SWENG 481: Software Engineering Design II

Textbook Information

  • Software Engineering. Ian Sommerville, 10th Edition, Addison-Wesley, 2015. ISBN-10: 0-13-394303-8

  • The Elements of UML 2.0 Style. Scott W. Ambler, Cambridge University Press. ISBN: 0-521-61678-6

Published Remarks

  • None

Hardware Requirements

  • None

Software Requirements

  • None

Proctored Exams

None

Course Description

Senior Design is a year-long teamwork process that challenges student to apply engineering principles to solve real-world problems. Senior design problems are typically proposed by industry sponsors. Given a statement of user needs, students need to work as a team to elicit user requirements, transform them into system requirements, and then design, implement, test, and deliver the final system to the user. Through this design process, the students will not only experience the benefits of teamwork, sharpen their communication skills, digest code of ethics, they will also gain a deep insight of how the knowledge they learn in their 4-year undergraduate education may be applied in real world problems

In this course students complete their group senior design project started in SWENG 480. Design groups meet regularly with a faculty advisor to report progress and resolve technical issues. Oral and written progress reports are expected at selected times. The class culminates with a final technical defense of the project.

Course Overview

Senior Design is a year-long teamwork process that challenges student to apply engineering principles to solve real-world problems. Senior design problems are typically proposed by industry sponsors. Given a statement of user needs, students need to work as a team to elicit user requirements, transform them into system requirements, and then design, implement, test, and deliver the final system to the user. Through this design process, the students will not only experience the benefits of teamwork, sharpen their communication skills, digest code of ethics, they will also gain a deep insight of how the knowledge they learn in their 4-year undergraduate education may be applied in real world problems In this course students complete their group senior design project started in SWENG 480. Design groups meet regularly with a faculty advisor to report progress and resolve technical issues. Oral and written progress reports are expected at selected times. The class culminates with a final technical defense of the project. Prerequisite:  SWENG480

Course Outline:

Week 1: Introduction Week 2: Capstone Forum: Teams 1 and 2 Week 3: Capstone Forum: Teams 3 and 4 Week 4: Capstone Forum: Teams 5 and 6 Week 5: Capstone Forum: Teams 7 and 8. Week 6: Capstone Forum: Team 9. Spring Midterm Instructions Week 7: Presentation 3 Week 8: Capstone Forum: Teams 10 and 11 Week 9: Capstone Forum: Teams 12 and 13 Week 10: Capstone Forum: Teams 14 and 15 Week 11: Capstone Forum: Teams 16 and 17 Week 12: Capstone Forum: Teams 18 and 19. Week 13: Capstone Forum: Team 20. Spring Final Instructions Week 14: Presentation 4 Week 15: Wrap up

Objectives

By the end of this course students are expected to be able to:

  • Recognize the ACM code of ethics and be able to conform to it in system development.
  • Conduct a project needs assessment, conduct supporting research, and develop a problem statement.
  • Apply the Agile software development process.
  • Extract user requirements and engineer system requirements.
  • Design a system architecture appropriate for the system at hand.
  • Apply development tools like UML to document system requirements and designs.
  • From a statement of user needs, be able to work out a clear and complete system design that can meet the specified needs.
  • Apply the principles of effective teamwork and know how to develop team process guidelines.
  • Recognize the elements of an effective oral technical presentation and be able to demonstrate them.

Outcomes

This course supports the following ABET outcomes: Outcome (1): an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. Outcome (2): an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. Outcome (3): an ability to communicate effectively with a range of audiences Outcome (4): an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. Outcome (5): an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. Outcome (6): an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions. Outcome (7): an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

Course Requirements and Grading

Grading Policy

The following weights are assigned to the different assessed components of the course:

Category Variable Percentage
Capstone Forum G1 10%
Report Version 3.0 G2 10%
Report Version 3.5 G3 10%
Report Version 4.0 G4 10%
Report Version 5.0 G5 15%
Presentation 3 G6 10%
Presentation 4 G7 15%
System G8 20%

Teamwork Performance Factor:

Each team member will have a performance factor. The performance factor is based on peer evaluation and faculty advisor evaluation. The advisor evolution is based on your weekly progress and effort.

Variable Range
P: Peer Evaluation [0,0.7]
A: Advisor Evaluation [0,0.3]
T: Perfomance Factor = P + A [0,1]

Final Grade Calculation:

You final grade is calculated using the following formula: Final Grade = (G1 * 10%) + (G2 * T * 10%) + (G3 * T * 10%) + (G4 * T * 10%) + (G5 * T * 15%) + (G6 * 10% ) + (G7 * 15%) + (G8 * T * 20%)

Reports:

Each team will submit 4 reports. The reports are built on each other. More information about the reports structure will be given in the module content.

Presentations:

Each team will give two presentations to their faculty advisors. The presentations will be given live through zoom. Basically, the purpose of each presentation is to illustrate to your advisors your current progress. More information about the presentations structure will be given in the modules content.

Capstone forum:

Each team will have to give a presentation highlighting the new technologies, techniques, tools and processes that they have learned in the project. More information will be given in the modules content.

System:

Each team will have to demonstrate their system progress at the end of the semester to their faculty advisor. More information about the expected progress will be discussed in the modules content. Assessments are based on 100 points with final letter grades being assigned as follows:

A A- B+ B B- C+ C D F
100-93 92.9-89 88.9-85 84.9-80 79.9-75 74.9-70 69.9-65 64.9-60 59.9-0

Communication Expectations

As part of this online course, you will be using e-mail and discussion forums to interact with a diverse group of faculty and students. All online communications should follow the rules of “Netiquette” that govern the Internet. Here are a few ground rules to get you started.

  • Subject Lines. Whenever you post a message in a forum or send course mail, use a short yet descriptive subject line.
  • Stay on topic. When in a discussion forum, stay on topic. Start a new discussion when appropriate.
  • Proofread. Email and discussion posts are written communication (not spoken) and should contain correct grammar, punctuation, and spelling.
  • Never use all CAPS. Using all CAPS is equivalent to shouting.
  • Language. Use professional language. Avoid slang and text acronyms and never use vulgar or inappropriate language.
  • Basic Courtesy. Be courteous and respectful in all of your course communications.
  • Consider your tone. A poorly worded note can easily be misunderstood or misconstrued. Remember, recipients can’t see your body language or the expression on your face, nor can they hear the intonation in your voice. If you have a suspicion that something you wrote might be taken the wrong way, it probably will.
  • Remember your audience. Your classmates come from all over the country and the world. Remember that language, humor, and idioms are not universal. Be especially careful with sarcasm.
  • When reacting to someone else’s message, address the ideas, not the person.