CSEE&T 2011 – Author Index |
Contents -
Abstracts -
Authors
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Allan, Vicki |
CSEE&T '11-WPR: "Mystery Bug Theater ..."
Mystery Bug Theater
Renée Bryce and Vicki Allan (Utah State University, USA) Introductory Computer Science students often encounter programming bugs. Our previous work gathers and classifies data for 450 programming bugs brought to our tutor lab over a one year period. We use the data to identify the most common bugs as the basis for activities that improve our curriculum. This paper discusses several activities that rely on this data: (1) the ``Mystery Bug Theater'' website contains games and movies about common bugs, (2) professors quickly respond to the common bugs in lectures, and (3) class exercises use buggy code from the repository. Future work will distribute software testing material across the curriculum to help students with the most common bugs in specific courses and will analyze whether bug patterns change based on curriculum changes. @InProceedings{CSEE&T11p381, author = {Renée Bryce and Vicki Allan}, title = {Mystery Bug Theater}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {381--385}, doi = {}, year = {2011}, } |
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Badreddin, Omar |
CSEE&T '11-WPR: "Teaching UML Using Umple: ..."
Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom
Timothy C. Lethbridge, Gunter Mussbacher, Andrew Forward, and Omar Badreddin (University of Ottawa, Canada) We show how a technology called Umple can be used to improve teaching UML and modeling. Umple allows UML to be viewed both textually and graphically, with updates to one view reflected in the other. It allows UML concepts to be added to programming languages, plus web-based code generation from UML to those languages. We have used Umple in student laboratories and assignments for two years, and also live in the classroom. In a survey, students showed enthusiasm about Umple, and indicated they believe it helps them understand UML better. Improvements in their grades also support our approach. @InProceedings{CSEE&T11p421, author = {Timothy C. Lethbridge and Gunter Mussbacher and Andrew Forward and Omar Badreddin}, title = {Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {421--428}, doi = {}, year = {2011}, } |
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Broman, David |
CSEE&T '11-WPR: "How Can We Make Software Engineering ..."
How Can We Make Software Engineering Text Books Well-founded, Up-to-date, and Accessible to Students?
David Broman and Kristian Sandahl (Linköping University, Sweden) When teaching software engineering courses it is highly important to have good text books that are well-founded, up-to-date, and easily accessible to students. However, currently available text books on the market are either very broad or highly specialized, making it hard to select appropriate books for specific software engineering courses. Moreover, due to the rapidly changing subject of software engineering, books tend to become obsolete, which make students hesitate to buy books even if they are part of the listed course literature. In this paper, we briefly explain and discuss an approach of using a web-based system for creating collaborative and peer-reviewed text books that can be customized individually for specific courses. We describe and discuss the proposed system from a use case perspective. @InProceedings{CSEE&T11p386, author = {David Broman and Kristian Sandahl}, title = {How Can We Make Software Engineering Text Books Well-founded, Up-to-date, and Accessible to Students?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {386--390}, doi = {}, year = {2011}, } |
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Bryce, Renée |
CSEE&T '11-WPR: "Mystery Bug Theater ..."
Mystery Bug Theater
Renée Bryce and Vicki Allan (Utah State University, USA) Introductory Computer Science students often encounter programming bugs. Our previous work gathers and classifies data for 450 programming bugs brought to our tutor lab over a one year period. We use the data to identify the most common bugs as the basis for activities that improve our curriculum. This paper discusses several activities that rely on this data: (1) the ``Mystery Bug Theater'' website contains games and movies about common bugs, (2) professors quickly respond to the common bugs in lectures, and (3) class exercises use buggy code from the repository. Future work will distribute software testing material across the curriculum to help students with the most common bugs in specific courses and will analyze whether bug patterns change based on curriculum changes. @InProceedings{CSEE&T11p381, author = {Renée Bryce and Vicki Allan}, title = {Mystery Bug Theater}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {381--385}, doi = {}, year = {2011}, } |
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Chen, Zhenyu |
CSEE&T '11-WPR: "Teaching Software Testing ..."
Teaching Software Testing Methods Based on Diversity Principles
Zhenyu Chen, Jinyu Zhang, and Bin Luo (Nanjing University, China) Software testing is the primary approach to support software quality assurance. Many novel software testing methods have been proposed to achieve various tasks in recent years. It is a challenge to teach these new testing methods and classical testing methods within limited time. This paper reports our work in progress on the new teaching approach to software testing methods based on diversity principles. @InProceedings{CSEE&T11p391, author = {Zhenyu Chen and Jinyu Zhang and Bin Luo}, title = {Teaching Software Testing Methods Based on Diversity Principles}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {391--395}, doi = {}, year = {2011}, } |
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Chookittikul, Wajee |
CSEE&T '11-WPR: "Effective Real-World Project ..."
