A Reflective-Practice Based Approach for Developing Practitioner- Focused Software Engineering Curricula
نویسندگان
چکیده
Classroom software engineering teaching and industry needs have significantly diverged with emphases on: (a) the development of software from scratch rather than on integration, evolution, deployment on complex shared infrastructures (b) functional requirements alone (c) technical aspects alone rather than business-IT aligned perspectives (d) non-technical skills taught outside of the IT context (e) co-location rather than global collaborative development and global markets. The outcome is that starting from an entry-level, professionals inefficiently learn missing aspects primarily through experiential learning. In order to understand what to bring into the classroom, we have begun a reflective, practicebased, learning-outcome-driven approach to curriculum development. In this paper we present findings from 2 categories of such experiments from 2 Universities over 4 years. We also present practical implications, limitations of this approach and future work planned.
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1 Jennifer Turns, Univ. of WA, Center for Engineering Learning and Teaching, 225 Engr Annex, Seattle, WA, 98195-2180, [email protected] 2 Cynthia J. Atman, Univ. of WA, Center for Engineering Learning and Teaching, 223 Engr Annex, Seattle, WA, 98195-2180, [email protected] 3 Fred Mannering, Univ. of Washington, Dept of Civil and Envr Engineering, 201C More Hall, Seattle, WA, 98...
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