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Proceedings - Eighth Annual Symposium on Computer Applications in Medical Care.

作者： Frankel, E. DeShaw, R. Hillinger, E. Laviolette, M. Stelmack, A. Suen, E. Seattle Univ Software Engineering Program Seattle WA USA Seattle Univ Software Engineering Program Seattle WA USA

ISBN: (纸本)0818605650

The design and development of a microcomputer-based interactive system used to support the medical management of diabetic patients are described. The system development followed a standard software life-cycle model. The first quarter was dedicated almost exclusively to system analysis and requirement specification, the second quarter to system design, and the remainder of the development to system implementation and delivery.

关键词： BIOMEDICAL engineering

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software development laboratory: A retrospective

Software development laboratory: A retrospective

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113th Annual ASEE Conference and Exposition, 2006

作者： Suri, Deepti Sebern, Mark Milwaukee School of Engineering United States United States Software Engineering Program Program

At Milwaukee School of engineering(MSOE), undergraduate students work on a one academic year (three quarters) software Development Laboratory (SDL) course sequence in their junior/senior year. SDL was created with a vision of providing a "real-life" team experience to students where they could unite theory and practice while working on large scale ongoing projects in the context of a standardized development process. This paper presents a retrospective on the pedagogical philosophy of the SDL and the specific challenges that we are currently facing in executing this philosophy. This paper is meant to start a debate in the SE education community on whether the issue is the philosophy itself its implementation or how we are measuring (or not measuring) "success". This paper most likely raises more questions than it answers. © American Society for engineering Education, 2006.

关键词： software engineering

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Development and application of a systems engineering framework to support online course design and delivery

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Advances in engineering Education 2013年第3期3卷

作者： Bozkurt, Ipek Helm, James Engineering Management Program University of Houston-Clear Lake Houston TX United States Software Engineering Program University of Houston-Clear Lake Houston TX United States

This paper develops a systems engineering-based framework to assist in the design of an online engineering course. Specifically, the purpose of the framework is to provide a structured methodology for the design, development and delivery of a fully online course, either brand new or modified from an existing face-to-face course. The main strength Systems engineering provides to online course design and delivery is the holistic worldview and the life-cycle approach. Adopting the life-cycle approach ensures a smooth transition for faculty members who are in the process of modifying their curriculum to meet student and industry demands. The effectiveness and function of the framework is discussed with respect to results from a brand new fully online course that was designed and developed for the engineering Management program at University of Houston Clear Lake, including a survey of students on Blackboard efficiency. The paper concludes with a discussion of implications of the framework for online education and future research.

关键词： Systems engineering

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Strategies of assessing multi-disciplinary collaborative experiences

Strategies of assessing multi-disciplinary collaborative exp...

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2008 ASEE Annual Conference and Exposition

作者： Richerson, Samantha Suri, Deepti Milwaukee School of Engineeirng Biomedical Engineering Program Milwaukee School of Engineering Software Engineering Program Milwaukee School of Engineering

The Accreditation Board for engineering and Technology (ABET) in its Criterion 3 requires that "engineering programs must demonstrate that their graduates have an ability to function on a multi-disciplinary team". Most schools are struggling to facilitate this interaction for their students and, although progress is slow, successful experiences are being developed. The next step is how to assess the effectiveness of this interaction and constantly improve it. The software engineering (SE) and Biomedical engineering (BE) program at the Milwaukee School of engineering (MSOE) have developed a successful and sustainable interaction between their students in the junior year. This collaboration has been fine tuned over the past five years to clearly define the requirements and expectations of each student, and thus the instructors have turned their focus to assessing this interaction. By using both direct measures (joint faculty assessments) and indirect measures (student self-and group assessment) faculty have begun to assess the effect of the interaction on the ability of students to function in multi-disciplinary teams. This paper will detail the multi-disciplinary experience, the assessment methodologies, as well as discuss how to adapt these methodologies to other multi-disciplinary collaborative experiences. © American Society for engineering Education, 2008.

