COMP SCI 2206 - Software Engineering Workshop II

North Terrace Campus - Semester 2 - 2023

This course teaches methods, approaches, and tools for systematically designing and analysing software. There is a focus on approaches for both high-level and low-level software design. The course will also cover topics related to measuring design attributes and design quality evaluation. The course particularly focuses on creativity in software design and sketching for early design concept, including topics such as co-evolution of requirements and design, design fictions, and personas. The course will be delivered in seminar or workshop style and a large number of assessment tasks will be project based in order to give the students skills and experience of coming up with divergent and unique solutions to problems while working in teams on software design projects.

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Course Details

Course Code	COMP SCI 2206
Course	Software Engineering Workshop II
Coordinating Unit	Computer Science
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	COMP SCI 2205
Restrictions	Available to BE(Software) students only
Assessment	Assignments and design projects.

Course Staff

Course Coordinator: Dr Amali Weerasinghe

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

1. Explain the importance and role of software design in large-scale software systems.
2. Describe different phases, methods and tools of software design.
3. Design and reason about software systems using appropriate approaches and tools.
4. Apply ethical principles during the software design phases.
5. Apply cybersecurity principles during the software design phases.
6. Recognise and use major software design patterns and frameworks.
7. Critically evaluate and reason about key design decisions.
8. Select and apply appropriate implementation technologies for a designed software system for building prototypes.
9. Demonstrate the ability to effectively work in small groups, using physical and online facilities and social media technologies.

The above course learning outcomes are aligned with the Engineers Australia .
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2
3.3 3.4 3.5 3.6

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	3-6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 3, 7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 4, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	7

Learning Resources

Required Resources

Required Resources:

· Sandi Metz, Practical Object-Oriented Design in Ruby: An Agile Primer, Addison-Wesley Professional Series, 2013.

· Eric Freeman & Elisabeth Freeman (with Kathy Sierra & Bert Bates), Head First Design Patterns, O’Reilly, 2004.
Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Hurdle criteria	Learning outcomes	CBOK Alignment**
Article Reivew and Moderation	15	Individual	Summative	Week 1-10		1. 2. 7.	1.1 1.2 2.4 2.6 3.1 4.2 5.1 5.2
Quizzes	15	Individual	Summative	Weeks 2-12		2. 4.	1.1 1.2 3.1 4.2 5.1 5.2
Exercises	20	Individual	Formative	Weeks 4-12		3. 4. 5. 6	1.1 1.2 2.6 3.1 4.2 5.1 5.2
Software Design Project	20	Individual	Formative	Week 5-12	Min 40%	3. 4. 5. 6. 7.	1.1 1.2 2.3 2.4 2.6 3.1 3.2 4.1 4.2 4.3 4.4 5.1 5.2 5.3 5.4
Software Design Project II	25	Group	Summative	Week 6-14	Min 40%	4. 5. 6. 7	1.1 1.2 2.3 2.4 2.6 3.1 3.2 4.1 4.2 4.3 4.4 5.1 5.2 5.3 5.4
Project Management Artifacts	5	Group	Summative	Weeks 6-13		4. 5. 6. 7	1.1 1.2 2.3 2.4 2.6 3.1 3.2 4.1 4.2 4.3 4.4 5.1 5.2 5.3 5.4
Total	100

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.

**CBOK is the Core Body of Knowledge for ICT Professionals defined by the Australian Computer Society. The alignment in the table above corresponds with the following CBOK Areas:

1. Problem Solving

1.1 Abstraction

1.2 Design

2. Professional Knowledge

2.1 Ethics

2.2 Professional expectations

2.3 Teamwork concepts & issues

2.4 Interpersonal communications

2.5 Societal issues

2.6 Understanding of ICT profession

3. Technology resources

3.1 Hardware & Software

3.2 Data & information

3.3 Networking

4. Technology Building

4.1 Programming

4.2 Human factors

4.3 Systems development

4.4 Systems acquisition

5. ICT Management

5.1 IT governance & organisational

5.2 IT project management

5.3 Service management

5.4 Security management

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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