Email this article 
An Approach for an Efficient Software Engineering Course Project
(*) Corresponding author
DOI's assignment:
the author of the article can submit here a request for assignment of a DOI number to this resource!
Cost of the service: euros 10,00 (for a DOI)
Abstract
The course project is a major part of the software engineering course. Instructors are required to train their students on the professional skills to be ready for the real world businesses, which require the students to work on real projects. However, because of the low quality of the students' work, not all of the professional organizations are cooperating to offer the chance for the software engineering students to work on real projects. Therefore, most of the software engineering courses' projects are in-class project, in which the instructors represent the clients. In this paper, I propose an approach that contributes to solving this problem. This approach is based on my experience in involving the software engineering students in real world projects. The proposed approach suggests that, the instructor should take advantage of the local community centers' needs by assigning the students to work on projects that provide these local centers with systematic solution to their systems' needs. This approach has been measured based on a study of the students' perceptions of involving them with the analysis, design, and development of real software systems that are needed by the local community centers. The results of this study have shown that, this approach enables the students to work on real projects and deal with real clients. Also, this approach helps the students to gain professional skills as well as inspiring them with the ethics that are necessary for the software engineers. In addition, this approach showed the students that they can apply the software engineering principles on the real world software systems. Although this approach provides solution to some challenges of the software engineering education, it faces some obstacles, specifically, the project's size and the technical writing skills. The software engineering instructors should select a course project that is small enough to be completed on one academic semester, and provide their students with a standard guide for the technical writing.
Copyright © 2015 Praise Worthy Prize - All rights reserved.
Keywords
References
Z. Alzamil, "Towards an effective software engineering course project", ACM Proceedings of the 27th International Conference on Software Engineering (ICSE05), 2005, pp. 631-632.
T. Ahtee, "Inspections and historical data in teaching software engineering project course", IEEE Proceedings of the 16th Conference on Software Engineering Education and Training (CSEET’03), 2003, pp. 288.
K. Pierce, "Teaching software engineering principles using maintenance-based projects", IEEE Proceedings of the 10th Conference on Software Engineering Education and Training (CSEET’97), 1997, pp. 53-60.
J. Tuyal and J. Garcia-Fanju, "Effort measurement in student software engineering projects", Proceedings of the 30th ASEE/IEEE Frontiers in Education Conference, 2000, pp. F1A-3 - F1A-6.
T. Reichlmayr, "The agile approach in an undergraduate software engineering course project". Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference, 2003, pp. S2C13-S2C18.
J. Hayes, "Energizing software engineering education through real-world projects as experimental studies", IEEE Proceedings of the 15th Conference on Software Engineering Education and Training, (CSEET.02), 2002, pp. 192-206.
P. Robillard, "Teaching software engineering through a project-oriented course", IEEE Proceedings of the 9th Conference on Software Engineering Education (CSEE), 1996, pp. 85.
S. Ludi and J. Collofello, "An analysis of the gap between the knowledge and skills learned in academic software engineering course projects and those required in real projects", Proceedings of the 31st ASEE/IEEE Frontiers in Education Conference, 2001, pp. T2D-8 – T2D-11.
L. Wert, "Integrating ethics and professional issues into a software engineering class", IEEE Proceedings of the 9th Conference on Software Engineering Education (CSEE) 1996, pp. 259.
E. Towell, "Teaching ethics in the software engineering curriculum", IEEE Proceedings of the 16th Conference on Software Engineering Education and Training (CSEET’03), 2003, pp. 150.
P. Corey, "Educating frankenstein: an interdisciplinary approach to teaching undergraduate computing and ethics", Proceedings of the International Symposium on Technology and Society (ISTAS'01), 2001, pp. 28.
IEEE 2001, Computing Curricula, Computer Science, IEEE/ACM final report, http://www.computer.org/ portal/cms_docs_ieeecs/ieeecs/education/cc2001/cc2001.pdf.
R. Pressman, Software Engineering: A Practitioners Approach, 5th Edition, McGraw Hill, New York, 2001.
I. Sommerville, Software Engineering, 6th Edition, Pearson Education Limited, England, 2001.
Abet. Criteria for Accrediting Computing Programs. Computing Accreditation Commission, November 1, 2004 ABET, Inc. www.abet.org.
A. Abran et al., "Guide to the Software Engineering Body of Knowledge" (SWEBOK), IEEE Computer Society Professional Practices Committee, 2004 www.computer.org.
ACM Council, Code of Ethics and Professional Conduct, ACM, http://www.acm.org/constitution/code.html, 1992
Refbacks
- There are currently no refbacks.
Please send any question about this web site to info@praiseworthyprize.com
Copyright © 2005-2024 Praise Worthy Prize
