CSEE&T 2011 – Author Index |
Contents -
Abstracts -
Authors
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A B C D E H J L M O R S T U V W X Z
Ammann, Paul |
CSEE&T '11-TER: "Using Abstraction and Web ..."
Using Abstraction and Web Applications to Teach Criteria-Based Test Design
Jeff Offutt, Nan Li, Paul Ammann, and Wuzhi Xu (George Mason University, USA) The need for better software continues to rise, as do expectations. This, in turn, puts more emphasis on finding problems before software is released. Industry is responding by testing more, but many test engineers in industry lack a practical, yet theoretically sound, understanding of testing. Software engineering educators must respond by teaching students to test better. An essential testing skill is designing tests, and an efficient way to design high quality tests is to use an engineering approach: test criteria. To achieve the maximum benefit, criteria should be used during unit (developer) testing, as well as integration and system testing. This paper presents an in-depth teaching experience report on how we successfully teach criteria-based test design using abstraction and publicly accessible web applications. Our teaching materials are freely available online or upon request. @InProceedings{CSEE&T11p227, author = {Jeff Offutt and Nan Li and Paul Ammann and Wuzhi Xu}, title = {Using Abstraction and Web Applications to Teach Criteria-Based Test Design}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {227--236}, doi = {}, year = {2011}, } |
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Boehm, Barry W. |
CSEE&T '11-TER: "Making Winners for Both Education ..."
Making Winners for Both Education and Research: Verification and Validation Process Improvement Practice in a Software Engineering Course
Qi Li and Barry W. Boehm (University of Southern California, USA) An empirical study is provided on teaching Verification & Validation (V&V) process practice in a real-client graduate level software engineering course which makes students and researchers mutual winners. From our observation and experiences during the course, on the education side, several reflection-in-action techniques are used to educate and train students. These include inspections, architecture review boards, grading criteria, monitoring of their quality management plans, student critiques of their project experiences, and client evaluations. On the research side, students’ feedback, evaluation, and critiques provide not only previous empirical evidence for the researchers’ research proposal, but also great opportunities to refine their research methods from lessons learned from the course, and in turn to improve the course quality. @InProceedings{CSEE&T11p304, author = {Qi Li and Barry W. Boehm}, title = {Making Winners for Both Education and Research: Verification and Validation Process Improvement Practice in a Software Engineering Course}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {304--313}, doi = {}, year = {2011}, } |
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Chen, Zhenyu |
CSEE&T '11-TER: "Delivering PSP Course in Tertiary ..."
Delivering PSP Course in Tertiary Education Environment: Challenges and Solution
Guoping Rong, He Zhang, Zhenyu Chen, and Dong Shao (State Key Laboratory for Novel Software Technology, China; Nanjing University, China; NICTA, Australia; University of New South Wales, Australia) Nowadays, many universities include Personal Software Process (PSP) into their software engineering curriculum. However, delivering PSP course in tertiary education environment always faces at least two challenges. Firstly, in a typical PSP course in education environment, one teacher may teach much more students than a typical PSP class in industry, hence it is extremely difficult to provide evaluation of students’ assignments in time. Secondly, participation of students in university often has significantly different characteristics compared to those trainees who had industry experiences. Based on education practice in Software Institute of Nanjing University, this paper proposed an approach to teaching PSP in tertiary education environment with higher efficiency and effectiveness. In this approach, a complete PSP course is delivered and cooperative learning (in pair) is encouraged. Besides, an evaluation team is established to provide timely evaluation on students’ submissions and to help students correct their development behaviors. To validate this teaching approach, we conducted an experiment which involved all the freshman students enrolled in software engineering. We compared some process data collected from the submissions of both groups (individual and pair) of students. The results of the experiment show that the load of students’ submissions reduced by half while students’ interest of learning increased @InProceedings{CSEE&T11p284, author = {Guoping Rong and He Zhang and Zhenyu Chen and Dong Shao}, title = {Delivering PSP Course in Tertiary Education Environment: Challenges and Solution}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {284--293}, doi = {}, year = {2011}, } |
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Coffey, John |
CSEE&T '11-TER: "The Design and Implementation ..."
The Design and Implementation of an Innovative Online Program for a Master of Science Degree in Computer Science - Software Engineering Specialization
Laura J. White and John Coffey (University of West Florida, USA) An executive software engineering program--developed to meet regional workforce needs-- affords cohorts of students the opportunity to complete their Master’s degree within one calendar year. This innovative program was designed with several objectives. Custom elective tracks were integrated to better meet needs within diverse application areas, such as healthcare, transportation, and the insurance industry. This program was also designed to establish a partner relationship with employers to support students through work release and opportunities for real world capstone project experiences. The program was designed as a cohort model in order to establish a strong sense of community and thus promote increased peer learning within courses because effective peer learning has been established as a best practice for online programs in higher education. Experiences regarding the development and implementation of an innovative, graduate, online program for the Master of Science in Computer Science – Software Engineering specialization are described in this paper. @InProceedings{CSEE&T11p257, author = {Laura J. White and John Coffey}, title = {The Design and Implementation of an Innovative Online Program for a Master of Science Degree in Computer Science - Software Engineering Specialization}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {257--265}, doi = {}, year = {2011}, } |
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Ding, Junhua |
CSEE&T '11-TER: "Development of North Carolina's ..."