Effective Real-World Project Collaboration: Strategies from a Cyber Security Degree Program
Wajee Chookittikul and Peter E. Maher (Phetchaburi Rajabhat University, Thailand; Webster University, USA) The undergraduate degree of computer and cyber security has been offered at the School of Information Technology, Phetchaburi Rajabhat University, Thailand since 2005. Our program requires direct field experience when students are taking upper-level courses. This is not only to ensure that students are well prepared for their future jobs, but also to raise awareness of how important and mandatory specialized computer and cyber security personnel skills can be for their organizations. This paper documents an effective model incorporating real-world projects into 16-week lecture courses. Creating a strong bond between school and industry is one of the key factors in the success of the curriculum and our graduates, and is one of the quality assurance indicators for this degree and the School. @InProceedings{CSEE&T11p429, author = {Wajee Chookittikul and Peter E. Maher}, title = {Effective Real-World Project Collaboration: Strategies from a Cyber Security Degree Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {429--433}, doi = {}, year = {2011}, } |
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Ding, Eryu |
CSEE&T '11-WPR: "An Introductory Software Engineering ..."
An Introductory Software Engineering Course for Software Engineering Program
Dong Shao, Bin Luo , Eryu Ding, and Qin Liu (Nanjing University, China) One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The "Computing and Software Engineering (CSE)", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE. @InProceedings{CSEE&T11p411, author = {Dong Shao and Bin Luo and Eryu Ding and Qin Liu}, title = {An Introductory Software Engineering Course for Software Engineering Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {411--415}, doi = {}, year = {2011}, } |
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Fairmichael, Fintan |
CSEE&T '11-WPR: "Toward Instant Gradeification ..."
Toward Instant Gradeification
Daniel M. Zimmerman, Joseph R. Kiniry, and Fintan Fairmichael (University of Washington at Tacoma, USA; IT University of Copenhagen, Denmark; University College Dublin, Ireland) Providing useful feedback to students about both the functional correctness and the internal structure of their submissions is the most labor-intensive part of teaching programming courses. The former can be automated through test scripts and other similar mechanisms; however, the latter typically requires a detailed inspection of the submitted code. This paper introduces AutoGradeMe, a tool that automates much (but not all) of the work required to grade the internal structure of a student submission in the Java programming language. It integrates with the Eclipse IDE and multiple third-party plug-ins to provide instructors with an easy-to-use grading environment. More importantly, unlike other automatic grading tools currently in use, it gives students continuous feedback about their work during the development process. @InProceedings{CSEE&T11p406, author = {Daniel M. Zimmerman and Joseph R. Kiniry and Fintan Fairmichael}, title = {Toward Instant Gradeification}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {406--410}, doi = {}, year = {2011}, } |
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Forward, Andrew |
CSEE&T '11-WPR: "Teaching UML Using Umple: ..."
Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom
Timothy C. Lethbridge, Gunter Mussbacher, Andrew Forward, and Omar Badreddin (University of Ottawa, Canada) We show how a technology called Umple can be used to improve teaching UML and modeling. Umple allows UML to be viewed both textually and graphically, with updates to one view reflected in the other. It allows UML concepts to be added to programming languages, plus web-based code generation from UML to those languages. We have used Umple in student laboratories and assignments for two years, and also live in the classroom. In a survey, students showed enthusiasm about Umple, and indicated they believe it helps them understand UML better. Improvements in their grades also support our approach. @InProceedings{CSEE&T11p421, author = {Timothy C. Lethbridge and Gunter Mussbacher and Andrew Forward and Omar Badreddin}, title = {Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {421--428}, doi = {}, year = {2011}, } |
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Garousi, Vahid |
CSEE&T '11-WPR: "Incorporating Real-World Industrial ..."
