Working in the dark

Professional engineers work as experts who influence the work of others. They rarely have direct contact with the products of an enterprise. They work with analogues such as graphs, algorithms and simulations, and engage in discussions in specialized languages, which develop alongside the technological changes they promote or oppose. The engines of linguistic development are metaphors and analogies, however there is no system for creating them. Some metaphors and analogies become so familiar that they are treated as literal terms or literal explanations and become embedded in engineering language games. The field of electrical engineering offers hosts of examples. Students wishing to practice in engineering will need to become fluent in the language games of the profession. The haphazard evolution of language games offer students little help. As with acquisition of any language, repeated rehearsal is vital and practice in playing specialised language games is a primary part of engineering education

Evolve: Language-Driven Engineering in Industrial Practice

In general software projects still, have a very high failure rate. We noticed that one of our projects did not gather pace. It was delayed from the beginning and on the way to fail. After investigating the development process, we located the issue in the chosen architecture of the software. Although the used technology has many advantages, it handicapped the application developers by the cumbersome architecture. The challenge was how we could keep the advantages, but simplify the work of the application developers. We came up with the approach to build a toolkit and family of dedicated Domain-Specific Languages which is developed alongside the project. We called it Evolve, and it is built upon the Language-Driven Engineering paradigm. We were able to salvage the project and establish Evolve in the development process of related applications. With Evolve we successfully brought Language-Driven Engineering to industrial practice. It will play a major role in our future software development

Does choice of programming language affect student understanding of programming concepts in a first year engineering course?

Most undergraduate engineering curricula include computer programming to some degree,introducing a structured language such as C, or a computational system such as MATLAB, or both. Many of these curricula include programming in first year engineering courses, integrating the solution of simple engineering problems with an introduction to programming concepts. In line with this practice, Roger Williams University has included an introduction to programming as a part of the first year engineering curriculum for many years. However, recent industry and pedagogical trends have motivated the switch from a structured language (VBA) to a computational system (MATLAB). As a part of the pilot run of this change,the course instructors felt that it would be worthwhile to verify that changing the programming language did not negatively affect students’ ability to understand key programming concepts. In particular it was appropriate to explore students’ ability to translate word problems into computer programs containing inputs, decision statements, computational processes, and outputs. To test the hypothesis that programming language does not affect students’ ability to understand programming concepts, students from consecutive years were given the same homework assignment, with the first cohort using VBA and the second using MATLAB to solve the assignment. A rubric was developed which allowed the investigators to rate assignments independent of programming language. Results from this study indicate that there is not a significant impact of the change in programming language. These results suggest that the choice of programming language likely does not matter for student understanding of programming concepts. Course instructors should feel free to select programming language based on other factors, such as market demand, cost, or the availability of pedagogical resources

Toward Reverse Engineering of VBA Based Excel Spreadsheet Applications

Modern spreadsheet systems can be used to implement complex spreadsheet applications including data sheets, customized user forms and executable procedures written in a scripting language. These applications are often developed by practitioners that do not follow any software engineering practice and do not produce any design documentation. Thus, spreadsheet applications may be very difficult to be maintained or restructured. In this position paper we present in a nutshell two reverse engineering techniques and a tool that we are currently realizing for the abstraction of conceptual data models and business logic models.Comment: In Proceedings of the 2nd Workshop on Software Engineering Methods in Spreadsheets (http://spreadsheetlab.org/sems15/

Analisis Kebutuhan: Materi Ajar Listening bagi Mahasiswa Jurusan Teknik dalam Praktikum Bahasa Inggris di Masa Pandemi

This study aims at conducting need analysis of listening materials on students of engineering department in English practice at language laboratory during pandemic. The need analysis applied descriptive qualitative method by using questionnaire and interview as the research instruments. The questionnaire and interview were done with the students of engineering department taking English practice in language laboratory. While the direct interview was done with the instructors of English practice, especially those who teach Listening.       &nbsp

Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students

Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students’ linguistic development and mathematics achievement, during the teacher’s engineering and science lessons. The research team systematically analyzed teacher video data using McNeill’s gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners’ language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices.Educatio

Examining perceptions of agility in software development practice

This is the post-print version of the final published article that is available from the link below. Copyright @ 2010 ACM.Organizations undertaking software development are often reminded that successful practice depends on a number of non-technical issues that are managerial, cultural and organizational in nature. These issues cover aspects from appropriate corporate structure, through software process development and standardization to effective collaborative practice. Since the articulation of the 'software crisis' in the late-1960s, significant effort has been put into addressing problems related to the cost, time and quality of software development via the application of systematic processes and management practices for software engineering. Early efforts resulted in prescriptive structured methods, which have evolved and expanded over time to embrace consortia/ company-led initiatives such as the Unified Modeling Language and the Unified Process alongside formal process improvement frameworks such as the International Standards Organization's 9000 series, the Capability Maturity Model and SPICE. More recently, the philosophy behind traditional plan-based initiatives has been questioned by the agile movement, which seeks to emphasize the human and craft aspects of software development over and above the engineering aspects. Agile practice is strongly collaborative in its outlook, favoring individuals and interactions over processes and tools, working software over comprehensive documentation, customer collaboration over contract negotiation, and responding to change over following a plan (see Sidebar 1). Early experience reports on the use of agile practice suggest some success in dealing with the problems of the software crisis, and suggest that plan-based and agile practice are not mutually exclusive. Indeed, flexibility may arise from this unlikely marriage in an aim to strike a balance between the rigor of traditional plan-based approaches and the need for adaptation of those to suit particular development situations. With this in mind, this article surveys the current practice in software engineering alongside perceptions of senior development managers in relation to agile practice in order to understand the principles of agility that may be practiced implicitly and their effects on plan-based approach

Preparation of US Engineering Students for International Practice

There are many driving forces for the preparation of engineering students for international practice. Engineers must design and develop products for multinational markets. Materials and components must be sought worldwide to be competitive. Engineers may practice directly in foreign countries for part of a career. Multinational company engineers must work with international teams. Several basic elements are needed to prepare engineers for international practice: foreign language proficiency, cultural background development, international business knowledge, and international technical knowledge. Further detailed descriptions of what is needed are provided by the Institute for International Education and the US Foreign Service Officer Program. Some engineering schools currently employ one or more of the following mechanisms to prepare their students for international practice: • Traditional study abroad programs • Study abroad plus language • Electronic trans-national teams • Group term abroad • Double degree approach • Engineering cultures study • Engineers without borders • Technical internships abroad Currently only a very small percentage of US engineering students participate in any of these mechanisms for international experience. Only 4139 engineering students studied abroad in 1999-2000, for example. Electronic experiences, which can be scaled up more easily than study or work abroad, may provide one way to increase this low percentage. One major situation that needs improvement is the expansion of international experiences for engineering faculty members

Teaching Software Development to Non-Software Engineering Students

This paper argues that although the object-oriented programming (OOP) paradigm is appropriate for students taking programming modules on Higher Education (HE) software engineering course, this paradigm is not as relevant for students from other courses who study programming modules. It is also asserts that adopting another paradigm when teaching programming to non-software engineering students need not prevent the encouragement of good software engineering practices The paper discusses the software development model, procedures, techniques and programming language that the author requires non-software engineering students to employ when developing their software. This discussion also includes consideration of implementation issues in an educational context. The paper concludes that his alternative approach has been successfully implemented, that it requires the student to adopt a rigorous approach to development and that it encourages best software engineering practices. The conclusions also note that delivering this alternative offers the opportunity to include good educational practice, such as role-play