Experiences in Project-Based Software Engineering

2009 ◽  
pp. 191-211
Author(s):  
Steven A. Demurjian ◽  
Donald M. Needham
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Continuous Improvement ◽  
Educational Outcomes ◽  
Outcomes Assessment ◽  
Years Of Experience ◽  
Capstone Course ◽  
Continuous Improvement Process ◽  
What Works

Project-based capstone software engineering courses are a norm in many computer science (CS) and computer science & engineering (CS&E) accredited programs. Such cap-stone design courses offer an excellent vehicle for educational outcomes assessment to support the continuous improvement process required for accreditation. A project-based software engineering capstone course near the end of a student’s program can span the majority of CS and CS&E program objectives, providing a significant means to assess at-tainment of these objectives in a single course location. One objective of this chapter is to explore the role of a project-based, software engineering course in accreditation. An addi-tional objective is to relate over twelve combined years of experience in teaching such a course, and in the process, highlight what works and what does not. We candidly examine both the successes and the failures that we have encountered over the years, and provide a roadmap for other instructors and departments seeking to institute such courses.

Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy

2009 ◽  
pp. 136-156 ◽  
Author(s):  
Steve Roach
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Research Group ◽  
El Paso ◽  
Science Program ◽  
Capstone Course ◽  
University Of Texas ◽  
Constructive Feedback ◽  
The University ◽  
Development Of Students

This chapter describes a two-semester software engineering course that is taught in a computer science program at the University of Texas at El Paso. The course is distinguished from other courses in that it is based on the Affinity Research Group (ARG) philosophy that focuses on the deliberate development of students’ team, professional and technical skills within a cooperative environment. To address the challenge of having to teach professional and team skills as well as software engineering principles, approaches, techniques, and tools in a capstone course, the authors have defined an approach that uses a continuum of instruction, practice, and application with constructive feedback loops. The authors hope that the readers will benefit from the description of the approach and how ARG components are incorporated into the course.

Turning ABET Accreditation Review Into a Continuous Improvement Process

2006 ◽  
Author(s):  
Phillip R. White
Keyword(s):  
Continuous Improvement ◽  
Educational Outcomes ◽  
Assessment Data ◽  
Engineering Programs ◽  
Achievement Data ◽  
Continuous Improvement Process ◽  
Additional Burden ◽  
Course Outcomes ◽  
Achievement Assessment ◽  
Faculty Groups

For many engineering programs, the assessment required for ABET accreditation results in little actual improvement in the educational program and is viewed by many faculty simply as a hurdle to be overcome to maintain accreditation. Particularly tedious is the assessment of the achievement of the ABET (a-k) program educational outcomes. One innovative approach to minimize the work involved in assessing the achievement of the (a-k) program educational outcomes is based on the establishment of course outcomes for each required course along with a mapping of the course outcomes to the (a-k) program educational outcomes. Course outcomes are the required topics that are to be covered in each required course and are the topics whose achievement are normally assessed through tests, homework, quizzes, reports and presentations. Collecting data on achievement of course outcomes places little additional burden on instructors because the data is readily available in grade records normally created for each course. The mapping of course outcomes to (a-k) program educational outcomes indicates which of the (a-k) outcomes each course outcome addresses. Therefore using the course outcome achievement data provided by each instructor from their grade records and the mapping of course outcomes to (a-k) program educational outcomes, the achievement of the (a-k) program educational outcomes by the entire curriculum can be relatively easily assessed. The process of establishing and assessing course outcomes not only addresses the assessment of achievement of the (a-k) program educational outcomes but it can also easily lead to continuous improvement of the curriculum. Continuous improvement can result when assessment is done periodically and the results are discussed by faculty groups responsible for each course. The establishment of course outcomes and their achievement assessment can lead to serious dialog about what is being taught in each course and the continuity between courses. Instruction and testing are more focused and improved because faculty know they must provide assessment data for each outcome. And finally the strengths and weaknesses in the curriculum as a whole are determined when the mapping is used to assess the overall achievement of the (a-k) program educational outcomes.

CALL meets software engineering: towards a multimedia conceptual dictionary

ReCALL ◽  
1998 ◽  
Vol 10 (2) ◽  
pp. 33-43
Author(s):  
James Singleton ◽  
John Keane ◽  
Blaise Nkwenti-Azeh
Keyword(s):  
Software Engineering ◽  
Active Learning ◽  
Computer Science ◽  
Interface Design ◽  
Analysis Data ◽  
Prototype System ◽  
Design And Development ◽  
Data Design ◽  
New System

The role of the conceptual dictionary in CALL to enable both active learning and passive referencing is becoming well-established. The motivation for this work comes from the analysis of an existing conceptual dictionary that, whilst exhibiting many strengths, proved difficult to extend with multimedia capabilities. The focus of this paper is the design and development of a conceptual dictionary, incorporating a multimedia framework, by making use of established techniques from software engineering and computer science. The analysis, data design and interface design for the new system are discussed. A prototype system has been developed using Delphi and Paradox running on Windows 95.

Effectiveness of psychological interventions to improve emotion regulation in youth - a meta-analysis

2019 ◽  
Author(s):  
Bettina Moltrecht ◽  
Jessica Deighton ◽  
Praveetha Patalay ◽  
Julian Childs
Keyword(s):  
Emotion Regulation ◽  
Emotion Dysregulation ◽  
Psychological Intervention ◽  
Meta Analysis ◽  
Age Groups ◽  
Effect Sizes ◽  
What Works ◽  
Large Heterogeneity ◽  
Larger Sample

Background: Research investigating the role of emotion regulation (ER) in the development and treatment of psychopathology has increased in recent years. Evidence suggests that an increased focus on ER in treatment can improve existing interventions. Most ER research has neglected young people, therefore the present meta-analysis summarizes the evidence for existing psychosocial intervention and their effectiveness to improve ER in youth. Methods: A systematic review and meta-analysis was conducted according to the PRISMA guidelines. Twenty-one randomized-control-trials (RCTs) assessed changes in ER following a psychological intervention in youth exhibiting various psychopathological symptoms.Results: We found moderate effect sizes for current interventions to decrease emotion dysregulation in youth (g=-.46) and small effect sizes to improve emotion regulation (g=0.36). Significant differences between studies including intervention components, ER measures and populations studied resulted in large heterogeneity. Conclusion: This is the first meta-analysis that summarizes the effectiveness for existing interventions to improve ER in youth. The results suggest that interventions can enhance ER in youth, and that these improvements correlate with improvements in psychopathology. More RCTs including larger sample sizes, different age groups and psychopathologies are needed to increase our understanding of what works for who and when.

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