Incorporating Real-World Industrial Testing Projects in Software Testing Courses: Opportunities, Challenges, and Lessons Learned
Vahid Garousi (University of Calgary, Canada) In order to effectively teach software engineering students how to solve real-world problems, if possible, students should have the chance of working with and testing “real-world” industrial software systems during their courses. In a previous article, we presented a comprehensive software-testing lab exercise repository in which real software systems and test tools were incorporated to give students the chance of learning industry-standard tools (such as JUnit and IBM Rational Functional Tester). As the next step in our on-going efforts to improve the learning experience of students in testing courses, we have incorporated “real-world” industrial testing projects in a graduate-level software testing course in the past three years (2008-2010). The experience and the outcomes of these industrial-caliber projects have been very satisfying to the stakeholders. We report in this article some details about those projects and also discuss the opportunities, challenges, and lessons learned in those projects. @InProceedings{CSEE&T11p396, author = {Vahid Garousi}, title = {Incorporating Real-World Industrial Testing Projects in Software Testing Courses: Opportunities, Challenges, and Lessons Learned}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {396--400}, doi = {}, year = {2011}, } |
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Kiniry, Joseph R. |
CSEE&T '11-WPR: "Toward Instant Gradeification ..."
Toward Instant Gradeification
Daniel M. Zimmerman, Joseph R. Kiniry, and Fintan Fairmichael (University of Washington at Tacoma, USA; IT University of Copenhagen, Denmark; University College Dublin, Ireland) Providing useful feedback to students about both the functional correctness and the internal structure of their submissions is the most labor-intensive part of teaching programming courses. The former can be automated through test scripts and other similar mechanisms; however, the latter typically requires a detailed inspection of the submitted code. This paper introduces AutoGradeMe, a tool that automates much (but not all) of the work required to grade the internal structure of a student submission in the Java programming language. It integrates with the Eclipse IDE and multiple third-party plug-ins to provide instructors with an easy-to-use grading environment. More importantly, unlike other automatic grading tools currently in use, it gives students continuous feedback about their work during the development process. @InProceedings{CSEE&T11p406, author = {Daniel M. Zimmerman and Joseph R. Kiniry and Fintan Fairmichael}, title = {Toward Instant Gradeification}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {406--410}, doi = {}, year = {2011}, } |
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Lethbridge, Timothy C. |
CSEE&T '11-WPR: "Teaching UML Using Umple: ..."
Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom
Timothy C. Lethbridge, Gunter Mussbacher, Andrew Forward, and Omar Badreddin (University of Ottawa, Canada) We show how a technology called Umple can be used to improve teaching UML and modeling. Umple allows UML to be viewed both textually and graphically, with updates to one view reflected in the other. It allows UML concepts to be added to programming languages, plus web-based code generation from UML to those languages. We have used Umple in student laboratories and assignments for two years, and also live in the classroom. In a survey, students showed enthusiasm about Umple, and indicated they believe it helps them understand UML better. Improvements in their grades also support our approach. @InProceedings{CSEE&T11p421, author = {Timothy C. Lethbridge and Gunter Mussbacher and Andrew Forward and Omar Badreddin}, title = {Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {421--428}, doi = {}, year = {2011}, } |
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Liu, Qin |
CSEE&T '11-WPR: "An Introductory Software Engineering ..."
An Introductory Software Engineering Course for Software Engineering Program
Dong Shao, Bin Luo , Eryu Ding, and Qin Liu (Nanjing University, China) One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The "Computing and Software Engineering (CSE)", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE. @InProceedings{CSEE&T11p411, author = {Dong Shao and Bin Luo and Eryu Ding and Qin Liu}, title = {An Introductory Software Engineering Course for Software Engineering Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {411--415}, doi = {}, year = {2011}, } |
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Luo, Bin |
CSEE&T '11-WPR: "An Introductory Software Engineering ..."
An Introductory Software Engineering Course for Software Engineering Program
Dong Shao, Bin Luo , Eryu Ding, and Qin Liu (Nanjing University, China) One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The "Computing and Software Engineering (CSE)", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE. @InProceedings{CSEE&T11p411, author = {Dong Shao and Bin Luo and Eryu Ding and Qin Liu}, title = {An Introductory Software Engineering Course for Software Engineering Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {411--415}, doi = {}, year = {2011}, } CSEE&T '11-WPR: "Teaching Software Testing ..." Teaching Software Testing Methods Based on Diversity Principles Zhenyu Chen, Jinyu Zhang, and Bin Luo (Nanjing University, China) Software testing is the primary approach to support software quality assurance. Many novel software testing methods have been proposed to achieve various tasks in recent years. It is a challenge to teach these new testing methods and classical testing methods within limited time. This paper reports our work in progress on the new teaching approach to software testing methods based on diversity principles. @InProceedings{CSEE&T11p391, author = {Zhenyu Chen and Jinyu Zhang and Bin Luo}, title = {Teaching Software Testing Methods Based on Diversity Principles}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {391--395}, doi = {}, year = {2011}, } |
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Maher, Peter E. |
CSEE&T '11-WPR: "Effective Real-World Project ..."
