This Research Category, Work-in-Progress paper describes a method to measure learning engagement at the student level. As more instructors shift their teaching method from purely lecturing to more evidence-based teaching, methods to measure the level of students' learning engagement are necessary for both research and practice purposes. While such tools already exist, the method described here differs in three important ways. First, it collects data from the students' viewpoint, as opposed to measuring what the instructor does. Second, it allows for measuring learning during out-of-class times. Finally, the tool tracks learning engagement from individual students as opposed to an aggregate measure across a class.

This Research Work in Progress Paper presents a novel mobile software application created to perform ecological momentary assessment in two longitudinal studies with undergraduate engineering students. The studies collect learning activity data from first and second-year mechanical engineering students to examine the correlation of active learning with grit growth and student success and retention, and the possible associations between these factors. The software system consists of native Android and iOS mobile applications and a REST-based server application for prompting and collecting learning activity data from student participants. The system utilizes personalized student schedule data to push notifications to students on their smartphones as they complete each class or lab section. Students then submit the amount of time they spent in each class doing different types of activities including interactive, constructive, active, and passive. Students also receive notification reminders to enter out-of-class study activities. The system also includes automated daily audits and notifications to ensure consistent data entry activity. This paper will discuss the research context, early study results, software architecture, and the software development experience including institutional challenges, rationale for technology choices, strategies for developing research software with student developers, and lessons learned.

This Innovative Practice Full Paper is an experience report that presents a collection of initiatives, circumstances, and teaching practices that coincide with improvements in gender diversity in the undergraduate software engineering program at California Polytechnic State University at San Luis Obispo. The percent of females in the software engineering capstone increased from an average of 3.81% in the first five years of the program (2003-2007) to 18.82% in the most recent four years (2014-2017). Multiple initiatives were instituted beginning in 2009 to improve a gender imbalance, addressing recruitment and retention of women. One key initiative was the creation of a new introductory course with multiple themes (e.g. art, mobile, music, robotics) from which incoming students could choose. These courses were designed to include significant collaboration, rapid application development in interesting domains, and strategic selection of tools and languages that reduced the advantages of previous student programming experience. Additional initiatives included club activities, sending large numbers of female students to the Grace Hopper Celebration of Women in Computing Conference, K-12 outreach, and a vibrant and mature SE capstone experience. Also during this timeframe, course scheduling changes were imposed which naturally created informal cohorts of software engineering students earlier than in previous years. Student self-evaluations collected in the SE capstone were analyzed, comparing male and female responses, as well as teams with different gender mixes. This analysis indicates no significant difference between male and female enjoyment of the capstone projects overall, and no significant difference between team enjoyment regardless of the percentage of females on the team.

Since 2010, the Cal Poly Computer Science Department has required computing majors to select from a variety of CS0 courses to start their academic year. The broad objective of the course is to attract and retain undergraduates that have no prior experience in CS by using authentic problems that demonstrate the relevance and highlight the role of computers in solving "real world" problems. The course is offered in a variety of thematic "flavors" that leverage a student's pre-existing interests (e.g. in music or art), but all share the common goals of introducing students to the basics of programming, teamwork, and college-level study. While there is overlap in overall goals, the courses vary drastically in topic matter (e.g. robotics, gaming, music, computational art, mobile apps, security) and in pedagogical approach (e.g. principles of design, project-based student driven learning, and traditional topic-based programming modules). The introduction of this CS0 course has increased students' commitment to their major and success in follow-on classes. We present these successes and show that student GPAs in a follow-on object oriented programming course do not vary significantly for the differing subtopics and teaching pedagogies employed in the various flavors. Our report includes examining two student subgroups (those experienced with programming and those new to programming). Our evaluations suggest that the existence and goal of the course matter more than the specific content, with all subtopics and pedagogical approaches performing well.

