Analysis and Comparison of Multiple Approaches for Software Development Management as Applied to a Design Studio Project

This research analyzes multiple approaches to software development management through the lens of my experience in the Raikes Design Studio capstone program. The Design Studio project I participated in was a project for the company Hudl, and throughout its course we used techniques from the Agile framework of Scrum. I compared the Scrum principles to my team’s own application over the course of the project, and I researched other software development methodologies such as Extreme Programming and Lean in order to determine whether they could improve the effectiveness of the current Design Studio experience. The proposed solution to this question is to continue using Scrum methods, but to also take inspiration from Extreme Programming and to encourage pair programming in all Design Studio teams, as well as to make an effort to improve Design Studio sponsor communication

Optimism as a Mediating Factor in the Relationship between Anxiety and News Media Exposure in College Students

Recently, media research has focused on young people to determine what effect violent media images may have on aggressive behavior, but little research has investigated the kind of psychological distress similar images may cause. What emotional impact does increased exposure to negative and even violent news coverage have on young adults? In this study, the relationship between such news media and anxiety levels is examined, as well as the possible mediating role that an optimistic life orientation may play in that relationship. It is hypothesized that the degree to which these individuals follow news media will positively correlate with their state anxiety levels, but when accounting for an optimistic worldview, this effect will be minimized or eliminated. A survey was administered to a sample of 278 undergraduate students attending Bryant University that measured their anxiety levels, life orientation in terms of optimism, and news media viewing habits. The results showed no significant correlation between news media viewing and state anxiety, and therefore also could not support any mediating role of optimism either. Limitations and mitigating factors regarding this study as well as possible avenues for future research are discussed

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Incorporating Agile with MDA Case Study: Online Polling System

Nowadays agile software development is used in greater extend but for small organizations only, whereas MDA is suitable for large organizations but yet not standardized. In this paper the pros and cons of Model Driven Architecture (MDA) and Extreme programming have been discussed. As both of them have some limitations and cannot be used in both large scale and small scale organizations a new architecture has been proposed. In this model it is tried to opt the advantages and important values to overcome the limitations of both the software development procedures. In support to the proposed architecture the implementation of it on Online Polling System has been discussed and all the phases of software development have been explained.Comment: 14 pages,1 Figure,1 Tabl

Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

Agile Teaching and Learning in Information Systems Education: An Analysis and Categorization of Literature

In this paper, we analyze and categorize research related to Agile teaching and learning in Information Systems education using an existing conceptual framework. To this end, a systematic literature review beginning with 642 papers led to the identification of 30 relevant papers written in English and published through 2018 in academic IS outlets. Our analysis reveals three ways in which Information Systems educators incorporate Agile into their courses: 1) using Agile as a pedagogical approach to teach non-Agile content, 2) using Agile as a pedagogical approach to teach Agile content, and 3) using non-Agile pedagogical approaches to teach Agile content. The majority of relevant papers were published between 2016 and 2018. We present an analysis of the three instructional approaches to serve as a resource for interested individuals and recommend directions for future studies related to Agile teaching and learning in IS education

The Extreme Software Development Series: An Open Curricular Framework for Applied Capstone Courses

We describe an open, flexible curricular framework for offering a collection of advanced undergraduate and graduate courses in software development. The courses offered within this framework are further unified by combining solid foundations with current technology and play the role of capstone courses in a modern software development track. Our initiative has been very successful with all stakeholders involved

Paired Programming in a Clayton’s Capstone Project Course

In this paper the authors describe an Information Systems course where paired programming was trialled in the hope of improving both the assessment outcomes and the resourcing of an existing systems design course which incorporated a capstone project. The authors found that it did offer a significant improvement, but the improvements did not match the predicted outcomes, with a number of weaknesses to the model being highlighted. In particular, it was found that paired programming did not reduce teaching load when the group size was reduced

Concept paper on a curriculum initiative for energy, climate change, and sustainability at Boston University

[Summary] Boston University has made important contributions to the interconnected challenges of energy, climate change, and sustainability (ECS) through its research, teaching, and campus operations. This work reveals new opportunities to expand the scope of teaching and research and place the University at the forefront of ECS in higher education. This paper describes the framework for a University-wide curriculum initiative that moves us in that direction and that complements the University’s strategic plan. The central curricular objectives are to provide every undergraduate the opportunity be touched in some way in their educational program by exposure to some aspect of the ECS challenge, and to increase opportunities for every graduate student to achieve a focused competence in ECS. The initiative has six cornerstone initiatives. The first is the Campus as a Living Lab (CALL) program in which students, faculty and staff work together and use our urban campus and its community to study and implement ECS solutions. The second is a university-wide minor degree that helps students develop an integrated perspective of the economic, environmental, and social dimensions of sustainability. The third is one or more graduate certificate programs open to all graduate students. The fourth is an annual summer faculty workshop that develops new ECS curriculum and CALL opportunities. The fifth is web-based resource that underpins the construction of a vibrant knowledge network for the BU community and beyond. Finally, an enhanced sustainability alumni network will augment professional opportunities and generate other benefits. The learning outcomes of this initiative will be realized through the collaborative work of faculty, students, and staff from all 17 colleges and schools. The initiative will leverage existing BU student resources such as the Thurman Center, Build Lab, and Innovate@BU. Benefits of this initiative, beyond the curriculum, include acceleration towards the goals of our Climate Action Plan; improving the “sustainability brand” of BU; enhancing the ability to attract students and new faculty; strengthening our alumni and campus communities; deepening our ties with the city of Boston; and the potential to spin off new social and technological innovations.Published versio