Software metrics for monitoring software engineering projects

As part of the undergraduate course offered by Edith Cowan University, the Department of Computer Science has (as part of a year\u27s study) a software engineering group project. The structure of this project was divided into two units, Software Engineering l and Software Engineering 2. ln Software Engineering 1, students were given the group project where they had to complete and submit the Functional Requirement and Detail System Design documentation. In Software Engineering 2, students commenced with the implementation of the software, testing and documentation. The software was then submitted for assessment and presented to the client. To aid the students with the development of the software, the department had adopted EXECOM\u27s APT methodology as its standard guideline. Furthermore, the students were divided into groups of 4 to 5, each group working on the same problem. A staff adviser was assigned to each project group. The purpose of this research exercise was to fulfil two objectives. The first objective was to ascertain whether there is a need to improve the final year software engineering project for future students by enhancing any aspect that may be regarded as deficient. The second objective was to ascertain the factors that have the most impact on the quality of the delivered software. The quality of the delivered software was measured using a variety of software metrics. Measurement of software has mostly been ignored until recently or used without true understanding of its purpose. A subsidiary objective was to gain an understanding of the worth of software measurement in the student environment One of the conclusions derived from the study suggests that teams who spent more time on software design and testing, tended to produce better quality software with less defects. The study also showed that adherence to the APT methodology led to the project being on schedule and general team satisfaction with the project management. One of the recommendations made to the project co-ordinator was that staff advisers should have sufficient knowledge of the software engineering process

Game-Based Learning in Engineering Education

The new generation of undergraduates entering UK higher education have grown up with computer games of ever increasing sophistication. In this educational project a race game, Racing Academy, was developed to investigate how game technology and gaming communities could enhance undergraduate engineering education. The computer game embodied the principles of engineering dynamics to simulate and display in real time a car drag race in which students ‘designed’ their car by selecting an engine, tyres and gearbox from a set menu. The aim was to complete a set course in the minimum time and graphically display the dynamic performance in order to better understand the engineering system. The students and staff involved in this project provided extensive feedback on the exercise and identified the visual nature of game-based learning software as a positive feature that helped illustrate engineering dynamics. Game-based learning communities, organised around tutor groups, were seen as an excellent way of encouraging an element of competition in a small non-threatening environment while discussion forums based around Moodle provided efficient support for the large group of 160 students. Finally, learning through ‘doing’ in a game environment was proven to be a successful method of illustrating physical phenomena

A Project Oriented Course on Software Engineering

An undergraduate course in Software Engineering has been offered at the University of Wisconsin-LaCrosse for the past three years. The intent of the course is to present a broad overview of most of the areas of Software Engineering. Most Software Engineering courses offered will also cover the general aspects of Software Engineering. However, UW-LaCrosse students participate in a group project where they apply these Software Engineering concepts. Each team of students design a system, make a system design presentation, "hire" programmers, integrate the system modules, and document their systems. The administration of group projects is in general complicated; however, the administration of this type of project with the large amount of interaction among students is worse. This paper makes an attempt to outline this Software Engineering course with particular attention to the administration of the project

Good Software Development Processes Lead to Harmonious Project Teams Which in Turn Lead to Effective Project Performance

The modem world relies on computers in almost every facet of life. With the explosion of Information Technology, software development has become an important process. However, from the beginning, this process has suffered and continues to suffer from a number of problems. If these problems are not rectified, they can jeopardise projects and lead to project failure. Project failure results in a project being delivered: • without satisfying the functional and non-functional requirements requested by the user or customer • beyond the agreed schedule and/or • over budget. Research indicates that practising good software development processes (SDPs) can override these problems or at least minimise their impact, however the human element of group dynamics cannot be ignored, Demanding disciplined SDPs will lead to project team harmony and this will result in the improvement of product quality, productivity, time to market and customer satisfaction. This research established the relationship between the practice of good SDPs and team harmony and showed that good software development processes lead to harmonious project teams which in turn leads to effective project performance. Team harmony included the presence of constructive conflict and showed that the management of destructive conflict could minimise its impact or even channel it into constructive outcomes. The subjects of this research were third year undergraduate computer science students at Edith Cowan University involved in a year-long software engineering project. Data was collected through questionnaires and an interview and later analysed using the Spearman’s rank correlation against the project team final marks. The outcome of this study is that good software development processes do indeed lead to harmonious project teams, which in tum lead to effective project performance and favourable outcomes

