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Exploration of Participation in Student Software Engineering Teams

Exploration of Participation in Student Software Engineering Teams Exploration of Participation in Student Software Engineering Teams LINDA MARSHALL, VREDA PIETERSE, and LISA THOMPSON, University of Pretoria DINA M. VENTER, RL Technologies trading as Red-Leaf Employers require software engineers to work in teams when developing software systems. It is therefore important for graduates to have experienced teamwork before they enter the job market. We describe an experiential learning exercise that we designed to teach the software engineering process in conjunction with teamwork skills. The underlying teaching strategy applied in the exercise maximises risks in order to provide maximal experiential learning opportunities. The students are expected to work in fairly large, yet short-lived, instructor-assigned teams to complete software engineering tasks. After undergoing the exercise our students form self-selected teams for their capstone projects. In this article, we determine and report on the influence the teaching exercise had on the formation of teams for the capstone project. By analysing data provided by the students through regular peer reviews we gain insight into the team dynamics as well as to what extent the members contributed to the team effort. We develop and present a graphical model of a capstone project team which highlights participation of individuals during the teaching exercise. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Exploration of Participation in Student Software Engineering Teams

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2016 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2791396
Publisher site
See Article on Publisher Site

Abstract

Exploration of Participation in Student Software Engineering Teams LINDA MARSHALL, VREDA PIETERSE, and LISA THOMPSON, University of Pretoria DINA M. VENTER, RL Technologies trading as Red-Leaf Employers require software engineers to work in teams when developing software systems. It is therefore important for graduates to have experienced teamwork before they enter the job market. We describe an experiential learning exercise that we designed to teach the software engineering process in conjunction with teamwork skills. The underlying teaching strategy applied in the exercise maximises risks in order to provide maximal experiential learning opportunities. The students are expected to work in fairly large, yet short-lived, instructor-assigned teams to complete software engineering tasks. After undergoing the exercise our students form self-selected teams for their capstone projects. In this article, we determine and report on the influence the teaching exercise had on the formation of teams for the capstone project. By analysing data provided by the students through regular peer reviews we gain insight into the team dynamics as well as to what extent the members contributed to the team effort. We develop and present a graphical model of a capstone project team which highlights participation of individuals during the teaching exercise.

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Feb 17, 2016

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