Software Engineering at Full Scale

2009 ◽  
pp. 265-277 ◽  
Author(s):  
Jochen Ludewig
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Computer Science ◽  
Practical Experience ◽  
Full Scale ◽  
Project Work ◽  
Traditional Curriculum ◽  
Experience Teaching ◽  
New Curriculum ◽  
Software Construction

In 1996, a new Software Engineering curriculum was launched at Universität Stuttgart. It was based on many years of practical experience teaching computer science and also on experience in industry where most of our graduates will find jobs. While the topics of this curriculum are not very different from those of computer science, there is much more emphasis on problem solving, software construction, and project work. In 2009, our traditional curriculum leading to the so-called diploma (equivalent to a master’s degree) will be replaced by a new curriculum according to the bachelor and master concept. This chapter describes both the old and the new curriculum, and discusses problems and achievements.

scholarly journals Leveraging Final Degree Projects for Open Source Software Contributions

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Juanan Pereira
Keyword(s):  
Graduate Students ◽  
Software Engineering ◽  
Computer Science ◽  
Open Source ◽  
Communication Skills ◽  
Open Source Software ◽  
Real World ◽  
Practical Experience ◽  
Multiple Challenges ◽  
Final Degree

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusion: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.

scholarly journals Teaching Software Architecture Patterns Using ACME Language: تدريس أنماط معمارية البرمجيات باستخدام لغة أكمي

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Tahani Elfatih Babeker, Hany Ammar
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Software Architecture ◽  
Language Use ◽  
Practical Experience ◽  
General Purpose ◽  
Architecture Description Languages ◽  
Architecture Description ◽  
Description Languages ◽  
Common Architecture

Software Architecture is one of the most important courses, in computer science discipline. It has many branches all of them aimed to prepare students to be architects on the industry. But actually, there is a gap between what the students find on the theoretical courses and what they find on the industry. On other words, the practical experience differs from academic theory. So the question is how to prepare students to join the industry? Abstract nature of the software engineering courses as general and software architecture in a special manner, led to difficulties in understanding, this raises the second question, how to make these courses understandable? All previous studies focusing on these problems either by changing course curricula or by using software tools. This paper extension for the previous study [1] as we survey Architecture Description Languages (ADLs) and conclude that ACME is a general-purpose language and it may be suitable for use as practical part for software architecture curricula. We aimed to design a framework use, ACME language, use it as a practical part of the software architecture course and supporting on teaching, focus on architecture patterns, thus we use most common architecture patterns layer and Pipes-Filters, starting with a simple example and increase the complexity.

scholarly journals Mind Mapping Method as an Effective Tool for Teaching Database Course

2020 ◽  
Vol 9 (5) ◽  
pp. 746-750
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Computer Science ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Research Approach ◽  
Problem Analysis ◽  
Mind Mapping ◽  
Problem Solving Skills ◽  
The Impact

Database system (DB) is one of the most important courses in computer science and software engineering disciplines. This course demands expertise in problem-analysis and problem-solving skills. Teaching problem-analysis and problem-solving skills is not an easy job. However, visual or mind mapped teaching methods are found effective during teaching such skills. Hence, the objective of this study is to measure the impact of mind mapping, one of the visual, method in teaching and learning DB course. The empirical data are collected by using experimental research approach. Total 68 students of 4th semester participated in the experiment from DB course offered in computer science and software engineering disciplines. All the students were exposed to descriptive teaching method and mind-mapped teaching method on the course topics. Based on the results, the mind-mapped teaching method is found effective in teaching and learning DB course. Additionally, girl students appeared more effective in yielding positive results than boy students during mind mapped taught classes. Finally, apart from fewer limitations, this study recommends certain future guidelines for better understanding and development in the very topic. For instance, age and culture based mind-mapped analysis may be considered for computer science and software engineering major courses as a future research.

CAPITALISATION ERRORS IN WRITTEN WORKS OF LEARNERS OF LATVIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 1 ◽  
pp. 282-291
Author(s):  
Antra Kļavinska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Computer Science ◽  
Foreign Students ◽  
Higher Education Institutions ◽  
Writing Skills ◽  
Practical Experience ◽  
Language Learner ◽  
Experience Teaching ◽  
The University

Capitalisation in writing is usually determined by tradition. Different written languages can have their own grammatical, conceptual or stylistic capitalisation rules. Orthographies exist which do not have the division into capital and small letters. The aim of the article is to find out what problems with capitalisation foreign students in Latvian higher education institutions have during the acquisition of writing skills in Latvian as a foreign language. The research source are the essays written by learners of the Latvian language (foreign students studying in Latvian higher education institutions): the data of the Latvian language learner text corpus being created in the Institute of Mathematics and Computer Science of the University of Latvia were used. The requirements for the acquisition of capitalisation in the context of language learner competences are analysed in the study; the most typical capitalisation errors and possible reasons for them are analysed; and the author’s practical experience teaching the Latvian language to foreign students is revealed. 

Algorithmic Puzzles

2011 ◽  
Author(s):  
Anany Levitin ◽  
Maria Levitin
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Algorithm Design ◽  
Divide And Conquer ◽  
Algorithmic Problem ◽  
Design Strategies ◽  
Job Interviews ◽  
Skill Levels ◽  
Problem Solving Skills ◽  
Solution Methods

While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.

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