Development of North Carolina's First Software Engineering Program: An Experience Report
Nasseh Tabrizi, Sergiy Vilkomir, and Junhua Ding (East Carolina University, USA) The North Carolina’s first Master of Science in Software Engineering program was introduced at East Carolina University in spring 2008. In this paper we report on our progress in terms of successful student recruitment and retention and also course delivery methods in both face-to-face and online environments. @InProceedings{CSEE&T11p266, author = {Nasseh Tabrizi and Sergiy Vilkomir and Junhua Ding}, title = {Development of North Carolina's First Software Engineering Program: An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {266--273}, doi = {}, year = {2011}, } |
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Eikerling, Heinz-Josef |
CSEE&T '11-TER: "An Introductory Course on ..."
An Introductory Course on Software Engineering on Self-Organization in Swarm Robotics
Michael Uelschen and Heinz-Josef Eikerling (University of Applied Sciences Osnabrück, Germany) In this paper we describe an introductory course on software engineering for undergraduate students of computer science, electrical engineering and mechatronics. In contrast to previous courses we conceived, performed and evaluated a project that has to be accomplished within a one-week timeframe. Therefore the focus is rather on goal-orientation and pragmatic problem-solving than on a strict phase-based software development process. The problem at stake focuses on an algorithm for implementing swarm intelligence which is borrowed from the behavior of leaf cutting ants. We explain our concept and demonstrate how short-duration assignments like this can yield interesting results and experiences with respect to teaching software engineering skills. @InProceedings{CSEE&T11p333, author = {Michael Uelschen and Heinz-Josef Eikerling}, title = {An Introductory Course on Software Engineering on Self-Organization in Swarm Robotics}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {333--342}, doi = {}, year = {2011}, } |
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Hilburn, Thomas B. |
CSEE&T '11-TER: "Read Before You Write ..."
Read Before You Write
Thomas B. Hilburn, Masood Towhidnejad, and Salamah Salamah (Embry-Riddle Aeronautical University, USA) This paper describes and advocates a focused approach to using inspections of software artifacts as an active learning technique in software engineering education. A central thesis is that one must “learn to read before they write”; that is, you should read and study an existing software artifact, before you develop one. There is discussion of how software artifacts and supporting instructional materials from a Digital Home case study project can be used to support and guide software inspection exercises. These inspection exercises are designed to introduce students to realistic software engineering artifacts and involve them in rigorous examination of their contents. Instances of the use of software inspections to teach software engineering are described and analyzed: the experiences of students and instructors, what worked and what did not, and how this influenced the cases study project. The authors also outline a set of topics and courses in which software inspections might be used as a teaching tool throughout a computing curriculum. @InProceedings{CSEE&T11p371, author = {Thomas B. Hilburn and Masood Towhidnejad and Salamah Salamah}, title = {Read Before You Write}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {371--380}, doi = {}, year = {2011}, } |
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Humphries, Thorna |
CSEE&T '11-TER: "A New CS0 Course for At-Risk ..."
A New CS0 Course for At-Risk Majors
Mona Rizvi, Thorna Humphries, Debra Major, Heather Lauzun, and Meghan Jones (Norfolk State University, USA; Old Dominion University, USA) The Bureau of Labor Statistics forecasts that approximately 175,100 software engineering jobs will be created between 2008 and 2018. In order to fill these positions, new computer scientists, who enjoy and are competent in the art of programming and software design, must be trained. Computer science departments must look for novel approaches to attract non-traditional students, i.e. women and minorities, to the major, in order to fill the positions predicted by the Bureau of Labor Statistics. Additionally, although computer science enrollment has increased in the freshman and sophomore levels over the past few years, computer science departments are still faced with identifying new approaches to teaching programming that will retain students, particularly if some of them have weak mathematics backgrounds and are placed directly in CS1. In this paper, a study to determine the effectiveness of a CS0 course using Scratch for improving the retention, the performance and the attitudes of at-risk majors is discussed. Initial assessments associated with the study indicate that students of the target group who program using Scratch have a high degree of perceived self-efficacy with respect to their programming abilities. Furthermore, results to date indicate that the originally at-risk students in the study went on to successfully complete CS1 with a passing rate of 74% compared to a 39% passing rate in CS1 by the students who had sufficiently high mathematics scores upon entry into the university. @InProceedings{CSEE&T11p314, author = {Mona Rizvi and Thorna Humphries and Debra Major and Heather Lauzun and Meghan Jones}, title = {A New CS0 Course for At-Risk Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {314--323}, doi = {}, year = {2011}, } |
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Jones, Meghan |
CSEE&T '11-TER: "A New CS0 Course for At-Risk ..."
