CSEE&T 2011 – Author Index |
Contents -
Abstracts -
Authors
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D E F G H I J K L M N P R S T W Z
Damasceno, António |
CSEE&T '11-SP: "MSE Studio Project: The Viewpoint ..."
MSE Studio Project: The Viewpoint of a UC Student
António Damasceno (CMU, USA and University of Coimbra, Portugal) This paper is a reflection on how the studio concept is applied in the Master of Software Engineering (MSE) in the joint program between University of Coimbra (UC) and Carnegie Mellon University(CMU). The partnership is sponsored by the Portuguese Government through the CMU Portugal program. The original MSE concept of James Tomayko was based on the ideas of Donald Schon on the education of the "reflective practitioner". It evolved over time, with contributions of faculty and students. Some of the improvements were made by Mary Shaw with the introduction of the Methods course, others by David Root, Mel Rosso-Lloppard and Gil Taran, addressing current concerns on Studio structure and exporting the program to foreign partners such as the University of Coimbra. One of the key concerns we have seen is on the identification of what is good and should be repeated and what is not so good and should be changed. Students are asked to contribute to this effort, this paper is the author's contribution to the effort of continuous improvement made by the MSE. @InProceedings{CSEE&T11p502, author = {António Damasceno}, title = {MSE Studio Project: The Viewpoint of a UC Student}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {502--506}, doi = {}, year = {2011}, } |
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Ding, Eryu |
CSEE&T '11-SP: "Research and Practice on Software ..."
Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006
Eryu Ding, Bin Luo, Daliang Zhang, and Haoran Wang (Nanjing University, China) @InProceedings{CSEE&T11p492, author = {Eryu Ding and Bin Luo and Daliang Zhang and Haoran Wang}, title = {Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {492--491}, doi = {}, year = {2011}, } |
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Eng, Tony L. |
CSEE&T '11-SP: "Continued Assessment of Students' ..."
Continued Assessment of Students' Learning Experience in an Oral Communication Course at MIT for EECS Majors
Tony L. Eng and Rudolph Mitchell (MIT, USA) Electrical Engineering and Computer Science (EECS) majors at MIT are required to take an oral communications course called “6.UAT” that teaches oral presentation skills and other professional skills that students will need to be effective in the workplace. An assessment of the oral presentation skills component of the course, consisting of a survey and an interview, was designed and conducted in Spring 2009. We performed the assessment again, with a larger cohort during the Fall 2009 semester and in this paper, describe the outcomes of (1) a class survey of 146 students (with 104 respondents or a 71% response rate) and (2) student interviews in which 7 out of 10 randomly-selected individuals participated. The findings from both instruments for both cohorts were consistent and positive; students were enthusiastic about the course, found it useful and viewed the experience positively. @InProceedings{CSEE&T11p439, author = {Tony L. Eng and Rudolph Mitchell}, title = {Continued Assessment of Students' Learning Experience in an Oral Communication Course at MIT for EECS Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {439--443}, doi = {}, year = {2011}, } |
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Fleischmann, Andreas |
CSEE&T '11-SP: "Teach Sustainability in Software ..."
Teach Sustainability in Software Engineering?
Birgit Penzenstadler and Andreas Fleischmann (Technische Universität München, Germany) Sustainability is becoming an important topic in IT—as contribution of IT to safeguard our future, and as evolving market segment. IT’s high productivity in combination with short life cycles and, on the other hand, growing resource problems of our planet, lead to a necessity that software engineers take their share of responsibility for sustainability. Therefore, we need to include the concept of sustainability into the university curriculum of computer science. The challenge is to motivate and interest students (and lecturers) for sustainability, to identify spheres of activity for software engineers, to build up competence fields for solutions, and to incorporate the topic into the syllabus. This paper presents a strategy for integrating the concept of sustainability into a degree course scheme across three stages: find a core of interested people by offering a seminar, then broaden the awareness for sustainability by offering a lecture series, and finally establish the topic by offering teach-the-teacher seminars and integration into software engineering lectures. @InProceedings{CSEE&T11p454, author = {Birgit Penzenstadler and Andreas Fleischmann}, title = {Teach Sustainability in Software Engineering?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {454--458}, doi = {}, year = {2011}, } |
|
Georgas, John C. |
CSEE&T '11-SP: "Software Development as Service ..."
