Software Engineering

 

<h2>Software Engineering Group</h2> <p> The Software Engineering Group apply computing solutions constructed using good professional practice to problems of: <ul> <li>security</li> <li>distribution</li> <li>education</li> </p>

Recent Submissions

  • Eckerdal, Anna; Sanders, Kate; Boustedt, Jonas; Thomas, Lynda; McCartney, Robert (2011-11-23)
    Research has shown that most learning in the workplace takes place outside of formal training and, given the swiftly changing nature of the field, computer science graduates more than most workers, need to be able to learn ...
  • Eckerdal, Anna; Zander, Carol; Thomas, Lynda (2011-07-15)
    Transformational biographies are used to shed light on situations when students have experienced 'surprise.' These biographies are examined in light of a philosophical position that surprise is useful in engendering learning, ...
  • Thomas, Lynda; Mostrom, Jan Erik; Sanders, Kate; Zander, Carol; Eckerdal, Anna; McCartney, Robert (2011-07-15)
    In this paper we present background and early results from an investigation of how computing students learn computer science topics through informal means, that is, outside of organized classes. We provide some overall ...
  • Börstler, Jurgen; Hall, Mark; Nordström, Marie; Paterson, James; Sanders, Kate; Schulte, Carsten; Thomas, Lynda (2009-12-01)
    Research shows that examples play an important role for cognitive skill acquisition. Students as well as teachers rank examples as important resources for learning to program. Therefore examples must be consistent with the ...
  • Zander, Carol; Thomas, Lynda; McCartney, Robert; Eckerdal, Anna; Mostrom, Jan Erik; Boustedt, Jonas; Sanders, Kate (Sense Publishers, 2010)
  • McCartney, Robert; Boustedt, Jonas; Eckerdal, Anna; Moström, Jan Erik; Sanders, Kate; Thomas, Lynda; Zander, Carol (2009)
    'Threshold concepts' are concepts that, among other things, transform the way a student looks at a discipline. Although the term 'threshold' might suggest that the transformation occurs at a specific point in time, an 'aha' ...
  • Thomas, Lynda; Zander, Carol; Boustedt, Jonas; Mostrom, Jan Eric; Sanders, Kate; McCartney, Robert (2009-08)
    We examine the changes in the ways computing students view their field as they learn, as reported by the students themselves in short written biographies. In many ways, these changes result in students thinking and acting ...
  • Hanks, Brian; Zander, Carol; Thomas, Lynda; Simon, Beth; Fitzgerald, Sue; Murphy, Laurie; McCauley, Renee (2009-07)
    We present what students say about their preferred learning style to succeed in introductory programming. Using the Felder-Silverman learning styles, students contrasted the 'best' learning style for programming with the ...
  • Thomas, Lynda; McCartney, Robert; Mostrom, Jan Eric; Boustedt, Jonas; Eckerdal, Anna; Zander, Carol; Sanders, Kate (2009-07)
    We examine the transformations experienced by students during their study of computing. These transformations led to changes in the students' perceptions of computer science, in their sense of identity as computer scientists, ...
  • Moström, J.; Thomas, Lynda; McCartney, R.; Boustedt, Jonas; Sanders, K.; Eckerdal, Anna (2008-03-15)
    In this paper, we present the results of an experiment in which we sought to elicit students' understanding of object-oriented (OO) concepts using concept maps. Our analysis confirmed earlier research indicating that ...
  • Boustedt, Jonas; Zander, Carol; Mostrom, Jan Eric; McCartney, Robert; Sanders, Kate; Thomas, Lynda; Eckerdal, Anna (2008-09-07)
    This paper examines transformational learning experiences of computing students as a way to better understand threshold concepts in computing. From empirical evidence we found that students often describe transformative ...
  • Fitzgerald, Sue; Lewandowski, Gary; McCauley, Renee; Murphy, Laurie; Simon, Beth; Thomas, Lynda; Zander, Carol (2008-06-01)
    Debugging is often difficult and frustrating for novices. Yet because students typically debug outside the classroom and often in isolation, instructors rarely have the opportunity to closely observe students while they ...
  • McCauley, Renee; Fitzgerald, Sue; Lewandowski, Gary; Murphy, Laurie; Simon, Beth; Thomas, Lynda; Zander, Carol (2008-06-01)
    This paper reviews the literature related to the learning and teaching of debugging computer programs. Debugging is an important skill that continues to be both difficult for novice programmers to learn and challenging for ...
  • Thomas, Lynda; Woodbury, John; Jarman, E.; Ratcliffe, Mark (2002-03)
    This paper reports on the implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different styles.Students ...
  • Thomas, Lynda; Robertson, Ann; Ratcliffe, Mark (2003-01)
    This paper reports on how first-year students who have programmed before see their programming interest and ability and how this self-perception relates to their performance in the introductory programming course. In ...
  • Simon, B.; Thomas, Lynda; Fitzgerald, Sue (2005-10)
    How do beginning students approach problems which require them to read and understand code? We report on a Grounded Theory-based analysis of student transcripts from 12 institutions where students were asked to 'think ...
  • Mead, Jerry; Gray, Simon; Hamer, John; James, Richard; Sorva, Juha; St. Clair, Caroline; Thomas, Lynda Ann (2006-12)
    Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken advantage of the long record of psychological and experimental studies on the development of programming ...
  • Thomas, Lynda; Sanders, K. (2007-06)
    In this paper, we begin by considering object-oriented programming concepts and typical novice misconceptions as identified in the literature. We then present the results of a close examination of student programs, in an ...
  • Kinnunen, P.; McCartney, R.; Thomas, Lynda; Murphy, L. (2007-09)
    In this paper we present a phenomenographic analysis of computer science instructors' perceptions of student success. The factors instructors believe influence student success fell into five categories which were related ...
  • McCartney, R.; Zander, C.; Sanders, K.; Thomas, Lynda; Mostrum, J.; Eckerdal, Anna (2007-09)
    This paper is part of an ongoing series of projects in which we are investigating 'threshold concepts': concepts that, among other things, transforms the way a student looks as the discipline and are often troublesome to ...

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