A framework for teaching software engineering introductory courses

Izzat Alsmadi and Feras Hanandeh

International Journal of Education Economics and Development, 2011, vol. 2, issue 4, 380-397

Abstract: Teaching in continuously evolving fields such as software engineering is challenging due to the need for continuous evaluation and evolution in the course material and subjects. As a result, students may have problems connecting the different course subjects and concepts together. In this research, a software engineering high level conceptual knowledge is presented. The goal is to decompose knowledge terms in software engineering and projects based on several perspectives. This can also help making a distinction between the different activities that occur in each area such as activities related to management, planning, progress evaluation, etc. We also presented a plan for teaching software engineering courses with industrial orientation. Bridging the gap between academia and the industry can be a win-win solution for both sides. One year practical training is proposed in the software engineering degree to give students' the skills to communicate with the IT companies and be exposed to actual projects and real time scenarios.

Keywords: software engineering; ontology; concerns separation; software projects; software products; software processes; software models; computer-aided software engineering; CASE tools; software development methodologies; introductory courses; teaching frameworks; continuous evaluation; course materials; high level knowledge; conceptual knowledge; knowledge terms; progress evaluation; academia; software industry; win-win solutions; practical training; educational degrees; students skills; actual projects; real time scenarios; ICT; information technology; communications technology; education economics; educational development; curriculum design; pedagogical issues; pedagogy; computing education. (search for similar items in EconPapers)
Date: 2011
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