Undergraduate Software Engineering Program Research Articles

Enhancing DevOps Engineering Education Through System-Based Learning Approach

Abstract System-based learning (SBL) in engineering domains integrates systems thinking and engineering principles to develop a system. In software engineering, to develop software using the DevOps process, using SBL environment, students gain a comprehensive understanding of the DevOps software development process and apply theoretical concepts to real-world problems by implementing a complete system pipeline, encompassing the design, development, testing, and deployment of software systems. This article introduces an SBL approach to teaching DevOps engineering, addressing the limitations of traditional methods in equipping students with the necessary skills and knowledge. To evaluate the effectiveness of the SBL approach, a case study was conducted to teach a DevOps course within an undergraduate software engineering program. Students completed a project involving the implementation of a system pipeline from requirement gathering to deployment. Results from the case study demonstrate that the SBL approach has improved students’ understanding of DevOps engineering and the software development big picture. The approach enhanced students’ systems thinking and problem-solving capabilities and prepared students for the challenges of a rapidly evolving technological landscape.

Preface

The 2022 2nd International Conference on Electrical Engineering and Computer Technology (ICEECT2022) was successfully held on September 23-25, 2022 in Suzhou, China (virtual conference). ICEECT2022 promoted the research and developmental activities in relevant fields as well as the scientific information exchange between researchers, engineers, and practitioners working all over the world.In the conference, we were greatly honored to have Prof. Marco C. Campi from University of Brescia, Italy to serve as our Conference General Chairman. The conference consisted of keynote speeches, oral presentations and online Q&A discussion, attracting 150 delegates worldwide. Firstly, the keynote speakers were each allocated 30-45 minutes to address their speeches. Then in the next part, oral presentations, the excellent papers we had selected were presented by their authors one by one.Two distinguished professors were invited to hold keynote speeches during the conference. For a start, Prof. Prof. Wei Fang from Nanjing University of Information Science & Technology, China performed a keynote speech on the title: Research on the Application of Artificial Intelligence in Meteorology. The Artificial Intelligence (AI) is playing a more and more essential role in the industrial revolution and we are seeking a lot of evolution in various machine learning methodologies. Forecast of meteorological disasters is an important and challenging worldwide problem, so in this speech he shared his experience and research results in all aspects of the application of meteorology based on artificial intelligence. Moreover, Assoc. Prof. Moh’d A. Radaideh from Jordan University of Science and Technology, Jordan made a report on The Software Project Management: from the Perspectives of the PMI, IEEE SWEBOK V3.0, and Agile-SCRUM. In this presentation, he elaborated on his own experience of designing, articulating, and delivering a reasonable senior course on the subject of Software Project Management (e.g. SE440 Software Project Management), part of the Undergraduate Software Engineering Program Curriculum at Jordan University of Science and Technology. Their dramatic speeches had triggered heated discussion. And every participant praised this conference for disseminating useful and insightful knowledge.We are glad to share with you that we’ve selected a bunch of high-quality papers from the submissions and compiled them into the proceedings after rigorously reviewing them. These papers feature but are not limited to the following topics: Transmission and Distribution, Electromagnetic Compatibility, Mechatronics, Database Systems, Software Engineering, etc. All the papers have been checked through rigorous review and processes to meet the requirements of publication.We would like to acknowledge all of those who supported ICEECT2022 and made it a great success. Particularly, we would like to thank the Journal of Physics: Conference Series, for the endeavor of all its colleagues in publishing this paper volume. We sincerely hope that ICEECT2022 turned out to be a forum for excellent discussions that enable new ideas to come about, promoting collaborative research.The Committee of ICEECT2022List of Committee member is available in this pdf.

Evolution in the Education of Software Engineers: Online Course on Cyberphysical Systems with Remote Access to Robotic Devices

The objective of this work is to address, from the educational perspective, the trends in the software engineerring discipline, which rely on a significant increase in the use of remotely accessible and remotely controlled embedded devices. The paper presents an approach and experiences with introducing robotic devices accessible online to a course on Cyberphysical Systems in an undergraduate Software Engineering program. A closer look at both technologies, online labs and cyberphysical systems education, reveals that they are not in sync. Remote labs have embraced a wide variety of science and engineering disciplines, but they are not popular in software engineering. On the other hand, software engineering education, being crucial to the development of cyberphysical systems has not focused on such systems by any measure. This project and paper aim at addressing this gap.

Experiences Translating Project-Based Software Engineering Courses into Online Courses

Online education has seen an enormous growth in the last few years. In this paper we describe the design of three project-centric Software Engineering courses in an undergraduate software engineering program to be delivered online. The study examined three courses offered in face-to-face and online environments. The course goals, structure, learning objectives, and assessments were exactly the same. The courses were designed with hands-on and project-based activities in a cooperative learning environment using a Software enterprise pedagogical model. The paper presents a comparison of student performance on various course outcomes, working in teams, success/failure rates and lessons learned from translating a face-to-face course into an online course. These results can be useful to other educators and institutions in how to improve student learning outcomes and learner satisfaction in online environments and further improve quality of online course offerings.

