COMP SCI 4409 - Search Based Software Engineering

North Terrace Campus - Semester 1 - 2020

Many activities in software engineering involve an element of search. Some examples include selection of requirements, localisation and correction of defects, and the optimisation of test coverage. The fast-growing field of Search-Based Software Engineering (SBSE) applies computing resources to these search problems to improve the efficiency and quality of software engineering processes. This course aims to introduce students to a wide range of SBSE terminology, techniques, and processes. The concepts taught in the lectures will be practised and reinforced by participation in three projects, and one seminar with a written essay on a recent SBSE-related conference article.

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Course Details

Course Code	COMP SCI 4409
Course	Search Based Software Engineering
Coordinating Unit	Computer Science
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	COMP SCI 2201
Incompatible	COMP SCI 4809
Assessment	Written exam and/or assignments

Course Staff

Course Coordinator: Associate Professor Markus Wagner

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Develop knowledge of optimisation techniques and methodologies set in the context of search-based software engineering.
2	Gain experience in matching various optimisation methods and algorithms for particular classes of problems.
3	Develop knowledge and experience in developing search-based software engineering approaches for real-world applications.
4	Read and understand scientific research papers and present them in a talk.

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 2.1 2.2 3.2 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
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	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
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	1-3
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	3, 4

Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

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

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes	CBOK Alignment**
Assignment 1	5	Individual	Summative/Formative	Week 4		1. 2.	1.1 1.2 2.3 2.4 3.2 4.1 4.3
Assignment 2	15	Group	Summative/Formative	Week 7		2.	1.1 1.2 2.3 2.4 3.2 4.1 4.3
Assignment 3	15	Group	Summative/Formative	Week 11		3.	1.1 1.2 2.3 2.4 3.2 4.1 4.3
Research report 1 and talk	30	Individual	Summative/Formative	Week 6		3. 4.	1.2 3.2
Research report 2 and talk	30	Individual	Summative/Formative	Week 12		3. 4.	1.2 3.2
Online quizzes	5	Individual	Summative/Formative	Week 1-12		1.	1.1 1.2 2.3 2.4 3.2
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

**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 Solving

1.1 Abstraction

1.2 Design

2. Professional Knowledge

2.1 Ethics

2.2 Professional expectations

2.3 Teamwork concepts & issues

2.4 Interpersonal communications

2.5 Societal issues

2.6 Understanding of ICT profession

3. Technology resources

3.1 Hardware & Software

3.2 Data & information

3.3 Networking

4. Technology Building

4.1 Programming

4.2 Human factors

4.3 Systems development

4.4 Systems acquisition

5. ICT Management

5.1 IT governance & organisational

5.2 IT project management

5.3 Service management

5.4 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.

For this course, the implications are minor:

1. Lectures will be held online, either as live streams or via uploaded videos. I need to go through some training myself -- there will definitely be recordings, but I will need to see if I can provide live streams, too.
2. Guest talks: I will explore the options with the colleagues. Again: these might be uploaded videos or live streams.
3. Assessments:
1. Quizzes and essays: no changes!
2. Spotlight talks and videos: ONE CHANGE HERE! ==> Everybody now has to produce two videos, i.e., one video for the first paper and one video for the second paper. Given the current situation, in-class presentations are not an option. I will attempt to make the videos available to everybody so that you can see what your classmates have done.
4. The extra tech support sessions for Assignments 2 and 3: we will probably run these via Zoom. Similarly, your progress presentations for Assignments 2 and 3 will most likely be via Zoom. ==> We will broadcast more information on time.

Assessment Detail

No information currently available.

Submission

No information currently available.

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.

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator