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2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T 2011),
May 22–24, 2011,
Waikiki, Honolulu, HI, USA
Academic Research Papers
PROGTEST: An Environment for the Submission and Evaluation of Programming Assignments based on Testing Activities
Draylson Micael de Souza, José Carlos Maldonado, and Ellen Francine Barbosa
(University of São Paulo, Brazil)
@InProceedings{CSEE&T11p1,
author = {Draylson Micael de Souza and José Carlos Maldonado and Ellen Francine Barbosa},
title = {PROGTEST: An Environment for the Submission and Evaluation of Programming Assignments based on Testing Activities},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {1--0},
doi = {},
year = {2011},
}
Predicting Individual Performance in Student Project Teams
Matthew L. Hale, Noah M. Jorgenson, and Rose F. Gamble
(University of Tulsa, USA)
Due to the critical role of communication in project teams, capturing and analyzing developer design notes and conversations for use as performance predictors is becoming increasing important as software development processes become more asynchronous. Current prediction methods require human Subject Matter Experts (SME) to laboriously examine and rank user content along various categories such as participation and the information they express. SEREBRO is an integrated courseware tool that captures social and development artifacts automatically and provides real time rewards, in the form of badges and titles, indicating a user's progress towards predefined goals using a variety of automated assessment measures. The tool allows for instructor visualization, involvement, and feedback in the ongoing projects and provides avenues for the instructor to adapt or adjust project scope or individual role assignments based on past or current individual performance levels. This paper evaluates and compares the use of two automated SEREBRO measures with SME content-based analysis and work product grades as predictors of individual performance. Data is collected from undergraduate software engineering teams using SEREBRO, whose automated measures of content and contribution perform as well as SME ratings and grades to suggest individual performance can be predicted in real-time.
@InProceedings{CSEE&T11p11,
author = {Matthew L. Hale and Noah M. Jorgenson and Rose F. Gamble},
title = {Predicting Individual Performance in Student Project Teams},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {11--20},
doi = {},
year = {2011},
}
Communication Genres: Integrating Communication into the Software Engineering Curriculum
Michael Carter, Mladen Vouk, Gerald C. Gannod, Janet E. Burge, Paul V. Anderson, and Mark E. Hoffmann
(North Carolina State University, USA; Miami University, USA; Quinnipiac University, USA)
One way to improve the communication abilities of new software engineering graduates in the workplace is to integrate communication more effectively in the software engineering curriculum. But faculty typically conceive of communication as outside their realm of expertise. Based on the results of an NSF-funded project, we use theories of situated learning and genre to make the case that communication is integral to software engineering and that faculty are in the best position to guide students in becoming better communicators in the field. We identify software engineering genres and show how those genres may be used to integrate communication in the classroom and throughout the curriculum.
@InProceedings{CSEE&T11p21,
author = {Michael Carter and Mladen Vouk and Gerald C. Gannod and Janet E. Burge and Paul V. Anderson and Mark E. Hoffmann},
title = {Communication Genres: Integrating Communication into the Software Engineering Curriculum},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {21--30},
doi = {},
year = {2011},
}
Teaching Software Engineering with SimulES-W
Elizabeth Suescún Monsalve, Vera Maria B. Werneck, and Julio Cesar Sampaio do Prado Leite
(PUC-Rio, Brazil; Universidade do Estado do Rio de Janeiro, Brazil)
This work presents an educational board and card game named SimulES-W, as a tool for teaching Software Engineering. It encompasses 5 years of evolution, in which the game Problems and Programmers was the fundamental source. SimulES-W innovates in three distinct areas: it is a web based game, it relies on a broad view of the software process and it is customizable for content. SimulES-W is supported by collaborative software that implements the SimulES board game. The paper describes the game, stresses its strong points, provides initial data on its use and discusses its future.
@InProceedings{CSEE&T11p31,
author = {Elizabeth Suescún Monsalve and Vera Maria B. Werneck and Julio Cesar Sampaio do Prado Leite},
title = {Teaching Software Engineering with SimulES-W},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {31--40},
doi = {},
year = {2011},
}
Investigating Student-Instructor Interactions When Using Pair Programming: An Empirical Study
Alex Radermacher and Gursimran Walia
(North Dakota State University, USA)
At North Dakota State University, there are multiple sections of the CS1 and CS2 introductory computer science courses. A large number of students are enrolled in each section, making it difficult to hold laboratory sessions as there is not enough space for all of the students in one room. This results in diminished student attendance and a decrease in student understanding of the course material. Pair programming has been shown to have multiple benefits in educational use. Previous research has shown that it benefits student learning in addition to increasing the student retention in computer science programming courses. Using pair programming would also allow students to share laboratory resources and make it possible to accommodate more students in laboratory session. To study the effects of pair programming on student-instructor interactions in laboratory sessions of introductory computer science courses, an empirical study was conducted at North Dakota State University. Data about student-instructor interactions was collected by monitoring the laboratory sessions during the study run, as well as through a post-study survey given to students and interviews with the instructors. The results from this study indicate that having students work in pairs as opposed to individually reduces the number of questions from students and decreases the amount of time that a student must wait for instructor assistance.
