ICSE 2012 Workshops
2012 34th International Conference on Software Engineering (ICSE)
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2012 First International Workshop on Software Engineering Education Based on Real-World Experiences (EduRex), June 9, 2012, Zurich, Switzerland

EduRex 2012 – Proceedings

Contents - Abstracts - Authors

First International Workshop on Software Engineering Education Based on Real-World Experiences (EduRex)


Title Page

Software engineering curricula need to address importance, methods, opportunities, rewards, and interaction of all software engineering disciplines. Conveying how large-scale software is developed in real-world environments, lets students experience software engineering in all its facets. EduRex 2012 provides a discussion forum for teachers, educators and practitioners to exchange ideas, concepts, and experience.

Interacting with Customers in Student Projects

Teaching Requirements Engineering with Authentic Stakeholders: Towards a Scalable Course Setting
Gregor Gabrysiak, Markus Guentert, Regina Hebig, and Holger Giese
(HPI, Germany)
Enabling students to experience authentic stakeholder meetings as part of their requirements engineering education is a challenging task. To be authentic, involved stakeholders need to be affected by what students deliver. However, this is usually not the case. Trying to provide students authentic stakeholder interactions, we already specified two distinct settings suitable for recruiting real stakeholders by providing a benefit for them in return. However, scalability issues of these settings remained.
In this paper, we present two ideas to overcome this issue. By cooperating with software companies which are building a product line, we gain access to many diverse stakeholders. Further, we propose to rely on course alumni to supervise stakeholder interactions to increase the scalability by reducing the lecturers’ supervision effort. These ideas are explained using a currently running course setting in collaboration with a software start-up which builds a product line of sports club management applications.

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Towards Production Ready Software in Project Courses with Real Clients
Bernd Brügge and Michaela Gluchow
(TU Munich, Germany)
Companies that agree in participating in a project course as paying client usually expect to receive software that can be used actually. However these kind of courses are only able to produce prototypes, so that the client has to make certain modifications to the software in order to reach its production readiness. In this paper we introduce a new approach which provides clients with the knowledge required to fulfill this task. The idea is to incorporate client’s developers in all development phases of the project so that they are able to serve as knowledge carrier in excess of the course.

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Software Environments and Software Systems for Courses

Integrating Open Source Software into Software Engineering Curriculum: Challenges in Selecting Projects
Swapna S. Gokhale, Thérèse Smith, and Robert McCartney
(University of Connecticut, USA)
Software Engineering (SE) projects that emphasize maintenance and evolution can emulate industrial challenges and prepare students for careers in the software industry. Designing maintenance-centric SE projects, however, is difficult because software code upon which these projects must be based is not readily available. Open Source Software (OSS) can alleviate this issue by offering a rich and varied volume of code. This rich diversity of OSS projects, however, presents the greatest hurdle in seamlessly selecting suitable projects for integration. To better understand the scope of this diversity, initially, we propose to manually select uniformly difficult projects of appropriate complexity. Ultimately, based on the experiences and insights acquired through the manual selection, we envision the development of a systematic methodology based on software metrics to ease the project selection process. Such a systematic methodology will pave the way for the adoption of the OSS-based approach at peer institutions, bringing us a step closer to injecting realism into SE projects.

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Software Development Studio - Bringing Industrial Environment to a Classroom
Sylwia Kopczyńska, Jerzy Nawrocki, and Mirosław Ochodek
(Poznan University of Technology, Poland)
Educating future software engineers requires simultaneously to teach them theoretical aspects of software development and to develop their practical skills. A software development studio is a frequently used method that provides the environment where students can try different practices in the conditions similar to those observed in real software projects.
The critical questions related to the organization of such studio are to what extent studio projects should be alike to projects developed by software development companies, and how to combine the goal of teaching students to deliver business value to a customer with the goal of trying out new methods without focusing on the risk of project failure?
In the paper we share our experience and observations regarding implementation of software development studio at the university, in the way that it supports practicing some typical roles defined in software development methodologies, i.e., project manager, analyst, architect, and software developers.

