COMP SCI 2205 - Software Engineering Workshop I
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code COMP SCI 2205 Course Software Engineering Workshop I Coordinating Unit School of 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 N Assumed Knowledge COMP SCI 1106 or COMP SCI 2006 Restrictions Available to BE(Software) students only Course Description This course provides software engineering students with the fundamental knowledge and practical understanding of methods, approaches, and tools for requirements engineering in different software paradigms. Topics include: deriving and reasoning about the appropriate description of a desired system, modelling and analysis knowledge and skills, documenting and evaluating requirements, and conceptual design. The course will also focus on team work and communication skills, requirements prioritisation and negotiation, and automated software engineering tools relevant to requirement and modelling phases of software engineering.
The course will be delivered in seminar or workshop styles and a large number of assessment tasks will be project based in order to give the students skills and experience of working in a team environment.
Course Coordinator: Dr Mansooreh Zahedi
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 Describe different phases of requirements engineering for software systems 2 Show 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 Demonstrate the ability to 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
Required ResourcesThe Course Book
Karl Wiegers and Joy Beatty, Software Requirements, Third Edition, 2014, Microsoft Press
Research Papers included in the course for presentations ((Assessable material).
1. Hussain, Azham, and Emmanuel OC Mkpojiogu. "Requirements: Towards an understanding on why software projects fail." AIP Conference Proceedings. Vol. 1761. No. 1. AIP Publishing, 2016.
2. Liu, Lin, Tong Li, and Fei Peng. "Why requirements engineering fails: A survey report from china." 2010 18th IEEE International Requirements Engineering Conference. IEEE, 2010.
3. Calazans, Angelica Toffano Seidel, et al. "Software Requirements Analyst Profile: A Descriptive Study of Brazil and Mexico." Requirements Engineering Conference (RE), 2017 IEEE 25th International. IEEE, 2017.
4. Chen, Lianping, Muhammad Ali Babar, and Bashar Nuseibeh. "Characterizing architecturally significant requirements." IEEE software 30.2 (2013): 38-45.
5. Tiwari, Saurabh, Santosh Singh Rathore, and Atul Gupta. "Selecting requirement elicitation techniques for software projects." 2012 CSI Sixth International Conference on Software Engineering (CONSEG). IEEE, 2012.
6. Noll, John, and Wei-Ming Liu. "Requirements elicitation in open source software development: a case study." Proceedings of the 3rd International Workshop on Emerging Trends in Free/Libre/Open Source Software Research and Development. ACM, 2010.
7. Burnay, Corentin, Jennifer Horkoff, and Neil Maiden. "Stimulating Stakeholders' Imagination: New Creativity Triggers for Eliciting Novel Requirements." 2016 IEEE 24th International Requirements Engineering Conference (RE). IEEE, 2016.
8. Mylopoulos, John, et al. "Exploring alternatives during requirements analysis." IEEE Software 18.1 (2001): 92-96.
9. de Gea, Juan M. Carrillo, et al. "Requirements engineering tools." IEEE software 28.4 (2011): 86-91.
10. Bhat, Jyoti M., Mayank Gupta, and Santhosh N. Murthy. "Overcoming requirements engineering challenges: Lessons from offshore outsourcing." IEEE software 23.5 (2006): 38-44.
11. Konrad, Sascha, and Michael Gall. "Requirements engineering in the development of large-scale systems." 2008 16th IEEE International Requirements Engineering Conference. IEEE, 2008.
12. De Lucia, Andrea, and Abdallah Qusef. "Requirements engineering in agile software development." Journal of emerging technologies in web intelligence 2.3 (2010): 212-220.
13. Cao, Lan, and Balasubramaniam Ramesh. "Agile requirements engineering practices: An empirical study." IEEE software 25.1 (2008): 60-67.
Recommended ResourcesRecommended 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).
Learning & Teaching Activities
Learning & Teaching ModesThis 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).
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 SummaryThis 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 RequirementsThere are no specific requirements except the required prerequisites knowledge and enrolment in the BE (Software) degree program.
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** Paper Moderations 15 Individual Summative Week 3-11 1. 2. 4. 1.1 1.2 2.4 2.6 3.1 4.2 5.1 5.2 Quizzes 15 Individual Summative Week 4-9 1. 2. 4. 1.1 1.2 3.1 4.2 5.1 5.2 Exercises 20 Individual Formative Week 2-9 1. 2. 4. 1.1 1.2 3.1 4.2 5.1 5.2 Software Requirements Project 30 Group Formative Week 13 Min 40% 3. 5. 1.1 1.2 2.3 2.4 2.6 3.1 4.2 5.1 5.2 Software Requirements Project 20 Individual Formative Week 13 Min 40% 3. 5. 1.1 1.2 2.3 2.4 2.6 3.1 4.2 5.1 5.2 Total 100
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
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
The Assessment Components remain the same as what we have planned. No change will be applied into any of the Assessments and the weights.
Will be run as schedule during the planned sessions. However, we will be running them online. The quizzes will be shared on MyUni and will be time-boxed. It means we open the quiz during the Zoom Session for all at certain time and will be closed after specified time (e.g., 10 -15 min). The quizzes MUST be done individually without getting help from anybody. The questions will be more open-ended to capture your understanding of the teaching materials.
The paper moderations will take place as usual. The only difference is that we will run it via Zoom and making breakout rooms. It means each of the team members who are in charge of paper moderation will be assigned to a separate virtual room, accompanied by students and one teaching team member for evaluation.
Assessment Related RequirementsHurdle 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 DetailAssessment Components
- Reviewing and discussing assigned article (15%) – An article will be assigned to a group of students for reviewing and leading the discussion in the seminar/working sessions. 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 member of the group will lead a small group of students to discuss the paper and answer the questions on the assigned article (7.5%); each of the members in the group is expected to actively lead the discussion and Q&A parts as the assessment is individual. Each member of the team will be assessed based on the performance in leading the discussion and participating in the 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.
SubmissionWork will be submitted by the MyUni site for the course and hardcopy submission in some instances.
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.
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