Software Development as Service to the Student Community: An Experiential and High Student Involvement Approach to Software Engineering Education
John C. Georgas (Northern Arizona University, USA) While a common expression of experiential learning in software engineering is the industry-sponsored project, it suffers from key shortcomings at the introductory level. These center on the fact that projects are neither drawn from nor relevant to the everyday lives and communities of their student-developers. To address these challenges, we focus on casting project development in terms of service to the student community, with the involvement of our university’s ACM Student Chapter. We discuss the pedagogical foundations of our work, present specific course organization issues, expand on a number of specific challenges with our approach, offer concrete project examples, and outline future work and evaluation. @InProceedings{CSEE&T11p434, author = {John C. Georgas}, title = {Software Development as Service to the Student Community: An Experiential and High Student Involvement Approach to Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {434--438}, doi = {}, year = {2011}, } |
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Gilles, Jeff |
CSEE&T '11-SP: "Using Community-based Projects ..."
Using Community-based Projects in Software Engineering Education
Roshanak Roshandel, Jeff Gilles, and Richard LeBlanc (Seattle University, USA) Over the past six years, Seattle University’s Master of Software Engineering program has adopted a common community-based software engineering project as the basis for class projects in a sequence of required and elective courses. These related projects offer a unifying experience for students in the program, allow in-depth treatment of course topics on a real software project, address needs of local non-profit organizations, and better prepare the students for their professional careers through civic engagement and leadership. @InProceedings{CSEE&T11p472, author = {Roshanak Roshandel and Jeff Gilles and Richard LeBlanc}, title = {Using Community-based Projects in Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {472--476}, doi = {}, year = {2011}, } |
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Ho, Peter |
CSEE&T '11-SP: "Software Engineering or Soft ..."
Software Engineering or Soft Engineering?
Ken Robinson and Peter Ho (The University of New South Wales, Australia) The conflict raised by the title of this paper is familiar and may be considered too well worn to continue discussing? On the contrary, the fact that there is no serious resolution of this specific aspect of Software Engineering —despite many advances in software and software tools— suggests to these authors, both from general concern for the implications for the discipline as well as even greater concern for the teaching of software engineering students, that it is worth pursuing. The paper discusses the topic in general and also with particular reference to curricula. Experience in the School of Computer Science and Engineering at UNSW including attempts to address this problem are discussed. @InProceedings{CSEE&T11p459, author = {Ken Robinson and Peter Ho}, title = {Software Engineering or Soft Engineering?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {459--466}, doi = {}, year = {2011}, } |
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Iyer, Sundaresan |
CSEE&T '11-SP: "Incremental Sequential Problem ..."
Incremental Sequential Problem Based Training Model – Institute Corporate Readiness
Sundaresan Iyer, S. Meenakshi, and Anooja Mary Jacob (Infosys Technologies Limited, India) The high impact of IT driven business worldwide in diversified fields has increased the need for huge quality and quantity workforce in IT corporate domain. Corporate units are hence compelled to receive/absorb incumbents from diversified educational and cultural backgrounds. The incumbents seem to have good fundamental knowledge on the core subjects in the area of study, but are short of acquaintance in the people, process and technology aspects. This short paper discusses a new model, Incremental Sequential Problem based Learning Model (ISPLM) which is being used to make the incumbents of a leading software giant, production ready with corroboratory business impact. The model involves tailored courses which consist of problem solving driven through logic, implemented using a technology, developed through people and applied using processes structured in that order. The courses are threaded using business domain examples to give a big picture of the work environment to the incumbents. This model has been proven with impressive results to bring about corporate readiness in its learners. @InProceedings{CSEE&T11p507, author = {Sundaresan Iyer and S. Meenakshi and Anooja Mary Jacob}, title = {Incremental Sequential Problem Based Training Model – Institute Corporate Readiness}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {507--511}, doi = {}, year = {2011}, } |
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Jacob, Anooja Mary |
CSEE&T '11-SP: "Incremental Sequential Problem ..."
