COMP SCI 2205 - Software Engineering Workshop I
North Terrace Campus - Semester 1 - 2018
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General Course Information
Course Details
Course Code COMP SCI 2205 Course Software Engineering Workshop I Coordinating Unit Computer Science Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Assumed Knowledge Introduction to Software Engineering Restrictions Available to BE (Software) students only Assessment Requirements artefacts, Conceptual models, and Project reports Course Staff
Course Coordinator: Professor Ali Babar
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1 Describe different phases of requirements engineering for software systems 2 Articulate different approaches to elicit, specify, document, and validate requirements 3 Demonstrate abilities to use a small set of tools for supporting requirements engineering phases 4 Critically articulate many and varied challenges involved and strategies available in requirements engineering phases 5 effectively work in small groups using physical and online facilities and social media technologies
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
1,4-5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,4-5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
5 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
4-5 -
Learning Resources
Required Resources
The Course Book
Karl Wiegers and Joy Beatty, Software Requirements, Third Edition, 2014, Microsoft Press
Research Papers included in the course for presentations ((Assessable material).- Lianping Chen, M. Ali Babar, Bashar Nuseibeh, Characterizing Architecturally Significant Requirements, IEEE Software, 30(2): 38-45 (2013).
- Jane Cleland-Huang, Adam Czauderna and Ed Keenan: A Persona-Based Approach for Exploring Architecturally Significant Requirements in Agile Projects. REFSQ 2013: 18-33.
- John M. Carroll, Five Reasons for Scenario-Based Design, The 32nd Hawaii International Conference on System Sciences, 1999.
- Neil Maiden, Alexis Gizikis, and Suzanne Robertson, Provoking Creativity: Imagine What Your Requirements Could Be Like, IEEE Software, Sept./Oct. 2004.
- Guttorm Sindre and Andreas L. Opdahl, Eliciting security requirements with misuse cases, Requirements Engineering (2005), 10: 34-44.
- John Mylopoulou and Lawrence Chung, Stephen Liao, Huaiqing Wang, and Eric Yu, Exploring Alternatives during Requirements Analysis, Jan./Feb. 2001.
- Daniela Damian and Didar Zowghi, The impact of Stakeholders’ geographical distribution on managing requirements in a multi-site organization, International Conference on Requirements Engineering 2002.
Recommended Resources
Recommended for further readings:
Chris Rupp & die SOPHISTen, Requirements-Engineering und – Management, 6th Edition (Only material in English from the Website).
Ian Sommerville, Software Engineering, 10th Edition, 2015. (Chapters on Requirements and Modeling).Online Learning
https://myuni-canvas.adelaide.edu.au/courses/23073 -
Learning & Teaching Activities
Learning & Teaching Modes
This course consists of 12 weeks of different types of learning and teaching activities such as seminar style lectures, moderated discussions on the core topics with relevant industrial examples, guest lectures, students’ presentations and project work. There will be 10-12 seminar sessions led/moderated by the main teaching staff. There will be 6 working sessions led/moderated by the teaching assistants. Each student is expected to spend approximately 12 hours on this course (including the hours spent in seminar sessions and working sessions).Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The following information is a guide.
Each student is expected to spend approximately 12 hours on this course (including the hours spent in face-to-face contact with the teaching staff).Learning Activities Summary
This course includes 12 weeks of teaching and learning activities such as seminar style lectures, moderated discussions on the core topics by stduents and the teaching staff with the relevant industrial examples, exercises, guest lectures, students’ presentations, peer evaluation, and project work.Specific Course Requirements
There are no specific requirements except the required prerequisites knowledge and enrolment in the BE (Software) degree program. -
Assessment
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 Summary
Reviewing and presenting assigned article (15%) - Individual assessment but group presentation.
- Quizzes (15%) – Individual assessment.
- Exercises (20%) – Individual assessment.
- Software Requirements Project (50%) – (Group 30% and individual 20% assessments).
Accessment Tasks Weight Learning Outcomes ACS CBOK MAPPING Review & preent paper 15% 4, 5 1, 4, 5, 7,10, 11 Quizzes 15% 1, 2, 4, 1, 2, 7, 8, 10, 11 Exercises 20% 1, 2, 3, 4 1, 2, 4, 5, 7, 8, 10, 11 Software Requirements Project (Individual) 20% 1, 2, 3, 4, 5 1, 2, 3, 4, 7, 8, 10, 11 Software Requirements Project (Group) 30% 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 7, 8, 10, 11
Australian Computer Society's Core Body of Knowledge (CBOK).- Abstraction
- Design
- Ethics
- Interpersonal Communication
- Societal Issues
- History & Status of the Discipline
- Hardware & Software
- Data & Information
- Programming
- Human Computer Interfaces
- Systems Development
Assessment Related Requirements
Hurdle Requirement: If your overall mark for the course is greater than 44 F but, your mark for the software requirements project is less than 40%, your overall mark for the course will be reduced to 44 F.Assessment Detail
Assessment Components
- Reviewing and presenting assigned article (15%) – Group presentation, Individual Assessment – An article will be assigned to a group of students for reviewing and presenting. Each member of a group will critically review the article and write one page summary of his/her understanding of the article (7.5%). Each group will make a presentation (7.5%) on the assigned article; each of the members in the group is expected to actively participate in the presentation and Q&A as the assessment is individual. Each member of the team will be assessed based on the performance in the presentation and Q&A.
- Quizzes (15%) – Individual assessment – The quizzes will be based on the material discussed (or to be discussed) in the class. That means the students are expected to come to class after preparing the material that is going to be discussed in the class. There will three quizzes without any prior announcement.
- Exercises (20%) – Individual assessment – There will be take home (or in class) exercises based on the material discussed in the class or other relevant material/tasks assigned by the teaching staff. There will be four exercises.
- Software Requirements Project (50%) – (Group 30% and individual 20% assessments) – This assessment will be a multi-phase activities in which the students will be working on a requirements engineering project that would purport to elicit, specify, validate, and model software requirements.
Submission
Work will be submitted by the MyUni site for the course and hardcopy submission in some instances.Course Grading
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.
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Student Feedback
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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
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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