WebIDE is a framework that enables instructors to develop and deliver online lab content with interactive feedback. The ability to create lock-step labs enables the instructor to guide students through learning experiences, demonstrating mastery as they proceed. Feedback is provided through automated evaluators that vary from simple regular expression evaluation to syntactic parsers to applications that compile and run programs and unit tests. This paper describes WebIDE and its use in a CS0 course that taught introductory Java and Android programming using a test-driven learning approach. We report results from a controlled experiment that compared the use of dynamic WebIDE labs with more traditional static programming labs. Despite weaker performance on pre-study assessments, students who used WebIDE performed two to twelve percent better on all assessments than the students who used traditional labs. In addition, WebIDE students were consistently more positive about their experience in CS0.

Test-driven development (TDD) has been shown to reduce defects and to lead to better code, but can it help beginning students learn basic programming topics, specifically arrays? We performed a controlled experiment where we taught arrays to two CS0 classes, one using WebIDE, an intelligent tutoring system that enforced the use of Test-Driven Learning (TDL) methods, and one using more traditional static methods and a development environment that instructed, but did not enforce the use of TDD. Students who used the TDL approach with WebIDE performed significantly better in assessments and had significantly higher opinions of their experiences than students who used traditional methods and tools.

Many computer science programs suffer from low student retention rates. At Cal Poly San Luis Obispo, academic performance and retention rates among first-year computer science students are among the lowest on campus.

WebIDE is a new web-based development environment for entry-level programmers with two primary goals: minimize tool barriers to writing computer programs and introduce software engineering best practices early in a student's educational career. Currently, WebIDE focuses on Test-Driven Learning (TDL) by using small iterative examples and introducing lock-step labs, which prevent the student from moving forward until they finish the current step. However, WebIDE does not require that labs follow TDL. Instructors can write their own labs for WebIDE using any software engineering or pedagogical approach. Likewise, instructors can build custom evaluators - written in any language - to support their approach and provide detailed error messages to students. We report on a pilot study in a CS0 course where students were split into two groups, one that used WebIDE and one that didn't. The WebIDE group showed a significant improvement in performance when writing a simple Android application. Additionally, among students with some programming experience, the WebIDE group was more proficient in writing unit tests.

Advances in mobile phone hardware and development platforms have drastically increased the demand, interest, and potential of mobile applications. We report on development of a new special topics software engineering course that combines the appeal of Android application development with software engineering topics and entrepreneurial thinking. The primary contribution of this project and the focus of this paper is a series of detailed educational laboratory exercises that are designed to supplement the Android documentation by providing contextual examples, activities, and tutorials. The labs were contributed to the Google Code University under the Creative Commons license, resulting in over 30,000 visits and nearly 100,000 pageviews in its first three months.

Many academic and industry professionals have called for more testing in computer science curricula. Test-driven development (TDD) has been proposed as a solution to improve testing in academia. This paper demonstrates how TDD can be integrated into existing course materials without reducing topic coverage. Two controlled experiments were conducted in a CS1/CS2 course in Winter 2008. Following a test-driven learning approach, unit testing was introduced at the beginning of the course and reinforced through example. Results indicate that while student work loads may increase with the incorporation of TDD, students are able to successfully develop unit tests while learning to program.

With increasing interest in evidence-based software engineering (EBSE), software engineering faculty face the challenge of educating future researchers and industry practitioners regarding the generation and use of EBSE results. We propose development and population of a community-driven Web database containing summaries of EBSE studies. We present motivations for inclusion of these activities in a software engineering course, and address the particular appeal of a community-driven Web database to students who have grown up in the Internet generation. We present our experience with integrating these activities into a graduate software engineering course, and report student and industry practitioner assessments of the resulting artifacts.

Although Object Orientation is emphasized in software engineering education, few have attempted to alleviate the initial learning curve associated with an inexperienced audience in non-computer science disciplines. The authors propose a Problem-Based Learning curriculum centered on game development to deliver basic Object-Oriented programming concepts in an interactive and engaging manner. Class activities occur within the context of the Object-Oriented Rational Unified Process. One of the most significant contributions of this paper lies in the design of class modules containing tasks intended to educate students on Object-Oriented Software Engineering in an incremental and self-actuated way.

