A Re-look at the Introduction to Software Engineering Course
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Abstract The Introduction to Software Engineering course is a fundamental course in not just software engineering programs, but also in computer science, computer engineering, and other computing programs. In many respects, the design of this course is more important for the other computing programs that require it than for the software engineering program because this is often the only exposure to software engineering principles that the non-software engineering students get. To address perennial student complaints about the course, and concerns raised by our Industrial Advisory Board, the faculty decided that we should take a relook at our Introduction to Software Engineering course. This course is the one in our curriculum that we have changed the most often, at least 6 times in the 20 year history of our program. We were continually balancing multiple requirements for the course including it needing to be an introduction to the breadth of software engineering, and a significant team project experience for the students. In reviewing the course's history, we decided that the reason this course was changed so frequently is that with each redesign we always started with the same basic premises for the course, namely, it needed to provide a broad overview of the software engineering discipline, and it would use one of the classic software engineering textbooks that covers all of those areas. The relook dropped both of those requirements. This paper describes the approach we used for developing this new version of our Introduction to Software Engineering course and the topics that are covered. Using an engineering approach to design the course, we set requirements for the topics to be distributed as 35% design, 35% process, 15% teamwork, and 15% communications. We describe the types of web-based resource material the course uses in place of a required textbook. The paper describes the requirements we placed on our web-based project and the particular project in use. The course ran in two pilot sections in spring 2017, and rolled out to the full offering of the course to approximately 250 students in fall 2017. Goals for the relook were to reduce the student complaints about the course, which we felt were valid complaints, while introducing the students to the most important concepts in software engineering, and to contemporary software development practices and tools. We will present our assessment of our achievement of these goals which resulted in receiving none of the prior complaints from students, and receiving thanks for how well the course material prepared students for the job interviews that they went on.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle