COMP SCI 4023 - Software Process Improvement
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code COMP SCI 4023 Course Software Process Improvement Coordinating Unit School of Computer Science Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange Y Prerequisites COMP SCI 2201 Incompatible COMP SCI 4123 Course Description This course is a guided study of software process grounded by practical personal experience. All software engineering is based on one or more processes that guide how software is developed with particular time, cost or quality goals. Process improvement aims to learn from current practice and objectively assess potential improvements. This will be explored by practicing a simplified form of the Personal Software Process and studying a number of process related topics drawn from: the goal question metric paradigm; appropriate automation; configuration management; project tracking and control; quality assurance; cost of quality; continuous integration; DevOps; software distribution; Infrastructure, Platform and Software as a Service; leveraging social media and the internet.
Course Coordinator: Dr Christoph Treude
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Articulate a critical view of the Personal Software Process 2 Articulate a critical view of their own software development process 3 Write essays following the structure of a scientific paper 4 Apply the PSP to their work
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
- Learning Resources
Learning & Teaching Activities
Learning & Teaching ModesThe background material is presented using lectures and is reinforced by the lecture reviews, programming assignments, essays and personal process review. The lecture reviews are intended to encourage timely engagement with the background material.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.You are expected to spend 10 hours per week on the course. This includes:
- attending all scheduled classes,
- preparation for and review of lectures,
- background reading for essays,
- writing essays and the personal process review,
- completing programming work in teams.
Learning Activities Summary
The lecture topics and assignment descriptions are all available on the course website.
A schedule is available on the course website but specific due dates are only available in each assignment description.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes CBOK Alignment** Analysis of existing contribution processes 20 Individual Formative 6 1. 3. Contribution proposal 10 Team Formative 5 2. Open Source contribution 20 Team Summative 13 2. Team communication 20 Individual Formative 13 4. Reflection essay 20 Individual Summative 13 1. 2. 3. Lecture/Prac review quizzes 10 Individual Summative 13 1.
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
**CBOK is the Core Body of Knowledge for ICT Professionals defined by the Australian Computer Society. The alignment in the table above corresponds with the following CBOK Areas:
1. Problem Solving1.1 Abstraction1.2 Design
2. Professional Knowledge2.1 Ethics2.2 Professional expectations2.3 Teamwork concepts & issues2.4 Interpersonal communications2.5 Societal issues2.6 Understanding of ICT profession
3. Technology resources3.1 Hardware & Software3.2 Data & information3.3 Networking
4. Technology Building4.1 Programming4.2 Human factors4.3 Systems development4.4 Systems acquisition
5. ICT Management5.1 IT governance & organisational5.2 IT project management5.3 Service management5.4 Security management*For the CBOK See: https://www.acs.org.au/content/dam/acs/acs-skills/The-ACS-Core-Body-of-Knowledge-for-ICT-Professionals-CBOK.pdf
Assessment DetailDetailed descriptions of all assessments will be available on the course website.
If you hand in your work late, your mark may be capped, based on how many days late it is, as follows:
- Up to 1 day late — mark is reduced to 75%, marks below 75% are not affected.
- Up to 2 days late — mark is reduced to 50%, marks below 50% are not affected.
- Up to 3 days late — mark is reduced to 25%, marks below 25% are not affected.
- More than 3 days late — mark is reduced to 0.
Extensions for Assessment Tasks
Extensions will only be given in exceptional circumstances,
- evidence must be supplied,
- you must apply before the due date, and
- extensions can only be granted by the course coordinator.
Lecture/Prac Review Quizzes
The lecture review quizzes are on-line quizzes and late submission is not possible.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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