Coercing new programmers to adopt disciplined development practices such as thorough unit testing is a challenging endeavor. Test-driven development (TDD) has been proposed as a solution to improve both software design and testing. Test-driven learning (TDL) has been proposed as a pedagogical approach for teaching TDD without imposing significant additional instruction time.

This paper reports on a pilot project that incorporated small empirical studies in three industry short courses. These laboratory experiments were one component of a larger leveled study on the effects of test-driven development (TDD) on internal software quality. The approach is proposed to have pedagogical value to student-developers by improving their understanding and appreciation for empirical evidence, to instructors by providing feedback through surveys and exercises, and to the community at large by reporting results of the studies. Pre-experiment surveys in the three pilot experiments revealed large differences in programmer opinions of TDD. Possible correlations to development environment and programmer experience will be proposed. Post-experiment surveys revealed improvements in programmer opinions of TDD following the experiment exercises. Crafting sufficiently small but interesting assignments proved to be challenging. Few complete solutions were submitted and some developers were unwilling to submit their partial solutions. Positive observations will be made regarding the use of experiments in short courses. For instance, participating in the study encourages analytical thinking, prompts developers to evaluate alternative approaches, and instills the value of empirical evidence. Ethical concerns regarding threats to validity are raised and addressed. The authors find that ethical considerations not only support performing such studies, but encourage it as the duty of software professionals.

Test-driven development (TDD) has garnered considerable attention in professional settings and has made some inroads into software engineering and computer science education. A series of leveled experiments were conducted with students in beginning undergraduate programming courses through upper-level undergraduate, graduate, and professional training courses. This paper reports that mature programmers who try TDD are more likely to choose TDD over a similar test-last approach. Additionally this research reveals differences in programmer acceptance of TDD between beginning programmers who were reluctant to adopt TDD and more mature programmers who were more willing to adopt TDD. Attention is given to confounding factors, and future studies aimed at resolving these factors are identified. Finally proposals are made to improve early programmer acceptance of TDD.

Test-driven development (TDD) is an agile software development strategy that addresses both design and testing. This paper describes a controlled experiment that examines the effects of TDD on internal software design quality. The experiment was conducted with undergraduate students in a software engineering course. Students in three groups completed semester-long programming projects using either an iterative test-first (TDD), iterative test-last, or linear test-last approach. Results from this study indicate that TDD can be an effective software design approach improving both code-centric aspects such as object decomposition, test coverage, and external quality, and developer-centric aspects including productivity and confidence. In addition, iterative development approaches that include automated testing demonstrated benefits over a more traditional linear approach with manual tests. This study demonstrates the viability of teaching TDD with minimal effort in the context of a relatively traditional development approach. Potential dangers with TDD are identified regarding programmer motivation and discipline. Pedagogical implications and instructional techniques which may foster TDD adoption will also be referenced

Test-driven learning (TDL) is an approach to teaching computer programming that involves introducing and exploring new concepts through automated unit tests. TDL offers the potential of teaching testing for free, of improving programmer comprehension and ability, and of improving software quality both in terms of design quality and reduced defect density.This paper introduces test-driven learning as a pedagogical tool. It will provide examples of how TDL can be incorporated at multiple levels in computer science and software engineering curriculum for beginning through professional programmers. In addition, the relationships between TDL and test-driven development will be explored.Initial evidence indicates that TDL can improve student comprehension of new concepts while improving their testing skills with no additional instruction time. In addition, by learning to construct programs in a test-driven manner, students are expected to be more likely to develop their own code with a test-driven approach, likely resulting in improved software designs and quality.

Selecting an appropriate set of laboratory experiences and projects for a Data Communications and Computer Networks course can be difficult due to the broad and deep nature of the topics. Emphasis may be placed on many networking aspects including design, evaluation, efficiency, security, protocols, tools, and applications. This paper presents a set of projects that attempt to integrate software engineering and systems administration topics. The projects emphasize network application programming. Particular attention will be given to a sequence of incremental projects using an object-oriented approach including the use of the Unified Modeling Language (UML) and a design pattern.