Providing end-to-end perspectives in software engineering
Bibliographic record
Abstract
In order to better prepare students for professional practice, we have created a software engineering curriculum that provides an end-to-end perspective that begins with the business context of software, and goes all the way to the ongoing management of software services after deployment. This paper examines how the theoretical aspects of this broad-based curriculum may be effectively delivered through a single course within a traditional computer science program. This curriculum is under a diverse set of constraints and requirements, such as the need for pedagogical consistency, faculty development, consideration of the learning style of computer science students, and a need for an effective continuous improvement process. Our approach uses “engineering-oriented” analysis frameworks such as Porter's Five Forces model for the business aspects, and attribute-driven design for software architectures, an “inverted” classroom mode of teaching where lectures are delivered on line with interactions and exercises that promote active learning reserved for the classroom, case studies developed from real projects to serve as concrete examples, open discussion boards and weekly short quizzes for concept refinement and retention, and a paper-based project where students apply the concepts learned. Faculty development and replication outside the current site are also discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".