Title

Usage and perceptions of Scrum and and large-scale scrum (LeSS) in academic settings

Proposal Type

Poster

Presenter Information

Tamirat T. Abegaz, UNGFollow

Additional Presenter Information

Assistant professor, Department of Computer Science and Information Systems

University of North Georgia

Keywords

Scrum, Large Scale Scrum (LeSS), Software Engineering, Software Development

Subject Area

Computer Science/GIS

Description/Abstract

Many software practitioners argue that college level courses in computer science often mismatch with the industry expectations. Moreover, software based companies frequently state that applicants with computer science degrees can not write software code, and generally lack skills in the area of communication and teamwork. To minimize the gap, software development curricula must respond by providing students with necessary knowledge, skills, and experiences on how to develop professional software. This research attempts to examine the usage of scrum and large-scale scrum (LeSS) practices in software development courses. The research emphasizes on providing the core software development curricula in the form of user stories to empower the students the freedom on how to accomplish tasks by taking ownership and delivering a working software based on the expected outcomes. This research presumes that in order to successfully adopt scrum and LeSS frameworks, student should first be equipped with the necessary knowledge and skills needed to accomplish the software development task. Overall, we predict that incorporating scrum framework in school environment for software development projects could help students to take active ownership of the learning objectives and obtain better experience that mimics the real-world settings.

Bio

TAMIRAT T. ABEGAZ, Ph.D., CEH, SCM, MCP, MCST, Security+ Assistant professor, Department of Computer Science and Information Systems University of North Georgia Appointments 2016 to present – Assistant Professor, Department of Computer Science, University of North Georgia, Dahlonega, GA c. Products Payne, B., Abegaz, T. (2017). Securing the Internet of Things: Best Practices for Deploying IoT Devices. In El-Sheikh, Ertual, Francia, and Hernandez (Ed.), Computer and Network Security Essentials (15 pages). New York, NY: Springer. In press. Payne, B., Abegaz, T., Antonia, K.(2016). Building and Implementing a Successful NSA-NSF GenCyber Summer Cyber Academy, Journal of Cybersecurity Education, Research and Practice (JCERP), 1 (2).(ISSN: 2472-2707) * Nominated for Best Paper Award. Abegaz, T, “An Investigation of the Impact of Compiler's Feedback on the Comprehension and Performance of Computer Programmers”, Poster presentation, USG Teaching and Learning Conference: Best Practices for Promoting Engaged Student Learning, April, 2016 Abegaz, T, Dillon. E, Gilbert. J “Investigating Perceived Usability and Choice Satisfaction of Alternative Search Engine's Presentation for Older Adults”, October 2015, Proceedings of the Human Factors and Ergonomics Society 59th Annual Meeting Dawkins, S, Eugene.W, Abegaz.A, Gilbert.J "Toward Private and Independent Accessible Write-In Voting: A Multimodal Prediction Approach" accepted, HCI International 2015 Abegaz, T, Dillon. E, Gilbert. J “Exploring Affective Reaction During User Interaction with Colors and Shapes”, to appear at Human Factors and Ergonomics Conference 2015 Martin-Hammond, A.M., Abegaz, T., & Gilbert, J.E., “Designing an Over-the Counter Consumer Decision-Making Tool for Older Adults”, Journal of Biomedical Informatics, 57, pp. 113 – 123. DOI: 10.1016/j.jbi.2015.07.006

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Usage and perceptions of Scrum and and large-scale scrum (LeSS) in academic settings

Many software practitioners argue that college level courses in computer science often mismatch with the industry expectations. Moreover, software based companies frequently state that applicants with computer science degrees can not write software code, and generally lack skills in the area of communication and teamwork. To minimize the gap, software development curricula must respond by providing students with necessary knowledge, skills, and experiences on how to develop professional software. This research attempts to examine the usage of scrum and large-scale scrum (LeSS) practices in software development courses. The research emphasizes on providing the core software development curricula in the form of user stories to empower the students the freedom on how to accomplish tasks by taking ownership and delivering a working software based on the expected outcomes. This research presumes that in order to successfully adopt scrum and LeSS frameworks, student should first be equipped with the necessary knowledge and skills needed to accomplish the software development task. Overall, we predict that incorporating scrum framework in school environment for software development projects could help students to take active ownership of the learning objectives and obtain better experience that mimics the real-world settings.