A New CS0 Course for At-Risk Majors
Mona Rizvi, Thorna Humphries, Debra Major, Heather Lauzun, and Meghan Jones (Norfolk State University, USA; Old Dominion University, USA) The Bureau of Labor Statistics forecasts that approximately 175,100 software engineering jobs will be created between 2008 and 2018. In order to fill these positions, new computer scientists, who enjoy and are competent in the art of programming and software design, must be trained. Computer science departments must look for novel approaches to attract non-traditional students, i.e. women and minorities, to the major, in order to fill the positions predicted by the Bureau of Labor Statistics. Additionally, although computer science enrollment has increased in the freshman and sophomore levels over the past few years, computer science departments are still faced with identifying new approaches to teaching programming that will retain students, particularly if some of them have weak mathematics backgrounds and are placed directly in CS1. In this paper, a study to determine the effectiveness of a CS0 course using Scratch for improving the retention, the performance and the attitudes of at-risk majors is discussed. Initial assessments associated with the study indicate that students of the target group who program using Scratch have a high degree of perceived self-efficacy with respect to their programming abilities. Furthermore, results to date indicate that the originally at-risk students in the study went on to successfully complete CS1 with a passing rate of 74% compared to a 39% passing rate in CS1 by the students who had sufficiently high mathematics scores upon entry into the university. @InProceedings{CSEE&T11p314, author = {Mona Rizvi and Thorna Humphries and Debra Major and Heather Lauzun and Meghan Jones}, title = {A New CS0 Course for At-Risk Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {314--323}, doi = {}, year = {2011}, } |
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Lauzun, Heather |
CSEE&T '11-TER: "A New CS0 Course for At-Risk ..."
A New CS0 Course for At-Risk Majors
Mona Rizvi, Thorna Humphries, Debra Major, Heather Lauzun, and Meghan Jones (Norfolk State University, USA; Old Dominion University, USA) The Bureau of Labor Statistics forecasts that approximately 175,100 software engineering jobs will be created between 2008 and 2018. In order to fill these positions, new computer scientists, who enjoy and are competent in the art of programming and software design, must be trained. Computer science departments must look for novel approaches to attract non-traditional students, i.e. women and minorities, to the major, in order to fill the positions predicted by the Bureau of Labor Statistics. Additionally, although computer science enrollment has increased in the freshman and sophomore levels over the past few years, computer science departments are still faced with identifying new approaches to teaching programming that will retain students, particularly if some of them have weak mathematics backgrounds and are placed directly in CS1. In this paper, a study to determine the effectiveness of a CS0 course using Scratch for improving the retention, the performance and the attitudes of at-risk majors is discussed. Initial assessments associated with the study indicate that students of the target group who program using Scratch have a high degree of perceived self-efficacy with respect to their programming abilities. Furthermore, results to date indicate that the originally at-risk students in the study went on to successfully complete CS1 with a passing rate of 74% compared to a 39% passing rate in CS1 by the students who had sufficiently high mathematics scores upon entry into the university. @InProceedings{CSEE&T11p314, author = {Mona Rizvi and Thorna Humphries and Debra Major and Heather Lauzun and Meghan Jones}, title = {A New CS0 Course for At-Risk Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {314--323}, doi = {}, year = {2011}, } |
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Li, Nan |
CSEE&T '11-TER: "Using Abstraction and Web ..."
Using Abstraction and Web Applications to Teach Criteria-Based Test Design
Jeff Offutt, Nan Li, Paul Ammann, and Wuzhi Xu (George Mason University, USA) The need for better software continues to rise, as do expectations. This, in turn, puts more emphasis on finding problems before software is released. Industry is responding by testing more, but many test engineers in industry lack a practical, yet theoretically sound, understanding of testing. Software engineering educators must respond by teaching students to test better. An essential testing skill is designing tests, and an efficient way to design high quality tests is to use an engineering approach: test criteria. To achieve the maximum benefit, criteria should be used during unit (developer) testing, as well as integration and system testing. This paper presents an in-depth teaching experience report on how we successfully teach criteria-based test design using abstraction and publicly accessible web applications. Our teaching materials are freely available online or upon request. @InProceedings{CSEE&T11p227, author = {Jeff Offutt and Nan Li and Paul Ammann and Wuzhi Xu}, title = {Using Abstraction and Web Applications to Teach Criteria-Based Test Design}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {227--236}, doi = {}, year = {2011}, } |
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Li, Qi |
CSEE&T '11-TER: "Making Winners for Both Education ..."
Making Winners for Both Education and Research: Verification and Validation Process Improvement Practice in a Software Engineering Course
Qi Li and Barry W. Boehm (University of Southern California, USA) An empirical study is provided on teaching Verification & Validation (V&V) process practice in a real-client graduate level software engineering course which makes students and researchers mutual winners. From our observation and experiences during the course, on the education side, several reflection-in-action techniques are used to educate and train students. These include inspections, architecture review boards, grading criteria, monitoring of their quality management plans, student critiques of their project experiences, and client evaluations. On the research side, students’ feedback, evaluation, and critiques provide not only previous empirical evidence for the researchers’ research proposal, but also great opportunities to refine their research methods from lessons learned from the course, and in turn to improve the course quality. @InProceedings{CSEE&T11p304, author = {Qi Li and Barry W. Boehm}, title = {Making Winners for Both Education and Research: Verification and Validation Process Improvement Practice in a Software Engineering Course}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {304--313}, doi = {}, year = {2011}, } |
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Major, Debra |
CSEE&T '11-TER: "A New CS0 Course for At-Risk ..."
