If You’re Not Modeling, You’re Just Programming: Modeling Throughout an Undergraduate Software Engineering Program

Modeling is a hallmark of the practice of engineering. Through centuries, engineers have used models ranging from informal “back of the envelope” scribbles to formal, verifiable mathematical models. Whether circuit models in electrical engineering, heat-transfer models in mechanical engineering, or queuing theory models in industrial engineering, modeling makes it possible to perform rigorous analysis that is the cornerstone of modern engineering. By considering software development as fundamentally an engineering endeavor, RIT’s software engineering program strives to instill a culture of engineering practice by exposing our students to both formal and informal modeling of software systems throughout the entire curriculum. This paper describes how we have placed modeling in most aspects of our curriculum. The paper also details the specific pedagogy that we use in several courses to teach our students how to create, analyze and implement models of software systems

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Project-based learning has proven useful in software engineering education to increase student engagement and learning performance. In this paper, we contribute our experiences from applying industry projects in an undergraduate requirements engineering course in the United States. We furthermore discuss our experiences from courses conducted in Germany and the US course in light of difference in the educational systems. Results show that our course design is well received in both countries in terms of learning outcomes, student motivation, teamwork, attention to detail, and performance in the exam

MSIS 2016 global competency model for graduate degree programs in information systems

[Extract] This document, “MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems”, is the latest in the series of reports that provides guidance for degree programs in the Information Systems (IS) academic discipline. MSIS 2016 is the seventh collaborative effort between ACM and AIS (following IS’97, IS 2002, and IS 2010 at the undergraduate level; MSIS 2000 and MSIS 2006 at the graduate level; and CC 2005 as an integrative document).(undefined)info:eu-repo/semantics/publishedVersio

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

Semantic discovery and reuse of business process patterns

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.In modern organisations business process modelling has become fundamental due to the increasing rate of organisational change. As a consequence, an organisation needs to continuously redesign its business processes on a regular basis. One major problem associated with the way business process modelling (BPM) is carried out today is the lack of explicit and systematic reuse of previously developed models. Enabling the reuse of previously modelled behaviour can have a beneficial impact on the quality and efficiency of the overall information systems development process and also improve the effectiveness of an organisation’s business processes. In related disciplines, like software engineering, patterns have emerged as a widely accepted architectural mechanism for reusing solutions. In business process modelling the use of patterns is quite limited apart from few sporadic attempts proposed by the literature. Thus, pattern-based BPM is not commonplace. Business process patterns should ideally be discovered from the empirical analysis of organisational processes. Empiricism is currently not the basis for the discovery of patterns for business process modelling and no systematic methodology for collecting and analysing process models of business organisations currently exists. The purpose of the presented research project is to develop a methodological framework for achieving reuse in BPM via the discovery and adoption of patterns. The framework is called Semantic Discovery and Reuse of Business Process Patterns (SDR). SDR provides a systematic method for identifying patterns among organisational data assets representing business behaviour. The framework adopts ontologies (i.e., formalised conceptual models of real-world domains) in order to facilitate such discovery. The research has also produced an ontology of business processes that provides the underlying semantic definitions of processes and their constituent parts. The use of ontologies to model business processes represents a novel approach and combines advances achieved by the Semantic Web and BPM communities. The methodological framework also relates to a new line of research in BPM on declarative business processes in which the models specify what should be done rather than how to ‘prescriptively’ do it. The research follows a design science method for designing and evaluating SDR. Evaluation is carried out using real world sources and reuse scenarios taken from both the financial and educational domains