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Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy

Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy

Steve Roach
Copyright: © 2009 |Pages: 21
ISBN13: 9781605661025|ISBN10: 1605661023|ISBN13 Softcover: 9781616924751|EISBN13: 9781605661032
DOI: 10.4018/978-1-60566-102-5.ch008
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MLA

Roach, Steve. "Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy." Software Engineering: Effective Teaching and Learning Approaches and Practices, edited by Heidi J.C. Ellis, et al., IGI Global, 2009, pp. 136-156. https://doi.org/10.4018/978-1-60566-102-5.ch008

APA

Roach, S. (2009). Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy. In H. Ellis, S. Demurjian, & J. Naveda (Eds.), Software Engineering: Effective Teaching and Learning Approaches and Practices (pp. 136-156). IGI Global. https://doi.org/10.4018/978-1-60566-102-5.ch008

Chicago

Roach, Steve. "Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy." In Software Engineering: Effective Teaching and Learning Approaches and Practices, edited by Heidi J.C. Ellis, Steven A. Demurjian, and J. Fernando Naveda, 136-156. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-102-5.ch008

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Abstract

This chapter describes a two-semester software engineering course that is taught in a computer science program at the University of Texas at El Paso. The course is distinguished from other courses in that it is based on the Affinity Research Group (ARG) philosophy that focuses on the deliberate development of students’ team, professional and technical skills within a cooperative environment. To address the challenge of having to teach professional and team skills as well as software engineering principles, approaches, techniques, and tools in a capstone course, the authors have defined an approach that uses a continuum of instruction, practice, and application with constructive feedback loops. The authors hope that the readers will benefit from the description of the approach and how ARG components are incorporated into the course.

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