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Session 13a6 Reflective Essays in Software Engineering
Richard L. Upchurch Judith E. Sims-Knight CIS Department Psychology Department rupchurch@umassd.edu jsimsknight@umassd.edu University of Massachusetts Dartmouth N. Dartmouth, MA 02747-2300
Abstract - Software engineering education has evolved over the past ten years as understanding of the issues related to the practice of developing software systems has increased. A part of that evolution is an increased appreciation that learning software development requires more than participating in a design project. The design project provides a context in which the social and technical aspects of software engineering can become visible, but students often fail to learn the intended lessons. We, like other academics, believe that active reflection on experiences during these activities promotes the acquisition of more meaningful and persistent learning. We further believe that writing can and should play a critical role in promoting that reflective learning when the writing assignments require students to explore connections that arise during project activity. This will occur, however, only if the learning environment supports students in the construction and management of the writing activity, and supports faculty in providing the necessary feedback to students regarding their ideas. In this paper, we describe how our incorporation of writing activities in software project courses has evolved over the past five years, and a formative evaluation of our current efforts in software engineering. learned in that context. Such contexts also enhance student motivation. Engaging in large-scale projects may indeed introduce students to the realities of the software engineering industry, but what do the students take away from the experience? The typical instructional focus is to provide the experiences with little regard to what is actually learned from those experiences (a criticism leveled at engineering design education in
Richard L. Upchurch Judith E. Sims-Knight CIS Department Psychology Department rupchurch@umassd.edu jsimsknight@umassd.edu University of Massachusetts Dartmouth N. Dartmouth, MA 02747-2300
Abstract - Software engineering education has evolved over the past ten years as understanding of the issues related to the practice of developing software systems has increased. A part of that evolution is an increased appreciation that learning software development requires more than participating in a design project. The design project provides a context in which the social and technical aspects of software engineering can become visible, but students often fail to learn the intended lessons. We, like other academics, believe that active reflection on experiences during these activities promotes the acquisition of more meaningful and persistent learning. We further believe that writing can and should play a critical role in promoting that reflective learning when the writing assignments require students to explore connections that arise during project activity. This will occur, however, only if the learning environment supports students in the construction and management of the writing activity, and supports faculty in providing the necessary feedback to students regarding their ideas. In this paper, we describe how our incorporation of writing activities in software project courses has evolved over the past five years, and a formative evaluation of our current efforts in software engineering. learned in that context. Such contexts also enhance student motivation. Engaging in large-scale projects may indeed introduce students to the realities of the software engineering industry, but what do the students take away from the experience? The typical instructional focus is to provide the experiences with little regard to what is actually learned from those experiences (a criticism leveled at engineering design education in
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