner role to be assigned to a teacher or other expert, as in the case of Damian, Lassenius, Paasivaara, Borici, and Schröter (2012), Kropp and Meier (2013), Mahnič (2011), Paasivaara, Lassenius, Damian, Räty, andSchröter (2013), Zorzo, de Ponte, and Lucrédio (2013). But there are examples of Product Owner students as well: Scharf and Koch (2013), Reichlmayr (2011).…”

Section: Related Workmentioning

confidence: 99%

Teaching agile operation and leadership through linked university courses

Ilyés

2022

Teach. Math. Comput. Sci.

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Agile software development methods, especially Scrum, are commonly used in software development companies. For this reason, our goal was that our undergraduate students gain experience as Scrum development team members and our master's students as agile leaders. To this end, we had redesigned and linked an undergraduate and a master's course, and launched the new course in the spring of 2021. The success of our approach was confirmed by a questionnaire survey of 86 undergraduate and 27 master's students. A/B testing was also performed. Our approach is a novelty compared to solutions where the Scrum Master is a course member, an instructor, or a university employee. In addition to being resource-efficient, it also offers master's students an unparalleled opportunity to develop agile leadership skills. Subject Classification: 97U50

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“…Several studies and experience reports have shown that the academic environment has constraints that prevent replicating industrial Agile processes in classrooms [3,5,9,30,36]. For example, it may be impossible for students to meet at a time other than scheduled lectures [3].…”

Section: Related Workmentioning

confidence: 99%

What Agile Processes Should We Use in Software Engineering Course Projects?

Hemani

Dimitriadis

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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While project-based software engineering courses aim to provide learning opportunities grounded in professional processes, it is not always possible to replicate every process in classrooms due to course constraints. Previous studies observed how students react to various processes and gave retroactive recommendations. In this study, we instead combine a field study on professional Agile (eXtreme Programming, XP) teams and an established team process taxonomy to proactively select team processes to incorporate in a project-based software engineering course. With collected knowledge from the field study, we choose three XP processes to augment the design of a mature software engineering project course. We choose processes that are 1) considered important by professionals, and 2) complete with respect to coverage of the taxonomy's main categories. We then compare the augmented course design with the original design in a case study. Our results suggest that 1) even without extra resources, adding these new processes does not interfere with learning opportunities for XP processes previously existing in the course design; 2) student teams experience similar benefits from these new processes as professional teams do, and students appreciate the usefulness and value of the processes. In other words, our approach allows instructors to make conscious choices of XP processes that improve student learning outcomes while exposing students to a more complete set of processes and thus preparing them better for professional careers. Course designers with limited resources are encouraged to use our methodology to evaluate and improve the designs of their own project-based courses.

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Using scrum to teach software engineering: A case study

Cited by 21 publications

References 7 publications

Curricula and methods on teaching different aspects of agile software development

Curricula and methods on teaching different aspects of agile software development

Teaching agile operation and leadership through linked university courses

What Agile Processes Should We Use in Software Engineering Course Projects?

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