A New CS0 Course for At-Risk Majors
Mona Rizvi, Thorna Humphries, Debra Major, Heather Lauzun, and Meghan Jones (Norfolk State University, USA; Old Dominion University, USA) The Bureau of Labor Statistics forecasts that approximately 175,100 software engineering jobs will be created between 2008 and 2018. In order to fill these positions, new computer scientists, who enjoy and are competent in the art of programming and software design, must be trained. Computer science departments must look for novel approaches to attract non-traditional students, i.e. women and minorities, to the major, in order to fill the positions predicted by the Bureau of Labor Statistics. Additionally, although computer science enrollment has increased in the freshman and sophomore levels over the past few years, computer science departments are still faced with identifying new approaches to teaching programming that will retain students, particularly if some of them have weak mathematics backgrounds and are placed directly in CS1. In this paper, a study to determine the effectiveness of a CS0 course using Scratch for improving the retention, the performance and the attitudes of at-risk majors is discussed. Initial assessments associated with the study indicate that students of the target group who program using Scratch have a high degree of perceived self-efficacy with respect to their programming abilities. Furthermore, results to date indicate that the originally at-risk students in the study went on to successfully complete CS1 with a passing rate of 74% compared to a 39% passing rate in CS1 by the students who had sufficiently high mathematics scores upon entry into the university. @InProceedings{CSEE&T11p314, author = {Mona Rizvi and Thorna Humphries and Debra Major and Heather Lauzun and Meghan Jones}, title = {A New CS0 Course for At-Risk Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {314--323}, doi = {}, year = {2011}, } |
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McGregor, John D. |
CSEE&T '11-TER: "Integrating Instructional ..."
Integrating Instructional and Study Materials to Tailor a Student-Specific Resource
J. Yates Monteith and John D. McGregor (Clemson University, USA) Courses about various software engineering practices, e.g. testing and architecture, all ultimately relate to a process for applying the practice. We have used that process as the organizing principle for undergraduate and graduate software engineering courses. The Software Process Engineering Meta-model (SPEM) provides a means for engineering a process for the specific practice being studied and even tailoring that process to the specific needs of a project. We have used the Eclipse Process Framework, an implementation of the SPEM, as a tool to allow instructors to create, modify and reuse a baseline electronic textbook as well as for students to collect, organize, and represent information in a form most meaningful to them. We present examples and data from one undergraduate introduction to software engineering course and two graduate courses in verification and validation and software architecture gathered over several years. @InProceedings{CSEE&T11p294, author = {J. Yates Monteith and John D. McGregor}, title = {Integrating Instructional and Study Materials to Tailor a Student-Specific Resource}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {294--303}, doi = {}, year = {2011}, } |
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Meawad, Fatma |
CSEE&T '11-TER: "The Virtual Agile Enterprise: ..."
The Virtual Agile Enterprise: Making the Most of a Software Engineering Course
Fatma Meawad (German University in Cairo, Egypt) Software engineers are expected to possess a variety of technical, social and personal competencies to be well prepared for real world working environments. At the German University in Cairo (GUC), we were able to guide large groups of students into becoming self managing and self learning communities whose members work together as a team to build large scale software. The students were able to experience many of the challenges in software engineering and develop a variety of related skills in a short period of time. This report describes our detailed experience in reaching such results using agile development practices in a simulated enterprise environment. With an aim to enable educators realise the same success, this report serves as a guide for educators who wish to replicate the process. The resulting successes and the concerns from this unique experience are discussed along with future recommendations. @InProceedings{CSEE&T11p324, author = {Fatma Meawad}, title = {The Virtual Agile Enterprise: Making the Most of a Software Engineering Course}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {324--332}, doi = {}, year = {2011}, } |
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Monteith, J. Yates |
CSEE&T '11-TER: "Integrating Instructional ..."
Integrating Instructional and Study Materials to Tailor a Student-Specific Resource
J. Yates Monteith and John D. McGregor (Clemson University, USA) Courses about various software engineering practices, e.g. testing and architecture, all ultimately relate to a process for applying the practice. We have used that process as the organizing principle for undergraduate and graduate software engineering courses. The Software Process Engineering Meta-model (SPEM) provides a means for engineering a process for the specific practice being studied and even tailoring that process to the specific needs of a project. We have used the Eclipse Process Framework, an implementation of the SPEM, as a tool to allow instructors to create, modify and reuse a baseline electronic textbook as well as for students to collect, organize, and represent information in a form most meaningful to them. We present examples and data from one undergraduate introduction to software engineering course and two graduate courses in verification and validation and software architecture gathered over several years. @InProceedings{CSEE&T11p294, author = {J. Yates Monteith and John D. McGregor}, title = {Integrating Instructional and Study Materials to Tailor a Student-Specific Resource}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {294--303}, doi = {}, year = {2011}, } |
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Offutt, Jeff |
CSEE&T '11-TER: "Using Abstraction and Web ..."