SE 2014: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering

Revised curriculum guidelines help university faculty create or update undergraduate software engineering programs.

Undergraduate Software Engineering: Addressing the Needs of Professional Software Development

In the fall semester of 1996 RIT (Rochester Institute of Technology) launched the first undergraduate software engineering program in the United States. The culmination of five years of planning, development, and review, the program was designed from the outset to prepare graduates for professional positions in commercial and industrial software development.

Software Quality Assurance in an Undergraduate Software Engineering Program

Software tests are used by most organizations. However, many other software quality assurance practices are often neglected. Most developers are not aware of the high cost of inferior quality and its impact on the duration and budget of a project. At the École de technologie supérieure (ÉTS), software quality assurance (SQA) is taught in lecture format in the undergraduate software engineering curriculum. The SQA course covers the concepts of the business modeland the cost of quality, to convince students of the importance of putting in place adequate prevention and evaluation practices, both to reduce the number of defects and to predict the extra effort needed to correct defects introduced as the work progresses.The course includes a 10-week capstone project in which teams of 4 students apply the SQA practices taught inclass in a software development assignment. The students collect measures throughout the 10-week period, and the performance of each team is analyzed. This analysis allows discussion to take place on the positive impact of SQA practices as a way to deliver quality software on time and within budget.

Software engineering education: some important dimensions

Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for curriculum design. The main focus of these guidelines is around core and foundation courses. This paper summarizes the current problems of software engineering education programs. It also proposes some important dimensions as integral parts of software engineering education: interdisciplinary skills, practice experience, communication, skills on continuing education and professionalism. In the current guidelines and studies these dimensions are not addressed specifically. Although there could be other dimensions to be considered in software engineering education, we believe that the proposed ones are very crucial as software engineering is evolving more rapidly than any other engineering discipline. This study also provides a survey of some major universities’ undergraduate software engineering programs to evaluate these dimensions.

An Agile, Graduate, Software Studio Course

The value of a studio course in undergraduate software engineering programs is well documented. What is not as well understood is how to provide a relevant studio experience to working, seasoned professional software engineers as part of a Master's of Software Engineering (MSE) degree program. The challenge is that students' experiential diversity complicates the selection of projects that address different students' needs. Further, when the studio experience is compressed into 14 weeks, significant challenges are presented in controlling the process environment while providing a realistic and meaningful learning experience for part-time students. In this paper, a novel software studio course developed specifically for working, experienced professionals in an MSE program is described

IEEE-CS/ACM computing curricula

One of the problems in advancing the state of the software engineering discipline is the inadequate preparation of students entering the profession from undergraduate computing programs. This panel reports on the IEEE-CS/ACM Computing Curricula project and the guidance it will provide for developing undergraduate software engineering programs. In particular, the panel will address the development process used to construct the Software Engineering Volume, the contents of the first draft of the Volume, and the application of the software engineering curriculum guidelines to international curriculum models.

Teaching HCI with scenario-based design

This paper describes the application of scenario-based design in the teaching of Human-Computer Interaction (HCI), in an undergraduate Software Engineering program. Specifically, we describe how the ideas of constructivism can be synthesized with the team-based efforts in managing software requirements. The paper serves as an experience report of an ongoing action research the author has been executing to revise the curriculum and pedagogy of a junior core course entitled Software Psychology. In particular, we depict some problem scenarios, helping the evolution of the course content, and developing our students as self-directed work teams of software professionals. The paper concludes with the author's lessons learned with this course enactment plus the necessary reflective evaluations therein.

Teaching Software Psychology

This paper describes the curriculum development and teaching experience of a junior core course entitled Software Psychology , offered in the undergraduate Software Engineering program at the author's affiliated university. In particular, the pedagogy of problem-based learning is introduced, together with the evolution of the course content. It will also address issues such as resources and facilities needed for the course, and the students' perceived learning as well as the author's lessons learned therein.

RIT's BS program in software engineering

In the fall of 1996, the Rochester Institute of Technology (RIT) enrolled the first students in its undergraduate software engineering program. To the best of our knowledge, this was the first program in the U.S. leading to a Bachelor of Science in Software Engineering. This note is meant to apprise the readers of SEN of both the existence and current status of our program, and to contribute to the on-going conversation vis-à-vis the proper education of professional software developers.

Developing an undergraduate software engineering program in a liberal arts college

Developing an undergraduate software engineering program in a liberal arts college