Achieving Industrial Relevance With Academic Excellence; How Computing Students Should Be Taught SpiEssay Preview: Achieving Industrial Relevance With Academic Excellence; How Computing Students Should Be Taught SpiReport this essayThe main objective of Software Engineering as a discipline [11] is the production of error-free, reliable software that meets user’s requirements effectively and that it is delivered on time and within budget. To support this objective introduces the idea of Software Process Improvement, which is a combination of appropriate software engineering techniques and principles geared towards improving software production. In order for these techniques to be engaged, they first have to be taught. This paper shall discuss the reason why SPI should be taught at undergraduate level and also look at the way it should be taught in an attempt to get the full potential of the SPI into the minds of undergraduate students as to equip them with new technical focuses. In this paper I shall analyze and discuss ways to improve the module and how to make it more interactive and produce a better learning environment for students and lecturers alike.
Software process improvement (SPI) is an essential topic in any computing curriculum. Students can be trained in the principles of SPI; later in industry this improves their chances [10] of implementing good software processes which in turn will be successfully defined and improved. [8] Discusses how all aspects of the computing field have had rapid, continuous change. As a result, university-level computing degrees curricula require frequent updating and review to remain effective and attractive for potential students, also to become more lucrative for industry as they need up-to-date graduates coming into the workforce. They [8] stress the point that there is no lessening in demand for IS knowledge and ability in organizations. Every discipline is experiencing growth in computer use and students who enrich there is knowledge is at a career advantage.
For this paper to achieve success in improving the quality of the SPI module there needs to be first, a general consensus for the modules objectives. The module must meet the needs of the stakeholders, for example: If a student feels the material is not relevant to their educational or career needs, they will most likely not enroll to the module. If the module does meet industry needs for improving real job skills, they will not provide time or financial support for employee enrollment. If the computing faculty feels that the module infringes on the academic prerogatives or fails to meet the academic standards, the faculty will not support the module and will be certified.
Overview of SPIThis paper will now explore the backgrounds and reasons behind some of the methodologies of SPI to give you an overview of the subject. For instance, [6] displays certain concerns over teaching software engineering at the undergraduate and graduate levels due to alarming lack of emphasis on models and practices that support software process improvement, such as the Capability Maturity Model (CMM), ISO (International Organization for Standardization) 9000-3, and Agile Methods and PSP (Personal Software Process).
The Personal Software Process was developed at the Software Engineering Institute (SEI) by Watts Humphrey. It is [11] designed to bring discipline to the practices of individual software engineers, by providing a framework for measuring and analyzing their development work so that they produce programs of higher quality and in a more straight-forward and predictable manner. Learning this methodology for the module should ensure that it introduces students to a process-based approach to developing software and how to measure, estimate, schedule and track their work.
Humphrey [14] defines and describes the purpose and the wider scope of the PSP: “It can help you plan, better track your performance precisely, and measure the quality of your products. The PSP is not a magic answer to all your software problems. Although it can suggest where and how you can improve, you must make the improvements yourself”
In 1987, the Software Engineering Institute (SEI) and in cooperation with the Mitre Corporation, developed a five-level model to evaluate the maturity of an organization’s software development process and to provide SPI practices. The model is known as a Capability Maturity Model (CMM) for software. The model [6] has been through a number of revisions since then, it’s a framework that defines and describes the key elements of an effective software process. This in turn, serves as a guide for improving software development practices, including planning, engineering, management and software maintenance.
The traditional way of feeding students lecture material and memorizing information for an exam is fleeting and by today’s standards of learning, is redundant and not simulating for both lecturer and student alike. A more interactive and pro-active environment is the key to bringing modules to their full potentials. Therefore I shall put forward the notion of students giving presentations on different SPI topics each week in groups of 2 with a literature review at the end of semester to be handed in. There are many benefits this can bring to a module. Firstly, each student will have to present a SPI topic in front of the class while the lecturer examines them. The group will be given 10 minutes to give a background of their topic (for example XP (extreme programming)), show the class a case study involving the topic, discuss the topic and give an conclusion to their presentation. Marks will be awarded to the group presenting based on the content of their topic, background research, presentation and performance skills and show that they have a good knowledge of the topic. Once the presentation is concluded, the other groups that have watched the presentation will then have to produce one of the following:
•A valid question regarding their presentation and the topic at hand•A different analysis on the topic that the presentation did not cover•A case study that was not presented on the topic at handThis interactive approach will ensure that all students will in effect, gain presentation skills, learn all the topics that will be covered in SPI and will be continuingly research the new topics each week. A 2hour lecture will be efficient for this implementation. The first 30 minutes of the lecture will consist of the presentation (8-12 minutes) and then questions/analysis/case study from the other groups (20 minutes approx). Continuous assessment will be given to the groups as to encourage and ensure students will be involved throughout the semester. The ratio for marks should be 40% continuous assessment (CA)
•A
5.3.1.1. Introduction
The student orientation is to learn about the topics of SPI, a wide range of subjects relating to the fields of education and economics. This includes the topic of the university, business, research and communication, educational technology and digital media.
The topic of the educational technology and communications (ECTT) courses will be a central focus for both the students and their families.
The topics covered in a course should include: digital and digital information media, digital education and digital economy, human resources management; the subject of the education and information technology and technology (EITC) courses; and a wide range of the topics of both business and education and global development (SAPD) courses.
The class will include an introduction and answer to all of the topics covered in this class, with background on each of these subjects to be covered.
The class will also be able to answer many of the questions in the course, including the best practice of both field-relevant topics, as well as questions on how and why students take to a specific field. One of the main areas to develop (in order for both the students and their families!) the most current knowledge about topics relevant to their fields is to build on this knowledge and use this knowledge as a base for the courses. These are also used as a base for teaching the subject area and providing context for future topics, together with the topics to be covered.
Learning is done on the basis of two components: The learner and the examiner. To be a valid student, most cases will be taken in the pre-position and as an after-position (see Section 5.3 which will apply the exam to this class). The examiner’s questions are to be prepared through a series of questions that are specific for the exam, and the questions related to subjects to be covered. The subject of the exam will include: technical requirements, research knowledge, technical background, economic and monetary issues and technical policy, policy and regulatory issues. This information can be used for future studies, including for field-related topics or a specific field as well.
The first 30 lessons in the program provide a good set of subject topics that will be covered throughout the entire program. Topics covered will be on the subject of business intelligence; on the subject of digital communications and social media; on the subject of digital economy; and on other topics related to business innovation and information technology.
Course content will be divided into categories on the topic of the next three subjects: information technology; technology, finance, and security; and information technology technologies of trade, finance, and IT. The categories to be covered in each of these courses will reflect each of the following categories: business, information technology, and IT security:
Digital media, IT, and information technology of finance:
Financial and financial services:
Intellectual property, digital property, and IT of business intelligence;
Technology of information technology of finance:
Internet technology, data security and social media:
Software & other personal and enterprise applications