@InProceedings{CSEE&T11p41,
author = {Alex Radermacher and Gursimran Walia},
title = {Investigating Student-Instructor Interactions When Using Pair Programming: An Empirical Study},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {41--50},
doi = {},
year = {2011},
}
Supporting Introductory Test-Driven Labs with WebIDE
Thomas Dvornik, David S. Janzen, John Clements, and Olga Dekhtyar
(Salesforce.com, USA; California Polytechnic State University, USA)
WebIDE is a new web-based development environment for entry-level programmers with two primary goals: minimize tool barriers to writing computer programs and introduce software engineering best practices early in a student’s educational career. Currently, WebIDE focuses on Test-Driven Learning (TDL) by using small iterative examples and introducing lock-step labs, which prevent the student from moving forward until they finish the current step. However, WebIDE does not require that labs follow TDL. Instructors can write their own labs for WebIDE using any software engineering or pedagogical approach. Likewise, instructors can build custom evaluators—written in any language—to support their approach and provide detailed error messages to students. We report on a pilot study in a CS0 course where students were split into two groups, one that used WebIDE and one that didn’t. The WebIDE group showed a significant improvement in performance when writing a simple Android application. Additionally, among students with some programming experience, the WebIDE group was more proficient in writing unit tests.
@InProceedings{CSEE&T11p51,
author = {Thomas Dvornik and David S. Janzen and John Clements and Olga Dekhtyar},
title = {Supporting Introductory Test-Driven Labs with WebIDE},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {51--60},
doi = {},
year = {2011},
}
Competence Analysis of IT Professionals Involved in Business Services - Using a Qualitative Method
Hsin-Ke Lu, Chia-Hui Lo, and Peng-Chun Lin
(Chinese Culture University, Taiwan; National Taiwan Normal University, Taiwan)
Content, evaluation, and applications of competence have been important issues in both academia and practical applications since the 1970s. On the one hand, studies on psychological assessment, human resources development and human resources management have extensively discussed the definition and classification of competence; on the other hand, practical research on the competences of different occupations has attracted considerable attention. Previous studies have presented numerous analytical procedures and research methods. Further elaborating these methods can derive higher quality competency models based on different perspectives.
This investigation incorporated the notion of adaptive theory into the Job Competence Analysis (JCA) method. Through rigid qualitative content analysis, this study integrated the existing literature with in-depth interviews conducted with managers and experts. This yielded a practical competence model that indentified the core competences of an occupation or industry. Taking IT professionals as an example, this study carried out field research that followed the practical model and clarified the core competencies of IT professionals in the business service sector in Taiwan. Theoretically, this model can not only establish a foundation for further research on core competence, but can also guide decision making on human resource management and development. Practically, by identifying core competences in the business services this investigation significantly helps the development of practical training programs.
@InProceedings{CSEE&T11p61,
author = {Hsin-Ke Lu and Chia-Hui Lo and Peng-Chun Lin},
title = {Competence Analysis of IT Professionals Involved in Business Services - Using a Qualitative Method},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {61--70},
doi = {},
year = {2011},
}
An Exploration of Knowledge and Skills Transfer from a Formal Software Engineering Curriculum to a Capstone Practicum Project
Ray Bareiss and Edward Katz
(Carnegie Mellon Silicon Valley, USA)
Students at Carnegie Mellon Silicon Valley complete a team-based practicum project for an industrial sponsor as the capstone of their master’s education in software engineering. Over time, the faculty member who typically serves as advisor for such projects has been disturbed by the failure of several student teams to transfer some relevant knowledge and skills from the formal curriculum to the relatively unstructured practicum project environment. We conducted a survey of all 2010 software engineering students to ascertain the most significant self-reported shortcomings. This paper presents the survey data and then discusses the results in terms of a theory of transfer; as part of this discussion recent and possible future changes to instruction are identified.