Incremental Sequential Problem Based Training Model – Institute Corporate Readiness
Sundaresan Iyer, S. Meenakshi, and Anooja Mary Jacob (Infosys Technologies Limited, India) The high impact of IT driven business worldwide in diversified fields has increased the need for huge quality and quantity workforce in IT corporate domain. Corporate units are hence compelled to receive/absorb incumbents from diversified educational and cultural backgrounds. The incumbents seem to have good fundamental knowledge on the core subjects in the area of study, but are short of acquaintance in the people, process and technology aspects. This short paper discusses a new model, Incremental Sequential Problem based Learning Model (ISPLM) which is being used to make the incumbents of a leading software giant, production ready with corroboratory business impact. The model involves tailored courses which consist of problem solving driven through logic, implemented using a technology, developed through people and applied using processes structured in that order. The courses are threaded using business domain examples to give a big picture of the work environment to the incumbents. This model has been proven with impressive results to bring about corporate readiness in its learners. @InProceedings{CSEE&T11p507, author = {Sundaresan Iyer and S. Meenakshi and Anooja Mary Jacob}, title = {Incremental Sequential Problem Based Training Model – Institute Corporate Readiness}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {507--511}, doi = {}, year = {2011}, } |
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Janzen, David S. |
CSEE&T '11-SP: "Contextual Android Education ..."
Contextual Android Education
James Reed and David S. Janzen (Intuit Inc., USA; California Polytechnic State University, USA) Advances in mobile phone hardware and development platforms have drastically increased the demand, interest, and potential of mobile applications. We report on development of a new special topics software engineering course that combines the appeal of Android application development with software engineering topics and entrepreneurial thinking. The primary contribution of this project and the focus of this paper is a series of detailed educational laboratory exercises that are designed to supplement the Android documentation by providing contextual examples, activities, and tutorials. The labs were contributed to the Google Code University under the Creative Commons license, resulting in over 30,000 visits and nearly 100,000 pageviews in its first three months. @InProceedings{CSEE&T11p487, author = {James Reed and David S. Janzen}, title = {Contextual Android Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {487--491}, doi = {}, year = {2011}, } |
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Ji, Feng |
CSEE&T '11-SP: "Comparing Extreme Programming ..."
Comparing Extreme Programming and Waterfall Project Results
Feng Ji and Todd Sedano (Carnegie Mellon Silicon Valley, USA) Waterfall and Extreme Programming are two software project methods used for project management. Although there are a number of opinions comparing the two methods regarding how they should be applied, none have used project data to clearly conclude which one is better. In this paper, we present the results of a controlled empirical study conducted at Carnegie Mellon University in Silicon Valley to learn about the effective transition from traditional development to agile development. We conducted a comparison research against these two approaches. Multiple teams were assigned a project; some used Waterfall development, others used Extreme Programming. The purpose of this research is to look at advantages and disadvantages based upon the outcomes, generated artifacts, and metrics produced by the teams. @InProceedings{CSEE&T11p482, author = {Feng Ji and Todd Sedano}, title = {Comparing Extreme Programming and Waterfall Project Results}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {482--486}, doi = {}, year = {2011}, } |
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Knudson, Dean |
CSEE&T '11-SP: "Updating CS Capstone Projects ..."
Updating CS Capstone Projects to Incorporate New Agile Methodologies used in Industry
Dean Knudson and Alex Radermacher (North Dakota State University, USA) Computer Science capstone programs in many universities provide students with the opportunity to develop software systems/tools for industrial companies. These projects are often completed using processes that can be considered “heavy weight” in order to provide students the experience of using the same tools and practices found in industry. For example, North Dakota State University uses a set of processes modeled after CMMI level 2. However, over the past several years, many sponsoring companies have transitioned towards agile software development processes. In order to better prepare students for this, it is necessary to provide capstone projects offering an agile option as well as the more traditional methods. Interviews were conducted with developers and managers from five sponsoring companies using agile processes. The results of these interviews and feedback from student teams that have used agile are being used to create an agile software development process designed for capstone projects. This paper describes the agile methodology, a summary of suggestions from interviews and student feedback, and plans for incorporating agile processes in the capstone course. @InProceedings{CSEE&T11p444, author = {Dean Knudson and Alex Radermacher}, title = {Updating CS Capstone Projects to Incorporate New Agile Methodologies used in Industry}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {444--448}, doi = {}, year = {2011}, } |
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Komárek, Martin |
CSEE&T '11-SP: "The Practical Method of Motivating ..."