关键词： Students

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Effective assessment of engineering design in an exam environment

Effective assessment of engineering design in an exam enviro...

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119th ASEE Annual Conference and Exposition

作者： Schilling Jr., Walter Software Engineering Program Milwaukee School of Engineering Milwaukee United States

ISBN: (纸本)9780878232413

One of the most difficult aspects of engineering is the effective teaching of engineering design. While it is paramount that every engineering student be exposed to engineering design, it can be difficult to assess the design skills of individual students. Most design assessment is typically conducted at the project or team level, and many assessments of design effectiveness only use the capstone experience. This is clearly inadequate. Instead, what is needed is an effective method that can be used to partially assess the design capabilities of individual students in an exam setting. This article will discuss an approach to assessing design skills in the exam environment. It allows for the effective assessment of some design skills and practices in an exam environment without placing undue stress upon the student. The approach involves a short case study provided to the students as part of an exam review sheet, the construction of design questions based upon the case study, the definition of detailed rubrics to assess the quality of the design, and the administration of the exam in a controlled setting. Student achievement is discussed, as well as the advantages and disadvantages of this approach to assessing design skills. © 2012 American Society for engineering Education.

关键词： Students

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Using your grade book to store course rubric information

Using your grade book to store course rubric information

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2009 ASEE Annual Conference and Exposition

作者： Schilling, Walter Software Engineering program Milwaukee School of Engineering Milwaukee WI United States

The usage of rubrics has been greatly shown to aid in consistent grading, faster grading, and improved student understanding of grades. Traditionally, the rubric is used to calculate a grade for the assignment, and then that final grade is recorded in the course grade book. This article presents a practical method for retaining within a grade book not only the final grade for an assignment, but also the individual sub-scores used to calculate that final grade. Grades are stored in Microsoft Excel, with each major assignment being stored on an individual workbook tab. Rows represent individual students, and the columns indicate the sub-scores for each line item on a grading rubric. Rubric scores are multiplied by a weighting factor to obtain an overall score for the assignment. From this data store, grade sheets, including grading comments, can automatically be generated for the students through a mail merge operation. These grade sheets can then either be printed in hard copy or e-mailed to the students as pdf attachments. Individual student performance can be tracked and graphed over time on multiple dimensions, allowing for easier observation of students who may be struggling with key concepts in the course, and the data can be used for overall assessment of course outcomes. © American Society for engineering Education, 2009.

关键词： Students

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Network-oriented document abstraction language: Structure and reference for the rest of the web

Network-oriented document abstraction language: Structure an...

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Extreme Markup Languages 2005 Conference

作者： Iverson, Lee Department of Electrical and Computer Engineering's Software Engineering Program United States

The Web has amply demonstrated the benefits of an infrastructure that makes publishing and reference of semi-structured information easily accessible, but in many cases reference and reuse of such information is only at the level of complete files. The potential for greater benefits that may derive from sub-document structure and reference is currently being explored, but this exploration is limited by the fact that such references can only be used with a portion of the Web's content (i.e. that encoded in XML). We have developed a system, the Network-Oriented Document Abstraction Language (NODAL), that is designed to provide a common data model, schema language and sub-document reference system for web-accessible documents or databases encoded in any format (e.g. images, PDF or Word documents etc.). This system thus provides a common reference and access environment for all structured, semi-structured and unstructured data. In this paper, we describe the data model, schema language and URI-based reference language for NODAL and compare it with XML and other systems. Finally, we outline a number of ways that this system can be extended to allow for composition, synchronization and reuse of documents and databases and can thus form a hypertextual foundation for interactive application development without inhibiting interoperability with existing systems. In essence, with NODAL we can bring the benefits of markup and hypertext to all data formats. Copyright © 2005 Lee Iverson.

关键词： XML

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Instilling the necessity of lifelong learning using article reviews

Instilling the necessity of lifelong learning using article ...

