How much authenticity can be achieved in software engineering project based courses?

Abad, ZSH; Bano, M; Zowghi, D

How much authenticity can be achieved in software engineering project based courses?

Abad, ZSH Bano, M

Zowghi, D

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Publication Type:: Conference Proceeding
Citation:: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019, 2019, pp. 208 - 219
Issue Date:: 2019-05-01

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Field	Value	Language
dc.contributor.author	Abad, ZSH	en_US
dc.contributor.author	Bano, M https://orcid.org/0000-0002-1447-9521	en_US
dc.contributor.author	Zowghi, D https://orcid.org/0000-0002-6051-0155	en_US
dc.date.issued	2019-05-01	en_US
dc.identifier.citation	Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019, 2019, pp. 208 - 219	en_US
dc.identifier.isbn	9781728110004	en_US
dc.identifier.uri	http://hdl.handle.net/10453/134620
dc.description.abstract	© 2019 IEEE. Software engineering (SE) students not only need sufficient technical knowledge and problem solving ability but also social and interpersonal skills in order to be industry ready. To prepare the students for the 'real world' the SE educators frequently use 'Authentic Assessment' and 'Project Based Learning (PBL)' approaches in their curricula. However, the level of 'authenticity' should vary within PBL courses offered in different years of a degree program. In this paper, we present and discuss the results of the data collected and analyzed from the first SE course offered to the students. The aim of our research is to explore how much authenticity can be achieved in the first SE course. Our study was conducted at the University of Calgary with 64 software development project teams, totaling 229 undergraduate students. The data is collected from three semesters (2016-2018) in order to assess and monitor students performance. The course design used seven authentic assessments that focused on students skills while covering a complete software development lifecycle. The results from data analysis show that students made progress in some areas of problem solving skills, however, they struggled in their social skills (e.g. people handling skills, negotiations skills and organizational skills), understanding software quality and adaptability.	en_US
dc.relation.ispartof	Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019	en_US
dc.relation.isbasedon	10.1109/ICSE-SEET.2019.00030	en_US
dc.title	How much authenticity can be achieved in software engineering project based courses?	en_US
dc.type	Conference Proceeding
utslib.for	0803 Computer Software	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2019 IEEE. Software engineering (SE) students not only need sufficient technical knowledge and problem solving ability but also social and interpersonal skills in order to be industry ready. To prepare the students for the 'real world' the SE educators frequently use 'Authentic Assessment' and 'Project Based Learning (PBL)' approaches in their curricula. However, the level of 'authenticity' should vary within PBL courses offered in different years of a degree program. In this paper, we present and discuss the results of the data collected and analyzed from the first SE course offered to the students. The aim of our research is to explore how much authenticity can be achieved in the first SE course. Our study was conducted at the University of Calgary with 64 software development project teams, totaling 229 undergraduate students. The data is collected from three semesters (2016-2018) in order to assess and monitor students performance. The course design used seven authentic assessments that focused on students skills while covering a complete software development lifecycle. The results from data analysis show that students made progress in some areas of problem solving skills, however, they struggled in their social skills (e.g. people handling skills, negotiations skills and organizational skills), understanding software quality and adaptability.

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http://hdl.handle.net/10453/134620