The Practical Method of Motivating Students to Iterative Software Development
Ondřej Macek and Martin Komárek (Czech Technical University in Prague, Czech Republic) Iteration-based software development is a popular and widely used software development approach. Therefore students have to get familiar with it; however it is difficult for them to work iteratively. We designed new courses aimed at software development in a way in which students are forced to use incremental and iterative development instead of the waterfall model. The new project-oriented courses focus on project management (regular planning and reporting) and emphasize students’ motivation toward project success. @InProceedings{CSEE&T11p512, author = {Ondřej Macek and Martin Komárek}, title = {The Practical Method of Motivating Students to Iterative Software Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {512--516}, doi = {}, year = {2011}, } |
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LeBlanc, Richard |
CSEE&T '11-SP: "Using Community-based Projects ..."
Using Community-based Projects in Software Engineering Education
Roshanak Roshandel, Jeff Gilles, and Richard LeBlanc (Seattle University, USA) Over the past six years, Seattle University’s Master of Software Engineering program has adopted a common community-based software engineering project as the basis for class projects in a sequence of required and elective courses. These related projects offer a unifying experience for students in the program, allow in-depth treatment of course topics on a real software project, address needs of local non-profit organizations, and better prepare the students for their professional careers through civic engagement and leadership. @InProceedings{CSEE&T11p472, author = {Roshanak Roshandel and Jeff Gilles and Richard LeBlanc}, title = {Using Community-based Projects in Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {472--476}, doi = {}, year = {2011}, } |
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Luo, Bin |
CSEE&T '11-SP: "Research and Practice on Software ..."
Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006
Eryu Ding, Bin Luo, Daliang Zhang, and Haoran Wang (Nanjing University, China) @InProceedings{CSEE&T11p492, author = {Eryu Ding and Bin Luo and Daliang Zhang and Haoran Wang}, title = {Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {492--491}, doi = {}, year = {2011}, } |
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Macek, Ondřej |
CSEE&T '11-SP: "The Practical Method of Motivating ..."
The Practical Method of Motivating Students to Iterative Software Development
Ondřej Macek and Martin Komárek (Czech Technical University in Prague, Czech Republic) Iteration-based software development is a popular and widely used software development approach. Therefore students have to get familiar with it; however it is difficult for them to work iteratively. We designed new courses aimed at software development in a way in which students are forced to use incremental and iterative development instead of the waterfall model. The new project-oriented courses focus on project management (regular planning and reporting) and emphasize students’ motivation toward project success. @InProceedings{CSEE&T11p512, author = {Ondřej Macek and Martin Komárek}, title = {The Practical Method of Motivating Students to Iterative Software Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {512--516}, doi = {}, year = {2011}, } |
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Meenakshi, S. |
CSEE&T '11-SP: "Incremental Sequential Problem ..."
Incremental Sequential Problem Based Training Model – Institute Corporate Readiness
Sundaresan Iyer, S. Meenakshi, and Anooja Mary Jacob (Infosys Technologies Limited, India) The high impact of IT driven business worldwide in diversified fields has increased the need for huge quality and quantity workforce in IT corporate domain. Corporate units are hence compelled to receive/absorb incumbents from diversified educational and cultural backgrounds. The incumbents seem to have good fundamental knowledge on the core subjects in the area of study, but are short of acquaintance in the people, process and technology aspects. This short paper discusses a new model, Incremental Sequential Problem based Learning Model (ISPLM) which is being used to make the incumbents of a leading software giant, production ready with corroboratory business impact. The model involves tailored courses which consist of problem solving driven through logic, implemented using a technology, developed through people and applied using processes structured in that order. The courses are threaded using business domain examples to give a big picture of the work environment to the incumbents. This model has been proven with impressive results to bring about corporate readiness in its learners. @InProceedings{CSEE&T11p507, author = {Sundaresan Iyer and S. Meenakshi and Anooja Mary Jacob}, title = {Incremental Sequential Problem Based Training Model – Institute Corporate Readiness}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {507--511}, doi = {}, year = {2011}, } |
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Meyer, Bertrand |
CSEE&T '11-SP: "Empirical Assessment of Languages ..."
Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application
Sebastian Nanz, Faraz Torshizi, Michela Pedroni, and Bertrand Meyer (ETH Zurich, Switzerland; University of Toronto, Canada) Concurrency has been rapidly gaining importance in computing, and correspondingly in computing curricula. Concurrent programming is, however, notoriously hard even for expert programmers. New language designs promise to make it easier, but such claims call for empirical validation. We present a methodology for comparing concurrent languages for teaching purposes. A critical challenge is to avoid bias, especially when (as in our example application) the experimenters are also the designers of one of the approaches under comparison. For a study performed as part of a course, it is also essential to make sure that no student is penalized. The methodology addresses these concerns by using self-study material and applying an evaluation scheme that minimizes opportunities for subjective decisions. The example application compares two object-oriented concurrent languages: multithreaded Java and SCOOP. The results show an advantage for SCOOP even though the study participants had previous training in writing multithreaded Java programs. The lessons should be of use to educators interested in teaching concurrency, to researchers looking for objective ways of assessing teaching techniques, and to researchers who want to avoid bias in assessing an approach or tool that they have themselves designed. @InProceedings{CSEE&T11p477, author = {Sebastian Nanz and Faraz Torshizi and Michela Pedroni and Bertrand Meyer}, title = {Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {477--481}, doi = {}, year = {2011}, } |
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Mitchell, Rudolph |
CSEE&T '11-SP: "Continued Assessment of Students' ..."
Continued Assessment of Students' Learning Experience in an Oral Communication Course at MIT for EECS Majors
Tony L. Eng and Rudolph Mitchell (MIT, USA) Electrical Engineering and Computer Science (EECS) majors at MIT are required to take an oral communications course called “6.UAT” that teaches oral presentation skills and other professional skills that students will need to be effective in the workplace. An assessment of the oral presentation skills component of the course, consisting of a survey and an interview, was designed and conducted in Spring 2009. We performed the assessment again, with a larger cohort during the Fall 2009 semester and in this paper, describe the outcomes of (1) a class survey of 146 students (with 104 respondents or a 71% response rate) and (2) student interviews in which 7 out of 10 randomly-selected individuals participated. The findings from both instruments for both cohorts were consistent and positive; students were enthusiastic about the course, found it useful and viewed the experience positively. @InProceedings{CSEE&T11p439, author = {Tony L. Eng and Rudolph Mitchell}, title = {Continued Assessment of Students' Learning Experience in an Oral Communication Course at MIT for EECS Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {439--443}, doi = {}, year = {2011}, } |
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Nanz, Sebastian |
CSEE&T '11-SP: "Empirical Assessment of Languages ..."
Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application
Sebastian Nanz, Faraz Torshizi, Michela Pedroni, and Bertrand Meyer (ETH Zurich, Switzerland; University of Toronto, Canada) Concurrency has been rapidly gaining importance in computing, and correspondingly in computing curricula. Concurrent programming is, however, notoriously hard even for expert programmers. New language designs promise to make it easier, but such claims call for empirical validation. We present a methodology for comparing concurrent languages for teaching purposes. A critical challenge is to avoid bias, especially when (as in our example application) the experimenters are also the designers of one of the approaches under comparison. For a study performed as part of a course, it is also essential to make sure that no student is penalized. The methodology addresses these concerns by using self-study material and applying an evaluation scheme that minimizes opportunities for subjective decisions. The example application compares two object-oriented concurrent languages: multithreaded Java and SCOOP. The results show an advantage for SCOOP even though the study participants had previous training in writing multithreaded Java programs. The lessons should be of use to educators interested in teaching concurrency, to researchers looking for objective ways of assessing teaching techniques, and to researchers who want to avoid bias in assessing an approach or tool that they have themselves designed. @InProceedings{CSEE&T11p477, author = {Sebastian Nanz and Faraz Torshizi and Michela Pedroni and Bertrand Meyer}, title = {Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {477--481}, doi = {}, year = {2011}, } |
|
Pedroni, Michela |
CSEE&T '11-SP: "Empirical Assessment of Languages ..."
Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application
Sebastian Nanz, Faraz Torshizi, Michela Pedroni, and Bertrand Meyer (ETH Zurich, Switzerland; University of Toronto, Canada) Concurrency has been rapidly gaining importance in computing, and correspondingly in computing curricula. Concurrent programming is, however, notoriously hard even for expert programmers. New language designs promise to make it easier, but such claims call for empirical validation. We present a methodology for comparing concurrent languages for teaching purposes. A critical challenge is to avoid bias, especially when (as in our example application) the experimenters are also the designers of one of the approaches under comparison. For a study performed as part of a course, it is also essential to make sure that no student is penalized. The methodology addresses these concerns by using self-study material and applying an evaluation scheme that minimizes opportunities for subjective decisions. The example application compares two object-oriented concurrent languages: multithreaded Java and SCOOP. The results show an advantage for SCOOP even though the study participants had previous training in writing multithreaded Java programs. The lessons should be of use to educators interested in teaching concurrency, to researchers looking for objective ways of assessing teaching techniques, and to researchers who want to avoid bias in assessing an approach or tool that they have themselves designed. @InProceedings{CSEE&T11p477, author = {Sebastian Nanz and Faraz Torshizi and Michela Pedroni and Bertrand Meyer}, title = {Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {477--481}, doi = {}, year = {2011}, } |
|
Penzenstadler, Birgit |
CSEE&T '11-SP: "Teach Sustainability in Software ..."
Teach Sustainability in Software Engineering?
Birgit Penzenstadler and Andreas Fleischmann (Technische Universität München, Germany) Sustainability is becoming an important topic in IT—as contribution of IT to safeguard our future, and as evolving market segment. IT’s high productivity in combination with short life cycles and, on the other hand, growing resource problems of our planet, lead to a necessity that software engineers take their share of responsibility for sustainability. Therefore, we need to include the concept of sustainability into the university curriculum of computer science. The challenge is to motivate and interest students (and lecturers) for sustainability, to identify spheres of activity for software engineers, to build up competence fields for solutions, and to incorporate the topic into the syllabus. This paper presents a strategy for integrating the concept of sustainability into a degree course scheme across three stages: find a core of interested people by offering a seminar, then broaden the awareness for sustainability by offering a lecture series, and finally establish the topic by offering teach-the-teacher seminars and integration into software engineering lectures. @InProceedings{CSEE&T11p454, author = {Birgit Penzenstadler and Andreas Fleischmann}, title = {Teach Sustainability in Software Engineering?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {454--458}, doi = {}, year = {2011}, } |
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Radermacher, Alex |
CSEE&T '11-SP: "Updating CS Capstone Projects ..."
Updating CS Capstone Projects to Incorporate New Agile Methodologies used in Industry
Dean Knudson and Alex Radermacher (North Dakota State University, USA) Computer Science capstone programs in many universities provide students with the opportunity to develop software systems/tools for industrial companies. These projects are often completed using processes that can be considered “heavy weight” in order to provide students the experience of using the same tools and practices found in industry. For example, North Dakota State University uses a set of processes modeled after CMMI level 2. However, over the past several years, many sponsoring companies have transitioned towards agile software development processes. In order to better prepare students for this, it is necessary to provide capstone projects offering an agile option as well as the more traditional methods. Interviews were conducted with developers and managers from five sponsoring companies using agile processes. The results of these interviews and feedback from student teams that have used agile are being used to create an agile software development process designed for capstone projects. This paper describes the agile methodology, a summary of suggestions from interviews and student feedback, and plans for incorporating agile processes in the capstone course. @InProceedings{CSEE&T11p444, author = {Dean Knudson and Alex Radermacher}, title = {Updating CS Capstone Projects to Incorporate New Agile Methodologies used in Industry}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {444--448}, doi = {}, year = {2011}, } |
|
Reed, James |
CSEE&T '11-SP: "Contextual Android Education ..."
