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Educators' Symposiums
Tuesday AM July 26, 2005
Crossing the Chasm with Agile Methodologies
in Software Engineering Education
Tuesday July 26, 2005 Morning
Laurie Williams
North Carolina State University
Bio: Dr. Laurie Williams is an Assistant Professor at North Carolina State University. She received her undergraduate degree in Industrial Engineering from Lehigh University. She also received an MBA from Duke University and a Ph.D. in Computer Science from the University of Utah. Prior to returning to academia to obtain her Ph.D., she worked in industry, for IBM, for nine years. In 2001, Laurie was a co-founder of the first North American conference on agile software development methodologies, XP Universe. Laurie began teaching university software engineering courses with agile practices in 1999. She has done several empirical studies on Extreme Programming and its development practices, pair programming and test-driven development.

Laurie Williams
Abstract: The introduction of agile methodologies into software engineering education progressed much as the marketing of high tech products. There were a small number of "technology enthusiasts" and "visionaries" who began teaching agile processes and practices very early while the "pragmatists," "conservatives," and "skeptics" considered these new teachings to advocate hacking and to be anti-software engineering. In this talk, Dr. Williams will provide insight into the adoption lifecycle of agile methodologies in software engineering education and the benefits of this adoption.

Introducing Agile
into a Software Development Capstone Project
Tuesday July 26, 2005 Morning
Full Text PDF File  
Cyril M. Coupal, Kelvin Boechler
Saskatchewan Institute of Applied Science and Technology (SIAST)
Abstract: Conveying principles of software analysis, design and implementation in a classroom setting is problematic. When the course involves actual hands on development with clients drawn from industry, the challenges are magnified. This paper discusses the experiences and observations of a set of 10-month independent external projects undertaken by final year students in the Computer Systems Technology Program using Agile for the first time. We compare situations and observations of projects developed following an Agile approach with XP Programming, to our previous projects developed in a traditional approach. Based on these observations, an Agile approach seems to support learning, provide a valuable practical experience and produce useable software within an academic environment.

Experiences Teaching a Course in Programmer Testing
Tuesday July 26, 2005 Morning
Full Text PDF File  
Andy Tinkham, Florida Institute of Technology
Cem Kaner, Florida Institute of Technology
Abstract: We teach a class on programmer-testing with a primary focus on test-driven development (TDD) as part of the software engineering curriculum at the Florida Institute of Technology. As of this writing, the course has been offered 3 times. Each session contained a mixture of undergraduate and graduate students. This paper discusses the evolution of the course, our lessons learned and plans for enhancing the course in the future.

Balancing Hands-on and Research Activities:
A Graduate Level Agile Software Development Course
Tuesday July 26, 2005 Morning
Full Text PDF File  
Joseph Chao, Bowling Green State University      
Abstract: Agile software methodologies promote developing better software faster and have been gaining popularity in the industry. However, agile is still somewhat a stranger to the academic world. While it is important to introduce agile methods to undergraduate students, we believe that having a graduate-level course in agile development is as crucial. We offered a topic course dedicated to teach agile software development to graduate students emphasizing both hands-on experience and research activities. In this course, a phase-in project approach was used with real customers on real projects. The result of this approach was well received by students and has stimulated student research interests in the area. This paper describes our experiences in offering the course.

Educators' Symposiums
Tuesday PM July 26, 2005
How much Agile Should we Teach
in a Software Engineering Course?

Tuesday July 26, 2005 Afternoon
Joseph Chao, Bowling Green State University
Grigori Melnik, University of Calgary
Panelists: Robert Biddle, Carleton University,
Philippe Kruchten, University of British Columbia,
Rick Mugridge, University of Auckland,
Laurie Williams, North Carolina State University
Abstract: Agile methods have shown strength in recent years. Although behind the curve, academics are catching up in adapting agile methods in the classroom. Other than teaching or using agile practices in various computer science courses, many academics have also reported teaching agile methods in software engineering (SE) courses. However, other than sporadic experience reports, there is not sufficient evidence on how much agile coverage is best for students in SE classes. Some argue that all agile is as bad as no agile while others believe that agile is the way of the future. In this panel, we will discuss the balance of agile and traditional methods in a SE course. Some of the questions to be discussed include:
  • Is it necessary to introduce traditional methods such as Waterfall among others in a SE course?
  • Will students be disadvantaged without adequate exposure to traditional methods since they are still widely used in the industry?
  • Assuming that teaching agile methods is necessary, should agile methods be the primary emphasis in a SE course? Will a simple overview of agile methods be sufficient?
  • Is XP a good representative of agile methods or should we introduce other agile methods? Which ones?
  • Should agile methods be required for projects, if any, in a SE course?
  • Additional questions are encouraged from the audience.
Student Experiences with Executable Acceptance Testing
Tuesday July 26, 2005 Afternoon
Full Text PDF File  
Kris Read, Grigori Melnik
Frank Maurer, University of Calgary
Abstract: This report describes experiences of introducing executable acceptance testing in senior software engineering courses. Students in an agile environment completed a five-iteration project with significant portion of requirements specified as executable acceptance tests. Furthermore, students were required to write their test suites for an additional component. Ability to learn and utilize the FIT acceptance testing framework is evaluated to find out if FIT tests can be used to replace requirement documents. The results of a survey of students' perceptions and experiences were encouraging.

Teaching Agile Project Management
to the Project Management Institute (PMI)
Tuesday July 26, 2005 Afternoon
Full Text PDF File  
Mike Griffiths, Quadrus Development      
Abstract: This paper describes the experience of teaching Agile Project Management principles as part of the Project Management Institute (PMI) Annual Conference (The PMI Global Congress) and subsequently as part of their approved traveling training series (The PMI SeminarsWorld Series). It outlines the challenges of getting material that conflicts with many traditional views of project management accepted by the PMI. It also contrasts learning styles between students at the PMI SeminarsWorld series, who have, on average over 20 years IT experience and graduate students covering the same material as part of an MSc program who have on average 3 years IT experience.

Undergraduate Student Perceptions
of Pair Programming and Agile Software Methodologies:
Verifying a Model of Social Interaction
Tuesday July 26, 2005 Afternoon
Full Text PDF File  
Kelli M. Slaten, Maria Droujkova,
Sarah B. Berenson, Laurie Williams, Lucas Layman,
North Carolina State University
Abstract: One of the reasons that undergraduate students, particularly women and minorities, can become disenchanted with computer science education is because software development is wrongly characterized as a solitary activity. We conducted a collective case study in a software engineering course at North Carolina State University to ascertain the effects of a collaborative pedagogy intervention on student perceptions. The pedagogy intervention was based upon the practices of agile software development with a focus on pair programming. Six representative students in the course participated in the study. Their perspectives helped validate a social interaction model of student views. The findings suggest that pair programming and agile software methodologies contribute to more effective learning opportunities for computer science students and that students understand and appreciate these benefits.

Agile 2006 is being scheduled for July 23-28, 2006, at the Hyatt downtown Minneapolis.
Mark your calendars!
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