Using Abstraction and Web Applications to Teach Criteria-Based Test Design
Jeff Offutt, Nan Li, Paul Ammann, and Wuzhi Xu (George Mason University, USA) The need for better software continues to rise, as do expectations. This, in turn, puts more emphasis on finding problems before software is released. Industry is responding by testing more, but many test engineers in industry lack a practical, yet theoretically sound, understanding of testing. Software engineering educators must respond by teaching students to test better. An essential testing skill is designing tests, and an efficient way to design high quality tests is to use an engineering approach: test criteria. To achieve the maximum benefit, criteria should be used during unit (developer) testing, as well as integration and system testing. This paper presents an in-depth teaching experience report on how we successfully teach criteria-based test design using abstraction and publicly accessible web applications. Our teaching materials are freely available online or upon request. @InProceedings{CSEE&T11p227, author = {Jeff Offutt and Nan Li and Paul Ammann and Wuzhi Xu}, title = {Using Abstraction and Web Applications to Teach Criteria-Based Test Design}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {227--236}, doi = {}, year = {2011}, } |
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Rajapakse, Damith C. |
CSEE&T '11-TER: "Some Observations from Releasing ..."
Some Observations from Releasing Student Projects to the Public
Damith C. Rajapakse (National University of Singapore, Singapore) Software engineering educators often struggle to strike a balance between making the project "real" so that students can learn in a realistic context and using an "imaginary" project tweaked to optimize learning goals of the module. This paper describes our observations when we tried to make an established software engineering project module more realistic by introducing to it a public release of the software built by students. For various aspects of the module, we describe risks we had anticipated, measures we had applied to mitigate those risks, unanticipated challenges that emerged during the module, possible measures that we think can counter those additional challenges, and other positive and negative points of interest that we observed during the module. We hope that this paper will help other educators who plan to incorporate a public release to their project modules. @InProceedings{CSEE&T11p247, author = {Damith C. Rajapakse}, title = {Some Observations from Releasing Student Projects to the Public}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {247--256}, doi = {}, year = {2011}, } |
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Rizvi, Mona |
CSEE&T '11-TER: "A New CS0 Course for At-Risk ..."
A New CS0 Course for At-Risk Majors
Mona Rizvi, Thorna Humphries, Debra Major, Heather Lauzun, and Meghan Jones (Norfolk State University, USA; Old Dominion University, USA) The Bureau of Labor Statistics forecasts that approximately 175,100 software engineering jobs will be created between 2008 and 2018. In order to fill these positions, new computer scientists, who enjoy and are competent in the art of programming and software design, must be trained. Computer science departments must look for novel approaches to attract non-traditional students, i.e. women and minorities, to the major, in order to fill the positions predicted by the Bureau of Labor Statistics. Additionally, although computer science enrollment has increased in the freshman and sophomore levels over the past few years, computer science departments are still faced with identifying new approaches to teaching programming that will retain students, particularly if some of them have weak mathematics backgrounds and are placed directly in CS1. In this paper, a study to determine the effectiveness of a CS0 course using Scratch for improving the retention, the performance and the attitudes of at-risk majors is discussed. Initial assessments associated with the study indicate that students of the target group who program using Scratch have a high degree of perceived self-efficacy with respect to their programming abilities. Furthermore, results to date indicate that the originally at-risk students in the study went on to successfully complete CS1 with a passing rate of 74% compared to a 39% passing rate in CS1 by the students who had sufficiently high mathematics scores upon entry into the university. @InProceedings{CSEE&T11p314, author = {Mona Rizvi and Thorna Humphries and Debra Major and Heather Lauzun and Meghan Jones}, title = {A New CS0 Course for At-Risk Majors}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {314--323}, doi = {}, year = {2011}, } |
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Rong, Guoping |
CSEE&T '11-TER: "Delivering PSP Course in Tertiary ..."
Delivering PSP Course in Tertiary Education Environment: Challenges and Solution
Guoping Rong, He Zhang, Zhenyu Chen, and Dong Shao (State Key Laboratory for Novel Software Technology, China; Nanjing University, China; NICTA, Australia; University of New South Wales, Australia) Nowadays, many universities include Personal Software Process (PSP) into their software engineering curriculum. However, delivering PSP course in tertiary education environment always faces at least two challenges. Firstly, in a typical PSP course in education environment, one teacher may teach much more students than a typical PSP class in industry, hence it is extremely difficult to provide evaluation of students’ assignments in time. Secondly, participation of students in university often has significantly different characteristics compared to those trainees who had industry experiences. Based on education practice in Software Institute of Nanjing University, this paper proposed an approach to teaching PSP in tertiary education environment with higher efficiency and effectiveness. In this approach, a complete PSP course is delivered and cooperative learning (in pair) is encouraged. Besides, an evaluation team is established to provide timely evaluation on students’ submissions and to help students correct their development behaviors. To validate this teaching approach, we conducted an experiment which involved all the freshman students enrolled in software engineering. We compared some process data collected from the submissions of both groups (individual and pair) of students. The results of the experiment show that the load of students’ submissions reduced by half while students’ interest of learning increased @InProceedings{CSEE&T11p284, author = {Guoping Rong and He Zhang and Zhenyu Chen and Dong Shao}, title = {Delivering PSP Course in Tertiary Education Environment: Challenges and Solution}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {284--293}, doi = {}, year = {2011}, } |
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Salamah, Salamah |
CSEE&T '11-TER: "Read Before You Write ..."