Contextual Android Education
James Reed and David S. Janzen (Intuit Inc., USA; California Polytechnic State University, USA) Advances in mobile phone hardware and development platforms have drastically increased the demand, interest, and potential of mobile applications. We report on development of a new special topics software engineering course that combines the appeal of Android application development with software engineering topics and entrepreneurial thinking. The primary contribution of this project and the focus of this paper is a series of detailed educational laboratory exercises that are designed to supplement the Android documentation by providing contextual examples, activities, and tutorials. The labs were contributed to the Google Code University under the Creative Commons license, resulting in over 30,000 visits and nearly 100,000 pageviews in its first three months. @InProceedings{CSEE&T11p487, author = {James Reed and David S. Janzen}, title = {Contextual Android Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {487--491}, doi = {}, year = {2011}, } |
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Roach, Steve |
CSEE&T '11-SP: "Retrospectives in a Software ..."
Retrospectives in a Software Engineering Project Course: Getting Students to Get the Most from a Project Experience
Steve Roach (University of Texas at El Paso, USA) Project retrospectives are an established “best practice” in software process improvement. As a tool for learning how to perform better as a development organization, retrospectives may provide an additional learning opportunity for students in software engineering project courses. This paper describes a project retrospective approach that has been adapted to the academic setting. Academic project retrospectives not only provide students with the opportunity to reflect on their project performance, it gives the instructor additional information on improving the delivery, management, and learning outcomes. Key elements and suggestions for improvements of the retrospective are described. @InProceedings{CSEE&T11p467, author = {Steve Roach}, title = {Retrospectives in a Software Engineering Project Course: Getting Students to Get the Most from a Project Experience}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {467--471}, doi = {}, year = {2011}, } |
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Robinson, Ken |
CSEE&T '11-SP: "Software Engineering or Soft ..."
Software Engineering or Soft Engineering?
Ken Robinson and Peter Ho (The University of New South Wales, Australia) The conflict raised by the title of this paper is familiar and may be considered too well worn to continue discussing? On the contrary, the fact that there is no serious resolution of this specific aspect of Software Engineering —despite many advances in software and software tools— suggests to these authors, both from general concern for the implications for the discipline as well as even greater concern for the teaching of software engineering students, that it is worth pursuing. The paper discusses the topic in general and also with particular reference to curricula. Experience in the School of Computer Science and Engineering at UNSW including attempts to address this problem are discussed. @InProceedings{CSEE&T11p459, author = {Ken Robinson and Peter Ho}, title = {Software Engineering or Soft Engineering?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {459--466}, doi = {}, year = {2011}, } |
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Roshandel, Roshanak |
CSEE&T '11-SP: "Using Community-based Projects ..."
Using Community-based Projects in Software Engineering Education
Roshanak Roshandel, Jeff Gilles, and Richard LeBlanc (Seattle University, USA) Over the past six years, Seattle University’s Master of Software Engineering program has adopted a common community-based software engineering project as the basis for class projects in a sequence of required and elective courses. These related projects offer a unifying experience for students in the program, allow in-depth treatment of course topics on a real software project, address needs of local non-profit organizations, and better prepare the students for their professional careers through civic engagement and leadership. @InProceedings{CSEE&T11p472, author = {Roshanak Roshandel and Jeff Gilles and Richard LeBlanc}, title = {Using Community-based Projects in Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {472--476}, doi = {}, year = {2011}, } |
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Sedano, Todd |
CSEE&T '11-SP: "Comparing Extreme Programming ..."
Comparing Extreme Programming and Waterfall Project Results
Feng Ji and Todd Sedano (Carnegie Mellon Silicon Valley, USA) Waterfall and Extreme Programming are two software project methods used for project management. Although there are a number of opinions comparing the two methods regarding how they should be applied, none have used project data to clearly conclude which one is better. In this paper, we present the results of a controlled empirical study conducted at Carnegie Mellon University in Silicon Valley to learn about the effective transition from traditional development to agile development. We conducted a comparison research against these two approaches. Multiple teams were assigned a project; some used Waterfall development, others used Extreme Programming. The purpose of this research is to look at advantages and disadvantages based upon the outcomes, generated artifacts, and metrics produced by the teams. @InProceedings{CSEE&T11p482, author = {Feng Ji and Todd Sedano}, title = {Comparing Extreme Programming and Waterfall Project Results}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {482--486}, doi = {}, year = {2011}, } |
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Sun, Yanchun |
CSEE&T '11-SP: "The Challenge and Practice ..."