GIS and Introductory Environmental Engineering: A Way to Fold GIS into an Already-Existing Course

The use of Geographical Information Systems (GIS) was implemented in the upper-division undergraduate technical elective Introduction to Environmental Engineering at Harvey Mudd College. Students integrated technical engineering skills, newly-learned geographical information system (GIS) skills, and the engineering design process, all in the context of the design of a debris flow barrier for a wilderness land parcel acquired by a local conservancy group. Junior and senior general engineering students, the majority of whom had no experience with GIS, were taught ArcGIS (a GIS mapping program) in the context of an Introductory Environmental Engineering course. Students learned how to map locations, find and download geo-encoded data, and join data layers, in order to graphically present toxic release hazards near their home towns. ArcGIS skills and knowledge were assessed through completion of homework problems, and through the students’ use of GIS data, software, and mapping during the design of a debris flow barrier for a local wilderness land parcel. Assignment #1 consisted of students learning how to map and characterize toxic releases near their hometowns; these data were downloaded into a spreadsheet for later use in the ArcGIS software package. In Assignment #2, the students used ArcGIS to analyze these data for the potential of water, soil, and atmospheric transport. In addition to the homework assignments, the student team completed a team-based design project involving the characterization of the wilderness site; acquiring relevant GIS data; and studying the physics of debris flow. The team produced alternative designs for the barrier and chose the best design by applying design metrics. The alternative designs and rationale for the chosen design were presented to the board of directors of the local conservancy group. Pre- and post-assessment data were gathered to analyze the success of the learning objectives. The design project in particular was useful in evaluating the students’ skill, knowledge and ease in using the GIS tools for analysis of the wilderness land parcel

Discipline-Based Education Research

As many science, technology, engineering, and mathematics (STEM) fields continue to suffer a lack of participation of women and many traditionally-underrepresented racial and ethnic groups, many studies have been undertaken in an effort to understand why women have not pursued particular career paths in comparison to other STEM careers that used to be male dominated but are no longer so. This research project attempts to synthesize various studies that have tried to explain possible reasons why women aren’t involved in engineering as whole to aid in analyzing the statistical increase or decrease of women in specific engineering disciplines. The study will attempt to understand how certain engineering disciplines attract more women in the undergraduate years, in order to provide insight into strategies that may help recruit women to other fields which have either stagnated or decreased the percentage of women participants over time. Using pre-existing data drawn from the Outreach Programs and Science Career Intentions (OPSCI) study as part of the Physics Education Research Group (PERG) at FIU, this study will use the statistical software language and environment “R” and “RStudio” to analyze divergent trends between different engineering majors. The analysis will then be extended to disaggregate by student gender to study the flow of women’s interests two and from particular engineering majors. A key visualization tool in this will be Sankey diagrams as well as associated tables, graphs, and inferential statistical tests. This project is intended to bring more insight into how to change the way STEM careers are framed for women in order provide more opportunities for women to become engaged in these pursuits. This project is also meant to influence engineering disciplines to change their traditional ways of teaching to attract and retain females that choose to study engineering

Development of an undergraduate multidisciplinary engineering project

During their time at university it is necessary for undergraduate engineering students to develop not just technical skills related to their chosen engineering subject, but to also develop team working, time management, self organisation and decision making skills that will enable them to work effectively as engineers in the real world after graduation. These important transferable skills are highly sought after by industry and any chance to identify where such skills have been successfully used during an undergraduate degree course is a valuable addition to a student’s CV when subsequently entering the job market. To address the need of developing transferable skills, the School of Engineering and Design Multidisciplinary Project (MDP) was introduced in 2007 to provide first year undergraduate students with an opportunity to work together in multidisciplinary teams on a design and construction project. Each team is comprised of students from across the range of subject areas within the School and tasked with designing and building a robotic vehicle to tackle an obstacle course. The basis for the kits provided to each team are Lego Mindstorms robots for a majority of groups while the remaining groups are provided with a Parallax Basic STAMP 2 chip and a micro-controller chip to design their vehicle around. Figure 1 shows a selection of the 50 completed project builds from the 2009 MDP, showing the wide array of designs produced by the students. This paper describes the main aims of the MDP and gives an overview of how it has developed over the last three years to become a key part of the engineering undergraduate programme at Brunel University

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025