Read Before You Write
Thomas B. Hilburn, Masood Towhidnejad, and Salamah Salamah (Embry-Riddle Aeronautical University, USA) This paper describes and advocates a focused approach to using inspections of software artifacts as an active learning technique in software engineering education. A central thesis is that one must “learn to read before they write”; that is, you should read and study an existing software artifact, before you develop one. There is discussion of how software artifacts and supporting instructional materials from a Digital Home case study project can be used to support and guide software inspection exercises. These inspection exercises are designed to introduce students to realistic software engineering artifacts and involve them in rigorous examination of their contents. Instances of the use of software inspections to teach software engineering are described and analyzed: the experiences of students and instructors, what worked and what did not, and how this influenced the cases study project. The authors also outline a set of topics and courses in which software inspections might be used as a teaching tool throughout a computing curriculum. @InProceedings{CSEE&T11p371, author = {Thomas B. Hilburn and Masood Towhidnejad and Salamah Salamah}, title = {Read Before You Write}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {371--380}, doi = {}, year = {2011}, } |
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Scharff, Christelle |
CSEE&T '11-TER: "Guiding Global Software Development ..."
Guiding Global Software Development Projects using Scrum and Agile with Quality Assurance
Christelle Scharff (Pace University, USA) This paper focuses on a global software development project where extended teams of students distributed across two to three countries, namely the US, Cambodia, India and Senegal, experienced the roles of developers, auditors and testers. Developers used Scrum and Agile to develop mobile applications for different mobile platforms with the support of different end-to-end tooling infrastructures. This paper isolates and focuses on the role of auditors. It describes the model of collaboration, the role of auditing in Agile and Scrum adherence, and the importance of tools to support quality assurance activities. Recommendations for a better involvement of auditors in Agile and Scrum projects and the expected benefits of their contribution are discussed. @InProceedings{CSEE&T11p274, author = {Christelle Scharff}, title = {Guiding Global Software Development Projects using Scrum and Agile with Quality Assurance}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {274--283}, doi = {}, year = {2011}, } |
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Shao, Dong |
CSEE&T '11-TER: "Delivering PSP Course in Tertiary ..."
Delivering PSP Course in Tertiary Education Environment: Challenges and Solution
Guoping Rong, He Zhang, Zhenyu Chen, and Dong Shao (State Key Laboratory for Novel Software Technology, China; Nanjing University, China; NICTA, Australia; University of New South Wales, Australia) Nowadays, many universities include Personal Software Process (PSP) into their software engineering curriculum. However, delivering PSP course in tertiary education environment always faces at least two challenges. Firstly, in a typical PSP course in education environment, one teacher may teach much more students than a typical PSP class in industry, hence it is extremely difficult to provide evaluation of students’ assignments in time. Secondly, participation of students in university often has significantly different characteristics compared to those trainees who had industry experiences. Based on education practice in Software Institute of Nanjing University, this paper proposed an approach to teaching PSP in tertiary education environment with higher efficiency and effectiveness. In this approach, a complete PSP course is delivered and cooperative learning (in pair) is encouraged. Besides, an evaluation team is established to provide timely evaluation on students’ submissions and to help students correct their development behaviors. To validate this teaching approach, we conducted an experiment which involved all the freshman students enrolled in software engineering. We compared some process data collected from the submissions of both groups (individual and pair) of students. The results of the experiment show that the load of students’ submissions reduced by half while students’ interest of learning increased @InProceedings{CSEE&T11p284, author = {Guoping Rong and He Zhang and Zhenyu Chen and Dong Shao}, title = {Delivering PSP Course in Tertiary Education Environment: Challenges and Solution}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {284--293}, doi = {}, year = {2011}, } |
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Shepperd, Martin |
CSEE&T '11-TER: "Group Project Work from the ..."
Group Project Work from the Outset: An In-depth Teaching Experience Report
Martin Shepperd (Brunel University, UK) We redesigned our undergraduate computing programmes to address problems of motivation and outdated content. The primary vehicle for the new curriculum was the group project which formed a central spine for the entire degree right from the first year. In terms of results, thus far this programme has been successfully run once. Failures, drop outs and students required to retake modules have been halved (from an average of 21.6% from the previous 4 years to 9.5%) and students obtaining the top two grades have increased from 25.2% to 38.9%. Whilst we cannot be certain that all improvement is due to the group projects, informally the change has been well received, however, we are looking for areas to improve including the possibility of more structured support for student metacognitive awareness. @InProceedings{CSEE&T11p361, author = {Martin Shepperd}, title = {Group Project Work from the Outset: An In-depth Teaching Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {361--370}, doi = {}, year = {2011}, } |
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Skevoulis, Sotiris |
CSEE&T '11-TER: "Engineering a Successful Partnership ..."
