Lucas Layman
Travis Cornwell
Abstract
This paper describes an initiative at North Carolina State University in which the undergraduate software engineering class was restructured in layout and in presentation. The change was made from a lecture-based coursed that followed the waterfall method to a lab-oriented course emphasizing practical tools and agile processes. We examine the new course layout from the perspective of Myers-Briggs personality types and Felder-Silverman learning styles to discuss how the new software engineering class format appeals to a wide variety of students. The new course format resulted in some of the highest student evaluations in recent course history. It is now the standard for the undergraduate software engineering course at the university and has since been used in other North Carolina institutions.
- J. Allert, "Learning Style and Factors Contributing to Success in an Introductory Computer Science Course," proceedings of IEEE International Conference on Advanced Learning Technologies (ICALT '04), Joensuu, Finland, 2004, pp. 385--389. Google Scholar
Digital Library
- L. F. Capretz, "Personality Types in Software Engineering," International Journal of Human-Computer Studies, vol. 58, 2003, pp. 207--214. Google ScholarDigital Library
- R. M. Felder and L. K. Silverman, "Learning and Teaching Styles in Engineering Education," Engineering Education, vol. 78, 1988, pp. 674--681.Google Scholar
- E. S. Godleski, "Learning Style Compatibility of Engineering Students and Faculty," proceedings of Frontiers in Education (FIE '84), 1984, pp. 362--364.Google Scholar
- G. Lawrence, People Types and Tiger Stripes, 3rd ed, Center for Applications of Psychological Types, Gainesville, FL, 1994.Google Scholar
- M. H. McCaulley, "The MBTI and Individual Pathways in Engineering Design," Journal of Engineering Education, vol. 80, 1990, pp. 537--542.Google Scholar
- A. Thomas, M. R. Benne, M. J. Marr, E. W. Thomas, and R. M. Hume, "The Evidence Remains Stable: The MBTI Predicts Attraction and Attrition in an Engineering Program," Journal of Psychological Type, vol. 55, 2000, pp. 35--42.Google Scholar
- L. Thomas, M. Ratcliffe, J. Woodbury, and E. Jarman, "Learning Styles and Performance in the Introductory Programming Sequence," proceedings of SIGCSE '02, Covington, KY, 2002, pp. 33--37. Google ScholarDigital Library
Index Terms
- Personality types, learning styles, and an agile approach to software engineering education
Recommendations
Personality types, learning styles, and an agile approach to software engineering education
SIGCSE '06: Proceedings of the 37th SIGCSE technical symposium on Computer science educationThis paper describes an initiative at North Carolina State University in which the undergraduate software engineering class was restructured in layout and in presentation. The change was made from a lecture-based coursed that followed the waterfall ...
Software Engineering Course Restructured to Support Agile Software Development Projects
COMPUTE '22: Proceedings of the 15th Annual ACM India Compute ConferenceWith the increasing adoption of agile methods in the industry, there is a need for restructuring the content and delivery of software engineering courses in universities and institutes. Such restructuring should also address the mismatch between the ...
Lean software startup practices and software engineering education
ICSE '22: Proceedings of the ACM/IEEE 44th International Conference on Software Engineering: Companion ProceedingsIn the modern economy, software drives innovation and economic growth. Studies show how software increasingly influences all industry sectors. Over the past 5 decades, software engineering has also changed significantly to advance the development of ...
Comments