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edubase Cloud: Cloud Platform for Cloud Education
Shigetoshi Yokoyama, Nobukazu Yoshioka, and Takahiro Shida
(National Institute of Informatics, Japan; NTT DATA Intellilink, Japan)
Education of cloud engineers will be crucial for the continued development of cloud technologies. We have developed an open-source software platform called edubase Cloud for education. The platform has multi-cloud architecture. In this paper, we discuss how edubase Cloud provides an alterable cloud platform and how effective it is for educating cloud engineers.

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Building a Curriculum: Interaction between Courses

An Experience Report on Cross-Semester Student Critique and Action in an Integrated Software Engineering, Service Learning Course
Richard Burns, Terry Harvey, and Lori Pollock
(University of Delaware, USA)
This paper reports our experience developing a product for a real-world client using a software engineering process across multiple semesters with different students each semester. New student teams test, debug, deploy, and critique previous semesters' software and then continue its development. Students are motivated to think critically about and experience real-world software engineering practice. We describe how students in one semester collectively identified the software engineering problems that could be resolved in the current semester, how the students proceeded to tackle those problems, and the impacts of their actions for future semesters.

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Teaching Software Engineering with Projects
Jochen Ludewig and Ivan Bogicevic
(University of Stuttgart, Germany)
The software engineering curriculum offered by the University of Stuttgart emphasizes project work from the first to the last semester. While some of the projects are similar to those in other programs, others are less common. In this paper, we describe an introductory course called “Program Understanding”, and the so called “Consulting Task”. We also give a short description of what we call the First Software Project and the Large Software Project. In the Program Understanding course, new students learn to understand a fairly large, complex program in order to implement some modifications. In the Large Software Project, some ten people work on a serious software development for one year. In the Consulting Task, a group of three students analyses a problem, usually one given by an industrial partner. The students investigate possible solutions, and finally deliver a recommendation. Both our experience and feedback from students, including feedback from alumni, prove that these projects are very successful and highly esteemed.

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Experiences with Project-Based Learning

Teaching Real-World Software Engineering through a Capstone Project Course with Industrial Customers
Jari Vanhanen, Timo O. A. Lehtinen, and Casper Lassenius
(Aalto University, Finland)
Abstract—In this paper, we describe how we teach real-world software engineering to students using a project course simulating in-vivo software development projects. The course gives the students an opportunity to try out in practice the skills gained on other computer science and software engineering courses. The students execute projects in teams consisting of seven to ten students, developing software for a real customer. Students spend more than 150 hours each on the project. The main stakeholders of the projects are the project team, customer, and mentor. The mentor represents the course personnel and provides practical guidance for the project team during the project. During the course, the students are supported by mentoring and experience exchange sessions. While laborious, the course is consistently ranked in the top three in the CS curriculum by the students.

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Synergizing Industrial Needs and Academic Research for Better Software Education
Sigrid Eldh and Sasikumar Punnekkat
(Ericsson, Sweden; Karlstad University, Sweden; Mälardalen University, Sweden)
The ubiquity of software is making every industry increasingly dependent on it for achieving their core products' functionality. The complexity in a telecom network requires not only thorough understanding of telecommunication per se, but software becomes equally interesting. This is the case with many industries, which rely more and more on software as their key enabler. Industry definitely needs a large number of software engineers with potential to be productive from day one. They are feeling impatient at the academic community for not being pragmatic. At the same time Academic community faces many challenges, which often make them thread a traditional path thus ignoring the industrial needs. We present some of these challenges from both the industrial and academic perspectives. We also present how we established a Master level advanced course on software verification and validation through mutual support and collaboration which became highly successful.

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Teamwork, Coordination and Customer Relationship Management Skills: As Important as Technical Skills in Preparing Our SE Graduates
Daniela Damian and Arber Borici
(University of Victoria, Canada)
Teaching real-world software engineering (SE) skills requires innovative methods to facilitate students' learning technical as well as communication, teamwork, and analysis of ill-structured problems. In this paper we describe our experiences in designing and teaching these skills in our SE courses at the University of Victoria in the last 10 years. We describe the learning outcomes and instructional design in our courses, as well as the challenges we face.

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