2023 ASEE Annual Conference & Exposition

A Novel Interdepartmental Approach to Teach Cross-Functional Collaboration in Software Engineering

Presented at Software Engineering Division (SWED) Technical Session 1

This paper discusses a collaborative interdepartmental active learning approach to a software engineering graduate course that involved collaborating with a technical management undergraduate class on a real-world project, with the main goal to broaden the interprofessional and skills focused development. A secondary goal was to give engineering students experience implementing an Agile Scrum project framework that involves both synchronous and asynchronous communication and collaboration with non-technical teams in a distributed environment.

We describe the courses involved, and provide a description of the coordination effort, and the goals for and method of collaboration, limitations, student survey responses, and lessons learned from this collaboration. Examples are given to demonstrate the range of learning outcomes that can be achieved through such cross-departmental approaches. Results of the collaboration were gathered through instructor observation, student survey, and by evaluating project velocity and outcomes with comparisons to software engineering courses using the same project and course rubric, but without the interdepartmental collaboration. This was a first attempt at a cross-departmental collaborative project, and results showed a positive overall impression of the collaboration. With further transforming of the curriculum, we believe this type of collaboration holds value as an effective method of providing real-world experience, not only with developing software and working with a client, but also with collaborating with team members from other disciplines.

Keywords: Software Engineering, Agile Software Development, User documentation, Active
Learning, Real-world project, Technical Communication.

Authors

Dr. Lynn Roy Thackeray http://orcid.org/0000-0002-9372-4344 Utah Valley University [biography]

I hold a doctorate degree from Northeastern University in technical curriculum development, teaching and leadership. The focus of my research was on leadership, the learning sciences in the Science, Technology, Engineering and Math (STEM) fields. The title of my dissertation is Women in Computer Science_ Phenomenological Analysis that explores common factors that contribute to women’s selection and persistence in Computer Science as an academic major.

My professional background includes twenty-five years of progressively responsible positions in software and systems development, information technology management, and technical leadership. I am a proven technical leader with verifiable results. I have built and led several distributed and off shore technical organizations. My academic experience includes over ten years teaching both in-class and on-line university level computer science courses, curriculum development and course mentorship. I am currently the C# faculty course mentor.

As an educator, a priority for me is to provide a supportive learning environment that promotes student persistence and success. I am safe zoned trained, and I have deep mentoring experience with first year and at-risk students.
Dr. Susan L. Thackeray Utah Valley University [biography]

Dr. Susan L. Thackeray is an Associate Professor and Department Chair at the Scott M Smith College of Engineering and Technology at Utah Valley University. She has over twenty-five years of demonstrated administrative leadership in industry and education that includes international and domestic higher education instructional design, distance learning development, usability testing, workforce development, and team organization/training. Dr. Thackeray is noted for her expertise in career pathways to align with the workforce and has received multiple awards for STEM education innovation. Susan holds a Bachelor of Science in Digital Media from Utah Valley University, a Master of Education in Instructional Technology from Utah State University, a Doctor of Education from Northeastern University, Boston, and a fellowship with Stanford University. Dr. Thackeray has a research focus on credit for prior learning, competency-based education, and underserved populations in science, technology, engineering, and math (STEM).

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