CEG 463Personal Software Development ProcessCatalog DescriptionText BooksCourse GoalsPrerequisites by TopicMajor Topics Covered in the CourseClass/Laboratory ScheduleLaboratory ProjectsNewsgroup ActivityContribution to Professional ComponentCourse Contribution to Program Educational ObjectivesCourse Contribution to Program Outcomes and AssessmentEstimate CSAB Category ContentOral and Written CommunicationsSocial and Ethical IssuesTheoretical ContentProblem AnalysisCourse OutcomesOutcome Measures and AssessmentDepartment andCourse NumberCEG 463Course CoordinatorRobert ReaCourse TitlePersonal Software Development ProcessTotal Credits4BS CE: N/A; BS CS: ElectiveThis document was prepared by: Prabhaker Mateti Date: May 12, 2005Catalog DescriptionDiscusses software development as it relates to the individual, to software processmanagement, to design and code reviews, to software quality management and to designand design verification. The students will develop 7 software projects. Prerequisite: CS463.Text Books1. Humphrey, A Discipline for Software Engineering, 1995: Addison Wesley, ISBN 0-201-54610-8.Home Pagewww.cs.wright.edu/~rrea/463.htmlNews GroupThe news group for this course in incorporated into the Web/CT web distribution service provided by Wright State University Course GoalsThe student should have learned the following: 1. How to make accurate software development plans 2. How to estimate the accuracy of the plans 3. How to track their performance against plan 4. How to use defect management 5. How to utilize design and code reviews, design templates and process analysis 6. How use a defined and measured personal software development processPrerequisites by Topic1. Fluency in a programming language that supports linked lists 2. Data structures: linked listsMajor Topics Covered in the Course1. Baseline Personal Process: Chap 1 and 2 2. Planning Process - Measuring Software Size: Chap 3 and 4 3. Planning Process - Estimating Software Size: Chap 5 4. Planning Process - Resource and Schedule Estimating: Chap 6 5. Measurements in the Personal Software Process: Chap 7 6. Design and Code Reviews: Chap 8 7. Software Quality Management: Chap 9 8. Scaling up the Personal Software Process: Chap 11 9. Defining and Using the Software Process: Chap 13 and 14Class/Laboratory ScheduleEach week has two lectures of 75-minutes each. There is no scheduled lab. Students are expected to work in open labs for no less than 2 hours a week. Laboratory ProjectsStudents are required to submit 7 projects for this course: 1A, 2A, 3A, 4A, 5A, 6A and 10A. 1A through 6A are worth 5 points each and 10A is worth 15 points. Newsgroup ActivityNewsgroup is available to post questions, helpful comments, criticisms and suggestions regarding this course. Contribution to Professional ComponentCEG 463 contributes 4 hours to Criterion 4(b), including engineering design. Course Contribution to Program Educational ObjectivesCEG 463 contributes to Objectives 1 and 2. Studying various software life-cycle modelsand design concepts develops design skills in the students. Detailed examination ofsoftware engineering concepts, including UML, along with the projects, extends thestudents' implementation abilities. The students acquire analysis and design skillsapplicable to other, more advanced courses. Course Contribution to Program Outcomes and Assessmenta b c d e f g h i j kPXX PXX PXX 0 PXX PX PX PX PX PX PXXEstimate CSAB Category ContentCoreAdvancedCoreAdvancedData Structures 0 Concepts of PL 0Algorithms 0 Comp Organization + Architecture0Software Design 2.5 Other 1.5Oral and Written CommunicationsEvery student is required to submit 5 reports ranging from 1 to 10 pages (depending on the specific report). Reports R1, R2 and R3 are worth 5 points each. Report R4 is worth 10 points and R5 with worth 20 points. There are no exams in this course. There are a total of 85 points in projects and reports and the student grades will be scaled to 100 to determine final grades. There are no oral presentations. Students submit their projects along with a "ReadMe" file and process paperwork. We do not claim that these constitute written communications. Social and Ethical IssuesEthics issues are covered both explicitly and implicitly throughout.Theoretical ContentNone.Problem AnalysisThe project involves taking a project through the full software lifecycle. It is scoped in size and sophistication to fit a 10-week course. Detailed analyses of the user requirements is a major part of the project (30%) and are performed by the students, resulting in a detailed requirements specification. Solution DesignThe projects create code counting tools and statistical analysis and prediction tools for thestudent to use during the course. Course OutcomesThe student should be able to: 1. Describe the benefit of process and lifecycle models.2. Do requirements analysis and develop a specification model.3. Create a design model from a specification.4. Implement a system in code from an abstract design model.5. Apply basic test case methods to code modules.Outcome Measures and AssessmentStudents are assessed by several homework problems (15%) and two exams (30% each). In addition, application of the concepts covered in class is assessed by the project design and implementation (25%).There is a self-assessment conducted at the beginning of the course, and another at the end.Table of Criteria 3: Students who have successfully completed the course have a1 an ability to apply knowledge of mathematics 0a2 an ability to apply knowledge of science 0a3 an ability to apply knowledge of engineering PXXb1 an ability to design and conduct experiments PXb2 an ability to analyze and interpret data PXc an ability to design a system, component, or process to meet desired needs PXXd an ability to function on multi-disciplinary teams 0e an ability to identify, formulate, and solve engineering problems PXXf an understanding of professional and ethical responsibility PXg an ability to communicate effectively PXh the broad education necessary to understand the impact of engineering solutions ina global and societal contextPXi a recognition of the need for, and an ability to engage in life-long learning PXj a knowledge of contemporary issues PXk an ability to use the techniques, skills, and modern engineering tools necessary forengineering practicePXXSupporting