@InProceedings{CSEE&T11p71,
author = {Ray Bareiss and Edward Katz},
title = {An Exploration of Knowledge and Skills Transfer from a Formal Software Engineering Curriculum to a Capstone Practicum Project},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {71--80},
doi = {},
year = {2011},
}
Teaching Software Project Management using Simulations
Andreas Bollin, Elke Hochmüller, and Roland T. Mittermeir
(Universität Klagenfurt, Austria; Carinthia University of Applied Sciences, Austria)
An experience-dominated subject like software project management cannot be learned by merely attending lectures. Additional labs, however, even with only modest real-life projects, call for substantial effort to be spent by the instructors as well as by the partaking students. Our experience shows that using a software development simulation tool enhances the mix of methods used in conventional teaching substantially.
@InProceedings{CSEE&T11p81,
author = {Andreas Bollin and Elke Hochmüller and Roland T. Mittermeir},
title = {Teaching Software Project Management using Simulations},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {81--90},
doi = {},
year = {2011},
}
Educating Software Engineers of the Future: Software Quality Research through Problem-Based Learning
Ita Richardson, Louise Reid, Stephen B. Seidman, Bob Pattinson, and Yvonne Delaney
(University of Limerick, Ireland; Texas State University, USA)
Software Engineering graduates are expected to enter the workforce with both technical and soft skills. In addition, software quality is a topic that is becoming increasingly important both because of educational and industry requirements. Software engineering lecturers need to bring their research into the classroom. Bringing all of these together can pose the lecturer with a dilemma that is not easily solvable. This paper presents how problem-based learning, a pedagogical methodology that is popular in medicine and other disciplines, can be used to accomplish these goals in a single course module. It describes a research project which analyses the implementation of problem-based learning within a M.Sc. Software Engineering Quality Module, and evaluates the outcomes against published expectations.
@InProceedings{CSEE&T11p91,
author = {Ita Richardson and Louise Reid and Stephen B. Seidman and Bob Pattinson and Yvonne Delaney},
title = {Educating Software Engineers of the Future: Software Quality Research through Problem-Based Learning},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {91--100},
doi = {},
year = {2011},
}
An Overview of the Main Design Characteristics of Simulation Games in Software Engineering Education
Daniela C. C. Peixoto, Rodrigo M. Possa, Rodolfo F. Resende, and Clarindo Isaías P. S. Pádua
(Federal University of Minas Gerais, Brazil)
Simulation games supporting students’ education and training are being described in an increasing number of works. Simulations are accepted as a complementary mode for the traditional teaching methods by stimulating and motivating learning through providing a realistic environment for the students to practice. They can engage students in a more enjoyable simulated experience of the real world. This article explores the use of simulation games in Software Engineering education. We focus on simulation games that were developed to bridge the gap between the theoretical learning and real life practice of software development. Following a review of the literature, we present a discussion of the simulation games, showing their main characteristics and differences regarding their design. Our findings identify some dimensions that provide an integrated view of simulation games in the Software Engineering field. Our main contributions are the criteria and results of our discussion. These criteria are based on the interaction aspects of simulation games which can assist instructors during game selection and provide some insights for Software Engineering simulation games developers.
@InProceedings{CSEE&T11p101,
author = {Daniela C. C. Peixoto and Rodrigo M. Possa and Rodolfo F. Resende and Clarindo Isaías P. S. Pádua},
title = {An Overview of the Main Design Characteristics of Simulation Games in Software Engineering Education},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {101--110},
doi = {},
year = {2011},
}
Industry Academia Collaboration Model: The Design Challenges
Manisha and Manoj Manuja
(Infosys Technologies Ltd., India)
The Information Technology industry is growing at a healthy rate with businesses heavily dependent on IT applications for their operations. India has become a global hub for IT services export and has witnessed exponential growth of employment opportunities. While the IT industry has felt a pressing need for acquiring and retaining competent talent, academia on the other side has also felt a strong need in terms of producing the necessary quality talent. Hence, a need for industry-academia partnership has been strongly felt to enhance the employability of engineering graduate workforce and make them industry ready.
This article discusses the critical design challenges significant for any industry-academia collaboration model in the higher education space [4]. Here, we discuss the design options for such a model, its evaluation strategy and performance parameters, and how it addresses the primary challenges faced by both the stakeholders i.e. industry and academia, in a measurable, scalable and sustainable manner.