Effective Real-World Project Collaboration: Strategies from a Cyber Security Degree Program
Wajee Chookittikul and Peter E. Maher (Phetchaburi Rajabhat University, Thailand; Webster University, USA) The undergraduate degree of computer and cyber security has been offered at the School of Information Technology, Phetchaburi Rajabhat University, Thailand since 2005. Our program requires direct field experience when students are taking upper-level courses. This is not only to ensure that students are well prepared for their future jobs, but also to raise awareness of how important and mandatory specialized computer and cyber security personnel skills can be for their organizations. This paper documents an effective model incorporating real-world projects into 16-week lecture courses. Creating a strong bond between school and industry is one of the key factors in the success of the curriculum and our graduates, and is one of the quality assurance indicators for this degree and the School. @InProceedings{CSEE&T11p429, author = {Wajee Chookittikul and Peter E. Maher}, title = {Effective Real-World Project Collaboration: Strategies from a Cyber Security Degree Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {429--433}, doi = {}, year = {2011}, } |
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Mussbacher, Gunter |
CSEE&T '11-WPR: "Teaching UML Using Umple: ..."
Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom
Timothy C. Lethbridge, Gunter Mussbacher, Andrew Forward, and Omar Badreddin (University of Ottawa, Canada) We show how a technology called Umple can be used to improve teaching UML and modeling. Umple allows UML to be viewed both textually and graphically, with updates to one view reflected in the other. It allows UML concepts to be added to programming languages, plus web-based code generation from UML to those languages. We have used Umple in student laboratories and assignments for two years, and also live in the classroom. In a survey, students showed enthusiasm about Umple, and indicated they believe it helps them understand UML better. Improvements in their grades also support our approach. @InProceedings{CSEE&T11p421, author = {Timothy C. Lethbridge and Gunter Mussbacher and Andrew Forward and Omar Badreddin}, title = {Teaching UML Using Umple: Applying Model-Oriented Programming in the Classroom}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {421--428}, doi = {}, year = {2011}, } |
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Rodrigues, Claudia Susie C. |
CSEE&T '11-WPR: "Making the Comprehension of ..."
Making the Comprehension of Software Architecture Attractive
Claudia Susie C. Rodrigues and Cláudia M. L. Werner (COPPE/UFRJ, Brazil) Visualization stimulates the cognitive capacity of humans and facilitates the understanding of a subject. It performs a crucial role in teaching software architecture. As systems become more complex, new education proposals have been introduced in the classroom, especially those that make teaching more attractive to students. This paper presents the VisAr3D approach which was designed to provide a 3D visualization of UML models, where the user should intuitively understand architectural elements in this 3D environment. It includes exploration, interaction and simulation resources to establish a practical and pleasant learning activity, focusing in large scale systems. @InProceedings{CSEE&T11p416, author = {Claudia Susie C. Rodrigues and Cláudia M. L. Werner}, title = {Making the Comprehension of Software Architecture Attractive}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {416--420}, doi = {}, year = {2011}, } |
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Sandahl, Kristian |
CSEE&T '11-WPR: "How Can We Make Software Engineering ..."
How Can We Make Software Engineering Text Books Well-founded, Up-to-date, and Accessible to Students?
David Broman and Kristian Sandahl (Linköping University, Sweden) When teaching software engineering courses it is highly important to have good text books that are well-founded, up-to-date, and easily accessible to students. However, currently available text books on the market are either very broad or highly specialized, making it hard to select appropriate books for specific software engineering courses. Moreover, due to the rapidly changing subject of software engineering, books tend to become obsolete, which make students hesitate to buy books even if they are part of the listed course literature. In this paper, we briefly explain and discuss an approach of using a web-based system for creating collaborative and peer-reviewed text books that can be customized individually for specific courses. We describe and discuss the proposed system from a use case perspective. @InProceedings{CSEE&T11p386, author = {David Broman and Kristian Sandahl}, title = {How Can We Make Software Engineering Text Books Well-founded, Up-to-date, and Accessible to Students?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {386--390}, doi = {}, year = {2011}, } |
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Shao, Dong |
CSEE&T '11-WPR: "An Introductory Software Engineering ..."