The Challenge and Practice of Creating Software Engineering Curriculum
Yanchun Sun (Peking University and Ministry of Education, China) Software Engineering is important for the students majored in computer science and technology. This curriculum is intended to provide students with an overall view over Software Engineering as an engineering discipline and with insight into the processes of software development. Creating software Engineering curriculum faces several challenges: (1) Software Engineering has wide coverage, but teaching time is limited. So it is difficult to make in-depth education. (2) Some introductory Software Engineering courses present the principles in isolation from practice. Teaching the lectures seems to focus on philosophy and methodology level, which leads to difficulty for students having no practical experience to understand. (3) Due to the lack of software project practice, students can hardly apply appropriate software engineering methods and technologies to solve problems. (4) How can Software Engineering curriculum satisfy the various needs of different levels? This paper focuses on the challenges above, and introduces how to try to solve them by a case study on the construction of Software Engineering curriculum at Peking University. Finally, this paper gives the future direction for the construction of Software Engineering curriculum. @InProceedings{CSEE&T11p497, author = {Yanchun Sun}, title = {The Challenge and Practice of Creating Software Engineering Curriculum}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {497--501}, doi = {}, year = {2011}, } |
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Sweedyk, Elizabeth |
CSEE&T '11-SP: "How Middle School Teachers ..."
How Middle School Teachers Solved Our SE Project Problems
Elizabeth Sweedyk (Harvey Mudd College, USA) This paper compares several models for student software engineering projects. We discuss our experience using projects for external customers, using computer game projects, and finally using game projects for external customers, specifically middle school teachers. We discuss the problems we encountered with the first two approaches and how they are solved with our current model. @InProceedings{CSEE&T11p449, author = {Elizabeth Sweedyk}, title = {How Middle School Teachers Solved Our SE Project Problems}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {449--453}, doi = {}, year = {2011}, } |
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Torshizi, Faraz |
CSEE&T '11-SP: "Empirical Assessment of Languages ..."
Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application
Sebastian Nanz, Faraz Torshizi, Michela Pedroni, and Bertrand Meyer (ETH Zurich, Switzerland; University of Toronto, Canada) Concurrency has been rapidly gaining importance in computing, and correspondingly in computing curricula. Concurrent programming is, however, notoriously hard even for expert programmers. New language designs promise to make it easier, but such claims call for empirical validation. We present a methodology for comparing concurrent languages for teaching purposes. A critical challenge is to avoid bias, especially when (as in our example application) the experimenters are also the designers of one of the approaches under comparison. For a study performed as part of a course, it is also essential to make sure that no student is penalized. The methodology addresses these concerns by using self-study material and applying an evaluation scheme that minimizes opportunities for subjective decisions. The example application compares two object-oriented concurrent languages: multithreaded Java and SCOOP. The results show an advantage for SCOOP even though the study participants had previous training in writing multithreaded Java programs. The lessons should be of use to educators interested in teaching concurrency, to researchers looking for objective ways of assessing teaching techniques, and to researchers who want to avoid bias in assessing an approach or tool that they have themselves designed. @InProceedings{CSEE&T11p477, author = {Sebastian Nanz and Faraz Torshizi and Michela Pedroni and Bertrand Meyer}, title = {Empirical Assessment of Languages for Teaching Concurrency: Methodology and Application}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {477--481}, doi = {}, year = {2011}, } |
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Wang, Haoran |
CSEE&T '11-SP: "Research and Practice on Software ..."
Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006
Eryu Ding, Bin Luo, Daliang Zhang, and Haoran Wang (Nanjing University, China) @InProceedings{CSEE&T11p492, author = {Eryu Ding and Bin Luo and Daliang Zhang and Haoran Wang}, title = {Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {492--491}, doi = {}, year = {2011}, } |
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Zhang, Daliang |
CSEE&T '11-SP: "Research and Practice on Software ..."
Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006
Eryu Ding, Bin Luo, Daliang Zhang, and Haoran Wang (Nanjing University, China) @InProceedings{CSEE&T11p492, author = {Eryu Ding and Bin Luo and Daliang Zhang and Haoran Wang}, title = {Research and Practice on Software Engineering Undergraduate Curriculum NJU-SEC2006}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {492--491}, doi = {}, year = {2011}, } |
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