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The software engineering capstone: structure and tradeoffs

The software engineering capstone: structure and tradeoffs,10.1145/563340.563428,A. T. Chamillard,Kim A. Braun

The software engineering capstone: structure and tradeoffs   (Citations: 33)
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One of the largest challenges facing educators teaching undergraduate software engineering courses is providing the students with meaningful experiences they will find useful when they complete their undergraduate education. Those experiences should include all phases of the software development process, and to be as realistic as possible they should also include the uncertainty and continual change present in any real project. In addition, those experiences need to include working with others in a team, which can affect the morale of some students and also poses challenges to the professor when the time to assign grades arrives. In this paper we discuss how we have tailored the software engineering capstone sequence at the U.S. Air Force Academy to address these issues.
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    • ...The traditional way to perform the practical part is by the development of a project [15], at least as far as the analysis and design stages are concerned...

    Miguel A. Condeet al. How to apply open learning environments to Software Engineering subjec...

    • ...While a small number of group projects were easier to evaluate than a large number of individual projects (DeClue, 2007), evaluating individual students within a group was challenging (Chamillard & Braun, 2002; Conn, 2004; Fincher et al, 2001; Lancor, 2008; Rising, 1989; Stein, 2003)...

    Robert F. Dugan Jr.. A survey of computer science capstone course literature

    • ...One of the biggest challenges to educators teaching computer science (CS) and software engineering (SE) capstone courses is developing a relevant, interesting curriculum that incorporates learning from all prerequisite coursework [2]...
    • ...To combat this issue, many researchers have turned to projects that rely on partnerships with real-world organizations [1, 2, 3]...
    • ...Some address this issue by integrating management skills such as quality assurance, project management, and the use of crossfunctional teams into the capstone course [2, 3]...

    James Parrish Jr.et al. Using the imagine cup SDI as the foundation for computer science capst...

    • ...There are typically several educational goals for such project courses, but one shared goal is to provide hands-on experience in applying the tools, techniques, principles, and best practices that are taught more theoretically in previous courses [1], [2]...
    • ...The goal of the transformation was to move beyond the typical scope of software engineering, and of software capstone projects (such as those described by Chamillard and Braun [1], and Umphress et al. [2])...
    • ...Student learning proceeded beyond the practical application of “textbook” software engineering to the delivery of a system built with contextual software engineering, thus achieving more and reaching further than single-term software projects, such as those described by Shaw and Toayko [4], or even two-term capstone projects, such as those described by Chamillard and Braun [1] and Umphress et al. [2]...

    Hadar Zivet al. Capstone Project: From Software Engineering to "Informatics"

    • ...The traditional way to perform the practical part is by the development of a project [9], at least as far as the analysis and design stages are concerned...

    Francisco J. García Peñalvoet al. A student-centered learning model applied in an introductory Software ...

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