An Introductory Software Engineering Course for Software Engineering Program
Dong Shao, Bin Luo , Eryu Ding, and Qin Liu (Nanjing University, China) One important issue in undergraduate software engineering curriculum is how to help students establish the concept of software engineering at the beginning of software engineering undergraduate program and to provide a reasonable basis of knowledge and skills for subsequent courses. The "Computing and Software Engineering (CSE)", a three-semester course, is designed as the introductory course for undergraduate software engineering program at NJU in China; it tries to help students learn the comprehensive knowledge and skills in constructing small-to-medium size software. The course includes not only technical topics, such as programming and software development technology, but also professionalism and teamwork through constructing different scales of software. The knowledge is organized with the complete software example development demonstration, which makes it easier for students to synthesize all knowledge related in software development. CSE has been executed from 2009, and it has been refined according to feedback from students, lecturers and TAs. This paper describes the design and teaching practice of CSE. @InProceedings{CSEE&T11p411, author = {Dong Shao and Bin Luo and Eryu Ding and Qin Liu}, title = {An Introductory Software Engineering Course for Software Engineering Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {411--415}, doi = {}, year = {2011}, } |
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Vírseda, Rafael del Vado |
CSEE&T '11-WPR: "A Learning Methodology based ..."
A Learning Methodology based on Semantic Tableaux for Software Engineering Education
Rafael del Vado Vírseda (Complutense University of Madrid, Spain) While Computational Logic plays an important role in several areas of Software Engineering (SE), most of the educational technology developed for teaching logic ignores their application in a larger portion of the SE education domain. In this paper we describe an innovative methodology based on a prototype logic teaching tool on semantic tableaux to prepare and train the students to use logic as a formal proof technique in other topics of SE, such as the formal verification of algorithms and the declarative debugging of imperative programs, which are foundations of good development of software. @InProceedings{CSEE&T11p401, author = {Rafael del Vado Vírseda}, title = {A Learning Methodology based on Semantic Tableaux for Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {401--405}, doi = {}, year = {2011}, } |
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Werner, Cláudia M. L. |
CSEE&T '11-WPR: "Making the Comprehension of ..."
Making the Comprehension of Software Architecture Attractive
Claudia Susie C. Rodrigues and Cláudia M. L. Werner (COPPE/UFRJ, Brazil) Visualization stimulates the cognitive capacity of humans and facilitates the understanding of a subject. It performs a crucial role in teaching software architecture. As systems become more complex, new education proposals have been introduced in the classroom, especially those that make teaching more attractive to students. This paper presents the VisAr3D approach which was designed to provide a 3D visualization of UML models, where the user should intuitively understand architectural elements in this 3D environment. It includes exploration, interaction and simulation resources to establish a practical and pleasant learning activity, focusing in large scale systems. @InProceedings{CSEE&T11p416, author = {Claudia Susie C. Rodrigues and Cláudia M. L. Werner}, title = {Making the Comprehension of Software Architecture Attractive}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {416--420}, doi = {}, year = {2011}, } |
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Zhang, Jinyu |
CSEE&T '11-WPR: "Teaching Software Testing ..."
Teaching Software Testing Methods Based on Diversity Principles
Zhenyu Chen, Jinyu Zhang, and Bin Luo (Nanjing University, China) Software testing is the primary approach to support software quality assurance. Many novel software testing methods have been proposed to achieve various tasks in recent years. It is a challenge to teach these new testing methods and classical testing methods within limited time. This paper reports our work in progress on the new teaching approach to software testing methods based on diversity principles. @InProceedings{CSEE&T11p391, author = {Zhenyu Chen and Jinyu Zhang and Bin Luo}, title = {Teaching Software Testing Methods Based on Diversity Principles}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {391--395}, doi = {}, year = {2011}, } |
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Zimmerman, Daniel M. |
CSEE&T '11-WPR: "Toward Instant Gradeification ..."
Toward Instant Gradeification
Daniel M. Zimmerman, Joseph R. Kiniry, and Fintan Fairmichael (University of Washington at Tacoma, USA; IT University of Copenhagen, Denmark; University College Dublin, Ireland) Providing useful feedback to students about both the functional correctness and the internal structure of their submissions is the most labor-intensive part of teaching programming courses. The former can be automated through test scripts and other similar mechanisms; however, the latter typically requires a detailed inspection of the submitted code. This paper introduces AutoGradeMe, a tool that automates much (but not all) of the work required to grade the internal structure of a student submission in the Java programming language. It integrates with the Eclipse IDE and multiple third-party plug-ins to provide instructors with an easy-to-use grading environment. More importantly, unlike other automatic grading tools currently in use, it gives students continuous feedback about their work during the development process. @InProceedings{CSEE&T11p406, author = {Daniel M. Zimmerman and Joseph R. Kiniry and Fintan Fairmichael}, title = {Toward Instant Gradeification}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {406--410}, doi = {}, year = {2011}, } |
23 authors
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