Requirements Engineering Course Research Articles

Improving monitoring and evaluation of undergraduate curriculum: A case of Software Requirements Engineering course

Improving monitoring and evaluation of undergraduate curriculum: A case of Software Requirements Engineering course

STUDENT PERCEPTIONS AND USE OF AN INVENTORY TO FACILITATE LEARNING OF INDIVIDUAL TEAM-EFFECTIVENESS

Team-based projects have become a common method of modeling real-world experience and meeting required graduate attributes in engineering. In these projects, much of a student’s grade is attributed to work produced by an entire team, creating a need for instruction on how to work effectively as team members in addition to course-content instruction. A web-based tool is in development to create a virtual environment in which students can learn about and improve their individual team-effectiveness competencies through self- and peer-assessments. Framed as a guided reflection, these assessments are facilitated using an inventory which identifies 18 competencies along three aspects of team-effectiveness: Organisational, Relational and Communication competencies [1]. The inventory assesses observable behaviours that translate to specific levels of competency so as to provide a foundation for normalized self- and peer-assessments, as well as provide examples of how to improve. A study to assess student perceptions and use of the inventory was conducted in the Fall 2012 term in two upper year courses. The first course was a third-year course on energy systems that is required of all students in the Energy Option of Engineering Science and the second a fourth-year engineering leadership course which any engineering student can select as an elective. The objective of this study was to determine if students in a required engineering course perceived and used the inventory differently than those who self-selected into an engineering leadership course.

Science, technology and society education for engineers

The value of exposing engineering students to social issues raised by science and technology is discussed. A required engineering course at Lafayette College, 'Engineering Professionalism and Ethics', which is designed to provide all engineering majors with an introduction to science, technology, and society topics, is described. Experience with the course is evaluated. >