@InProceedings{CSEE&T11p111,
author = { Manisha and Manoj Manuja},
title = {Industry Academia Collaboration Model: The Design Challenges},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {111--120},
doi = {},
year = {2011},
}
Analysis of the Motivation of Learners in the In-House Training of Programming in Japanese ICT Industries
Hidekuni Tsukamoto, Hideo Nagumo, Yasuhiro Takemura, and Kenichi Matsumoto
(Osaka University of Arts, Japan; Niigata Seiryo University, Japan; Nara Institute of Science and Technology, Japan)
In order to plan efficient and effective in-house training for programming, the characteristics of the motivation of learners in an in-house training of programming course, in an information and communication technology (ICT) industry, have been analyzed. In the in-house training course, 42 participants underwent a 16 day training program of Java language. The analysis of the motivation was carried out using a questionnaire based on the ARCS motivation model. As a result, it has been found that the motivation of those who have a technology background is not necessarily higher than that of those who have a non-technology background.
@InProceedings{CSEE&T11p121,
author = {Hidekuni Tsukamoto and Hideo Nagumo and Yasuhiro Takemura and Kenichi Matsumoto},
title = {Analysis of the Motivation of Learners in the In-House Training of Programming in Japanese ICT Industries},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {121--128},
doi = {},
year = {2011},
}
Turning Real-World Systems into Verification-Driven Learning Cases
Shengru Tu, Shireesha Tankashala, Sehun Oh, Brian Becker, Brian Horton, Aditya Kallem, Zhao Yang, Lisa Hartman, and Daniel Wagner
(University of New Orleans, USA; Benjamin Franklin High School at New Orleans, USA; Jesuit High School at New Orleans, USA)
Based on the verification-driven learning (VDL) model, we have proposed a methodology for turning real-world software systems into platforms for CS students to carry out active and in-depth studies in software development. The purpose of the VDL model is to enrich the context of software engineering education. VDL cases can be a supplement to other teaching approaches to software engineering.
@InProceedings{CSEE&T11p129,
author = {Shengru Tu and Shireesha Tankashala and Sehun Oh and Brian Becker and Brian Horton and Aditya Kallem and Zhao Yang and Lisa Hartman and Daniel Wagner},
title = {Turning Real-World Systems into Verification-Driven Learning Cases},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {129--138},
doi = {},
year = {2011},
}
Learning at the Elbows of Experts: Technology Roadmapping with Software Engineering Students
John Hosking, Peter Smith, Elisabeth Krull, and Nick Jones
(University of Auckland, New Zealand)
We describe a multidisciplinary course introducing Software Engineering, Computer Science and Business students to strategic business planning in IT organizations using technology roadmapping as the focus of instruction. The course has a strong practicum element, where multidisciplinary teams facilitate development of a technology roadmap in fast growth IT organizations guided by experienced mentors. It provides opportunities for a rich set of learnings, of the core content, technology roadmapping, but also: team skills in a multidisciplinary context; consultancy and communication skills; understanding other professionals vocabularies; and practical observation of hi-tech senior managers.
@InProceedings{CSEE&T11p139,
author = {John Hosking and Peter Smith and Elisabeth Krull and Nick Jones},
title = {Learning at the Elbows of Experts: Technology Roadmapping with Software Engineering Students},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {139--148},
doi = {},
year = {2011},
}
The Effects of Openness to Experience on Pair Programming in a Higher Education Context
Norsaremah Salleh, Emilia Mendes, and
John Grundy
(International Islamic University Malaysia, Malaysia; University of Auckland, New Zealand; Swinburne University of Technology, Australia)
This paper describes a formal experiment carried out to investigate the effect of the personality factor Openness to experience on the academic performance of students who practiced pair programming (PP) in higher education. The experiment was carried out at the University of Auckland, using as subjects undergraduate students attending an introductory software programming course. Our results showed that differences in Openness level could significantly affect academic performance of students who pair programmed. In addition, our results also showed that most students gained higher satisfaction from the PP experience and their confidence level in solving programming exercises was also high.