Engineering a Successful Partnership Between Academia and the Financial Industry: A Software Engineering Program for IT Professionals
Sotiris Skevoulis (Pace University, USA) This paper describes an ongoing partnership between the Seidenberg School of Computer Science and Information Systems at Pace University, a Registered Education Provider (REP) for IEEE and the Information Technology Division at Bank of New York Mellon. The goal of the project is to deliver at the bank’s location, a high quality, customized, graduate program in software engineering as well as to reflect on its strong and weak points and improve it. More importantly, through intense interaction with the Bank’s IT Management, to ensure that the academic program matches their actual needs. The technology transfer, the customized training and the challenges are discussed. @InProceedings{CSEE&T11p343, author = {Sotiris Skevoulis}, title = {Engineering a Successful Partnership Between Academia and the Financial Industry: A Software Engineering Program for IT Professionals}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {343--350}, doi = {}, year = {2011}, } |
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Tabrizi, Nasseh |
CSEE&T '11-TER: "Development of North Carolina's ..."
Development of North Carolina's First Software Engineering Program: An Experience Report
Nasseh Tabrizi, Sergiy Vilkomir, and Junhua Ding (East Carolina University, USA) The North Carolina’s first Master of Science in Software Engineering program was introduced at East Carolina University in spring 2008. In this paper we report on our progress in terms of successful student recruitment and retention and also course delivery methods in both face-to-face and online environments. @InProceedings{CSEE&T11p266, author = {Nasseh Tabrizi and Sergiy Vilkomir and Junhua Ding}, title = {Development of North Carolina's First Software Engineering Program: An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {266--273}, doi = {}, year = {2011}, } |
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Tanuan, Meyer Cu |
CSEE&T '11-TER: "Design and Delivery of a Modern ..."
Design and Delivery of a Modern Mobile Application Programming Course - An Experience Report
Meyer Cu Tanuan (Conestoga College Institute of Technology and Advanced Learning, Canada) This report presents the experience in the design and delivery of a modern mobile application programming course in an Information Technology program offered by a Canadian college. Due to the popularity of smartphones and the increasing demand for mobile application professionals, universities and colleges are offering mobile computing courses. However, there are few publicly-available coursewares that are relevant, practical and realistic. This report presents the course outline, course requirements and evaluation criteria that have all been well received by the students. We present the student feedback that demonstrates how the combination of lab assignments and group project make the course practical and realistic to the students. @InProceedings{CSEE&T11p237, author = {Meyer Cu Tanuan}, title = {Design and Delivery of a Modern Mobile Application Programming Course - An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {237--246}, doi = {}, year = {2011}, } |
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Towhidnejad, Masood |
CSEE&T '11-TER: "Read Before You Write ..."
Read Before You Write
Thomas B. Hilburn, Masood Towhidnejad, and Salamah Salamah (Embry-Riddle Aeronautical University, USA) This paper describes and advocates a focused approach to using inspections of software artifacts as an active learning technique in software engineering education. A central thesis is that one must “learn to read before they write”; that is, you should read and study an existing software artifact, before you develop one. There is discussion of how software artifacts and supporting instructional materials from a Digital Home case study project can be used to support and guide software inspection exercises. These inspection exercises are designed to introduce students to realistic software engineering artifacts and involve them in rigorous examination of their contents. Instances of the use of software inspections to teach software engineering are described and analyzed: the experiences of students and instructors, what worked and what did not, and how this influenced the cases study project. The authors also outline a set of topics and courses in which software inspections might be used as a teaching tool throughout a computing curriculum. @InProceedings{CSEE&T11p371, author = {Thomas B. Hilburn and Masood Towhidnejad and Salamah Salamah}, title = {Read Before You Write}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {371--380}, doi = {}, year = {2011}, } |
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Uelschen, Michael |
CSEE&T '11-TER: "An Introductory Course on ..."
An Introductory Course on Software Engineering on Self-Organization in Swarm Robotics
Michael Uelschen and Heinz-Josef Eikerling (University of Applied Sciences Osnabrück, Germany) In this paper we describe an introductory course on software engineering for undergraduate students of computer science, electrical engineering and mechatronics. In contrast to previous courses we conceived, performed and evaluated a project that has to be accomplished within a one-week timeframe. Therefore the focus is rather on goal-orientation and pragmatic problem-solving than on a strict phase-based software development process. The problem at stake focuses on an algorithm for implementing swarm intelligence which is borrowed from the behavior of leaf cutting ants. We explain our concept and demonstrate how short-duration assignments like this can yield interesting results and experiences with respect to teaching software engineering skills. @InProceedings{CSEE&T11p333, author = {Michael Uelschen and Heinz-Josef Eikerling}, title = {An Introductory Course on Software Engineering on Self-Organization in Swarm Robotics}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {333--342}, doi = {}, year = {2011}, } |
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Venkatagiri, Shankar |
CSEE&T '11-TER: "Teach Project Management, ..."
Teach Project Management, Pack an Agile Punch
Shankar Venkatagiri (IIM Bangalore, India) Agile software development methods have begun to gain wide acceptance by the global software industry. However, project managers with academic training in ASD are a rarity. This paper outlines a course in IS Project Management that is well-suited for an audience consisting of students from the information systems, business and computer science streams, who normally make up a graduate class. The course begins by adopting a process-neutral perspective towards activities such as requirements and estimation, before proceeding to discuss Agile methods. A team project allows participants to develop a hands-on feel for ASD, with the help of an Agile PM platform. The author has recently taught the course as proposed at his institution. The paper makes some observations on the effect of prior work experience on team performance. It concludes with some testimonials from professional participants, on the impact that the course has had on their practices at work. @InProceedings{CSEE&T11p351, author = {Shankar Venkatagiri}, title = {Teach Project Management, Pack an Agile Punch}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {351--360}, doi = {}, year = {2011}, } |
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Vilkomir, Sergiy |
CSEE&T '11-TER: "Development of North Carolina's ..."