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120th ASEE Annual Conference and Exposition

作者： Schilling Jr., Walter W. Software Engineering program Milwaukee School of Engineering Milwaukee WI United States

ABET Criterion 3 requires students to demonstrate "a recognition of the need for, and an ability to engage in life-long learning." To successfully obtain this skill by graduation, it is imperative that students be allowed to practice these skills in all classes. This leads to a challenge: how can one effectively integrate and assess student's lifelong learning skills in all classes in an efficient manner? One mechanism for addressing lifelong learning skills is the research paper. While the formal research paper provides the students with many important skills, especially for those who intend to go on to graduate school, the very nature of the research paper may diminish its effectiveness at promoting lifelong learning for the vast majority of students. Following the traditional format for a formal research paper also rules out the usage of podcasts and webinars, two evolving formats for information exchange. This article presents a mechanism for helping students to learn about the importance of lifelong learning through the usage of short, non-intrusive "Article Summaries". Article Summaries allow students, in a non-intrusive fashion, to learn in greater depth about the material which is being taught in a course as well as explore the differences in style between various media formats. Through student assessment data, article summaries are demonstrated to be a lightweight effective mechanism for increasing student engagement in a course as well as instilling an appreciation of the need to continually learn. © American Society for engineering Education, 2013.

关键词： Students

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Using performance bonuses to decrease procrastination

Using performance bonuses to decrease procrastination

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2010 ASEE Annual Conference and Exposition

作者： Schilling, Walter Software Engineering Program Milwaukee School of Engineering Milwaukee WI United States

A common problem amongst college students is procrastination. Students tend to wait until the last minute to work on projects, especially if the project is longer than a day or two in duration. By procrastinating, students often end up rushing at the end to complete the project, resulting in the student not obtaining the optimal educational benefit from the assignment. This syndrome also leads to long lines outside of the office door on the day or two before an assignment is due, as the students are frantically trying to complete an assignment and have questions that they cannot answer. Those who are able to work effectively under pressure complete the assignment, while those who do not either turn in substandard work or submit late assignments. The late assignments receive reduced credit and impact the delivery of the next assignment. These late assignments also defer grades being returned to other students, as it is difficult for fair and equitable grading to be ensured unless the majority of assignments are graded at the same time. In the construction industry, it is common for contractors to be assigned a performance bonus. Contracts that are finished early receive an incentive, typically in the form of an extra payment, while jobs which are finished late are penalized. In academics, it is common for a penalty to be assessed on late assignments. However, grading has not provided an incentive for students to finish their assignments early. This article analyzes the results of applying such an incentive system to engineering assignments. Through a small study, it will analyze whether performance bonuses reduce tardiness in assignment submissions as well as whether a performance bonus improves student learning through better achievement of course outcomes. © American Society for engineering Education, 2010.

关键词： Students

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Automated risk identification of CMMI project planning using ontology 5

Automated risk identification of CMMI project planning using...

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5th International Conference on Applied Computing and Information Technology, 2017 4th International Conference on Computational Science/Intelligence and Applied Informatics and 2017 1st International Conference on Big Data, Cloud Computing, Data Science and engineering, ACIT-CSII-BCD 2017

作者： Rojrattanakorn, Chanapan Vatanawood, Wiwat Software Engineering Program Department of Computer Engineering Faculty of Engineering Chulalongkorn University Bangkok Thailand

ISBN: (纸本)9781538633021

Risk management is an important part of software development. Risk identification is the first major step in the risk management process that determines possible risks in a software project and dictates how effective the risk management process will be. However, there are several approaches used to identify risk. The approaches depend on subjective decisions of risk or domain experts which increase cost and workload. Therefore, to make the risk identification more effective, a systematic and automated approach is necessary. In this paper, we propose an alternative risk identification scheme using knowledgeable ontology representing risk taxonomy and CMMI project planning guideline. The ontology provides the relations among risk factors and software project risks according to the structure of risk taxonomy and the relevant process areas in CMMI. In this paper, we focus and demonstrate the CMMI project planning process area as an initiative to construct our ontology. The resulting ontology is supportive as expected and scalable to handle more on the other process areas of CMMI and the addition of the software project risks. © 2017 IEEE.

关键词： Ontology

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