article Free Access Share on Turnable formalism in object-oriented systems analysis: meeting the needs of both theoreticians and practitioners Authors: Stephen W. Clyde View Profile , David E. Embley View Profile , Scott N. Woodfield View Profile Authors Info & Claims ACM SIGPLAN NoticesVolume 27Issue 10Oct. 1992 pp 452–465https://doi.org/10.1145/141937.141972Published:31 October 1992Publication History 17citation355DownloadsMetricsTotal Citations17Total Downloads355Last 12 Months10Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

In the past, on-site cooperative education has been the primary means of providing practical experience for computer science students. On-campus cooperative education is proposed as a viable alternative. This paper describes on-campus cooperative education as practiced at BYU. Advantages and disadvantages for the sponsoring company, university, students, faculty, and company personnel involved are also presented. The last part of the paper describes several guidelines which, if followed, should improve the educational experience.

A large amount of software development is performed by teams of individuals. To prepare students for these team efforts, many universities are beginning to offer computer science courses in which a software development team project is undertaken. The performance of these teams may be affected by many complex factors. This paper will describe some of our experiences from teaching several different types of project team courses. Factors which affect project team effectiveness will also be discussed.

In this paper a sequence of software engineering courses based upon the software life cycle and integrated by a single, medium-size project will be described in detail. The courses will be presented from an educational point of view, emphasizing the topics covered as well as the logistics of teaching the courses. A comparison of these courses to other software engineering courses existing in university curricula will also be presented. The potential advantages for faculty, students, and the research community of this type of course sequence will also be enumerated.

The effect of a variation in problem complexity and how the variation relates to programming complexity is predicted and measured. An experiment was conducted in which eighteen graduate students programmed two variations of the same smali algorithm where the problem complexity varied by 25 percent. Eight measurable program characteristics are compared with predicted values obtained using only two known parameters. The agreement between observed and predicted values is very good. Both predicted and observed measurements indicate that the 25 percent increase in problem complexity results in a 100 percent increase in programming complexity.