Development of North Carolina's First Software Engineering Program: An Experience Report
Nasseh Tabrizi, Sergiy Vilkomir, and Junhua Ding (East Carolina University, USA) The North Carolina’s first Master of Science in Software Engineering program was introduced at East Carolina University in spring 2008. In this paper we report on our progress in terms of successful student recruitment and retention and also course delivery methods in both face-to-face and online environments. @InProceedings{CSEE&T11p266, author = {Nasseh Tabrizi and Sergiy Vilkomir and Junhua Ding}, title = {Development of North Carolina's First Software Engineering Program: An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {266--273}, doi = {}, year = {2011}, } |
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White, Laura J. |
CSEE&T '11-TER: "The Design and Implementation ..."
The Design and Implementation of an Innovative Online Program for a Master of Science Degree in Computer Science - Software Engineering Specialization
Laura J. White and John Coffey (University of West Florida, USA) An executive software engineering program--developed to meet regional workforce needs-- affords cohorts of students the opportunity to complete their Master’s degree within one calendar year. This innovative program was designed with several objectives. Custom elective tracks were integrated to better meet needs within diverse application areas, such as healthcare, transportation, and the insurance industry. This program was also designed to establish a partner relationship with employers to support students through work release and opportunities for real world capstone project experiences. The program was designed as a cohort model in order to establish a strong sense of community and thus promote increased peer learning within courses because effective peer learning has been established as a best practice for online programs in higher education. Experiences regarding the development and implementation of an innovative, graduate, online program for the Master of Science in Computer Science – Software Engineering specialization are described in this paper. @InProceedings{CSEE&T11p257, author = {Laura J. White and John Coffey}, title = {The Design and Implementation of an Innovative Online Program for a Master of Science Degree in Computer Science - Software Engineering Specialization}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {257--265}, doi = {}, year = {2011}, } |
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Xu, Wuzhi |
CSEE&T '11-TER: "Using Abstraction and Web ..."
Using Abstraction and Web Applications to Teach Criteria-Based Test Design
Jeff Offutt, Nan Li, Paul Ammann, and Wuzhi Xu (George Mason University, USA) The need for better software continues to rise, as do expectations. This, in turn, puts more emphasis on finding problems before software is released. Industry is responding by testing more, but many test engineers in industry lack a practical, yet theoretically sound, understanding of testing. Software engineering educators must respond by teaching students to test better. An essential testing skill is designing tests, and an efficient way to design high quality tests is to use an engineering approach: test criteria. To achieve the maximum benefit, criteria should be used during unit (developer) testing, as well as integration and system testing. This paper presents an in-depth teaching experience report on how we successfully teach criteria-based test design using abstraction and publicly accessible web applications. Our teaching materials are freely available online or upon request. @InProceedings{CSEE&T11p227, author = {Jeff Offutt and Nan Li and Paul Ammann and Wuzhi Xu}, title = {Using Abstraction and Web Applications to Teach Criteria-Based Test Design}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {227--236}, doi = {}, year = {2011}, } |
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Zhang, He |
CSEE&T '11-TER: "Delivering PSP Course in Tertiary ..."
Delivering PSP Course in Tertiary Education Environment: Challenges and Solution
Guoping Rong, He Zhang, Zhenyu Chen, and Dong Shao (State Key Laboratory for Novel Software Technology, China; Nanjing University, China; NICTA, Australia; University of New South Wales, Australia) Nowadays, many universities include Personal Software Process (PSP) into their software engineering curriculum. However, delivering PSP course in tertiary education environment always faces at least two challenges. Firstly, in a typical PSP course in education environment, one teacher may teach much more students than a typical PSP class in industry, hence it is extremely difficult to provide evaluation of students’ assignments in time. Secondly, participation of students in university often has significantly different characteristics compared to those trainees who had industry experiences. Based on education practice in Software Institute of Nanjing University, this paper proposed an approach to teaching PSP in tertiary education environment with higher efficiency and effectiveness. In this approach, a complete PSP course is delivered and cooperative learning (in pair) is encouraged. Besides, an evaluation team is established to provide timely evaluation on students’ submissions and to help students correct their development behaviors. To validate this teaching approach, we conducted an experiment which involved all the freshman students enrolled in software engineering. We compared some process data collected from the submissions of both groups (individual and pair) of students. The results of the experiment show that the load of students’ submissions reduced by half while students’ interest of learning increased @InProceedings{CSEE&T11p284, author = {Guoping Rong and He Zhang and Zhenyu Chen and Dong Shao}, title = {Delivering PSP Course in Tertiary Education Environment: Challenges and Solution}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {284--293}, doi = {}, year = {2011}, } |
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