Education Projects

Infusing Entrepreneurial-Minded Learning to Requirements Engineering

The software requirements engineering course at Rose-Hulman, since its inception has been taught using software projects as the main teaching tool. Projects in the course are solicited from alumni and industry partners. Students carry out all of the requirements engineering activities using their projects and real clients. While the model works for the most part, it does have one key limitation: students are just not excited to work on somebody else’s idea. As a part of this work, we revamped the requirements engineering course to foster start-up ideas proposed by students. We made the lean principle as the key driving vehicle of their startup idea and taught the requirements engineering and HCI tools and techniques to help with the build-measure-learn product development cycle.

Team: Chandan R. Rupakheti and Sriram Mohan
Grant: KEEN Course Development Grant

Learning Software Architecture in Project/Practice-Based Model

The Software Architecture course used lectures as the key teaching tool. With the latest and greatest in developing software at scale, the course needed a fresh look with hands-on labs and project-based learning. This work revamped the traditional software architecture course to give it a true modern feel.

Team: Chandan R. Rupakheti and Stephen Chenoweth

C. R. Rupakheti, S. Chenoweth, Teaching Software Architecture to Undergraduate Students: An Experience Report, In Proceedings of IEEE/ACM International Conference on Software Engineering (ICSE), Florence, Italy, May 2015, pp. 445-454. [pdf]

Multi-Team Junior Project

The junior project at Rose-Hulman is a sequence of three courses: Requirement Engineering (Fall), Software Design (Winter), and Software Maintenance (Spring). The projects that were used in these courses ran for a year going from Requirements to Design to Maintenance courses. Each class was divided into four to five groups of four to five students each where each group worked for a single client. We changed this model of project to the entire class of 4-5 groups working on different aspect of the same project for a single client. It was an effort to make junior project more realistic so that students are exposed to intricacies of inter-team dependencies, project planning and estimations, and time slips.

Team: Sriram Mohan, Chandan R. Rupakheti, Stephen Chenoweth, Shawn Bohner

S. Chenoweth, C. R. Rupakheti, S. Mohan, S. Bohner, Multi-team Projects for Introducing Software Engineering, In Proceedings of ASEE IL-IN Section Conference, Terre Haute, IN, March 8, 2014, 11 pages. [pdf]