| Autor: |
Afshar, Yalda, Moshirpour, Mohammad, Marasco, Emily Ann, Kawash, Jalal, Behjat, Laleh, Moussavi, Mahmood |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2022, p1-13, 13p |
| Abstrakt: |
Software development life cycle is an integrated process which involves many different tasks including requirements elicitation and analysis, design and development, testing, and deployment. As a result, software engineering students do not only need an in-depth knowledge of each of these areas, they also need to have a practical understanding about how the topics integrate together. However, technical courses that teach concepts such as object-oriented programming, architecture, testing and databases are traditionally delivered as separate courses despite interconnections and overlap. Although the current approach has the benefit of encouraging proficiency in a specific subject, students often lack the knowledge of how these topics may integrate together. In this paper, we propose a pedagogical approach to integrate final projects of two separate courses in a course-based masters of software engineering program. In this approach, students work on a joint project for software design and architecture as well as a database design course using a model-first approach. Students implement the object-oriented programming phase in the first course, then they continue implementing a corresponding database in the second course. The study data is collected from an end-of-term survey and final projects' artifacts. Through analyzing the data, we evaluate the students' challenges as well as perception using this approach. The results from our experiment show students' satisfaction of the overall learning from the joint project. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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