@InProceedings{CSEE&T11p149,
author = {Norsaremah Salleh and Emilia Mendes and John Grundy},
title = {The Effects of Openness to Experience on Pair Programming in a Higher Education Context},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {149--158},
doi = {},
year = {2011},
}
A Quantitative Assessment Method for Simulation-based E-learnings
Natalia Andriano, Marcela Garay Moyano, Carlos Bertoni, and Diego Rubio
(Universidad Tecnológica Nacional, Argentina)
For several years the software industry has been focused on improving its product´s quality by implementing different frameworks, models and standards like CMMI and ISO. It has been discovered that training team members is a must within these quality frameworks. Given the vast technologies differentiations and new methodologies for developing software, it is imminent that alternative faster, effective and more customized ways of training people are needed. One alternative way in training people is using simulation-based e-learning technologies. Due to the vast e-learnings market´s availability, evaluations on educational software must be done to verify the quality of the training that is been produced or acquired. This paper presents a method that provides a quantitative assessment of the training quality. The proposed method presents an approach towards assessing educational software through the quantitative evaluation of predefined attribute. A pilot experience is presented in this paper along with the method description and explanation
@InProceedings{CSEE&T11p159,
author = {Natalia Andriano and Marcela Garay Moyano and Carlos Bertoni and Diego Rubio},
title = {A Quantitative Assessment Method for Simulation-based E-learnings},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {159--168},
doi = {},
year = {2011},
}
Evaluating the Testing Ability of Senior-level Computer Science Students
Jeffrey C. Carver and Nicholas A. Kraft
(University of Alabama, USA)
Testing is a key skill for computer science students to acquire during their studies. To determine how well students are learning this skill, we conducted an empirical study in two offerings of a senior-level computer science course. The goal of the study was to determine whether students would be able to create a small, complete test suite for a simple program. The students created a test suite first without the aid of a coverage tool and then with the aid of a coverage tool. The results indicate that without a coverage tool, students achieved significantly less than 100% statement, branch or condition coverage. When provided with a code coverage tool, students increased coverage levels. Still, examination of the test suites indicated that they were significantly larger than the minimum required. These results indicate that students cannot conduct adequate testing of even a small program. To provide context for our results, we provide a literature survey summarizing various techniques proposed for teaching testing in the computer science curriculum. We discuss each technique, its strengths, and its weaknesses.
@InProceedings{CSEE&T11p169,
author = {Jeffrey C. Carver and Nicholas A. Kraft},
title = {Evaluating the Testing Ability of Senior-level Computer Science Students},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {169--178},
doi = {},
year = {2011},
}
Leveraging Design Structure Matrices in Software Design Education
Yuanfang Cai, Daniel Iannuzzi, and Sunny Wong
(Drexel University, USA)
Important software design concepts, such as information hiding and separation of concerns, are
often conveyed to students informally. The modularity and hence maintainability of student software
is difficult to assess. In this paper, we report our study of using design structure matrix (DSM) to
assess the modularity of student software by comparing the differences between the DSM representing
the intended design and the DSMs representing the software implemented by the students. We
applied this approach to a software design class at Drexel University. We found that even though the
lab and homework assignments were of small scale, and in many cases, detailed designs were given
to the students in the form of UML class diagrams, 74% of the 85 student submissions, although
fulfilled the required functionality, introduced unexpected dependencies so that the modules that designed to be independent are actually coupled. These design problems can only be revealed during
software evolution, which is usually not possible for student projects. The results show the necessity
and benefits of applying DSM modeling to make such design problems explicit to the students.
@InProceedings{CSEE&T11p179,
author = {Yuanfang Cai and Daniel Iannuzzi and Sunny Wong},
title = {Leveraging Design Structure Matrices in Software Design Education},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {179--188},
doi = {},
year = {2011},
}
Relevance and Alignment of Real-Client Real-Project Courses via Technology Transfer
LiGuo Huang
and Daniel Port
(Southern Methodist University, USA; University of Hawaii, USA)
It is often claimed Real-Client Real-Project (RCRP) courses are important providers of industry relevant experience and skills to students. How do we know this is so? We cannot prove this or improve RCRP industry relevance without tangible evidence. Here we suggest that the degree an industry partner is willing to accept technology transfer for technologies used within an RCRP course is a strong indicator of relevance. There must be common challenges between RCRP and industry software development for which technology proven in the classroom will also be relevant in industry. We describe our experiences with using an RCRP parallel to the TAME technology transfer model to assess the degree of willingness for technology transfer facilitated by technology use in RCRP courses. We find benefits from realizing envisaged synergies between software engineering research, education, and technology transfer to industry. We further note how the willingness for technology transfer indicator is useful for aligning software engineering courses for industry relevance.
@InProceedings{CSEE&T11p189,
author = {LiGuo Huang and Daniel Port},
title = {Relevance and Alignment of Real-Client Real-Project Courses via Technology Transfer},
booktitle = {Proc.\ CSEE&T},
publisher = {IEEE},
pages = {189--198},
doi = {},
year = {2011},
}
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