@inproceedings{AbkeGoldRoznawskietal.2013, author = {Abke, J{\"o}rg and Gold, Carolin and Roznawski, Nina and Schwirtlich, Vincent and Sedelmaier, Yvonne}, title = {A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems}, series = {2013 International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {2013 International Conference on Interactive Collaborative Learning (ICL)}, publisher = {IEEE}, isbn = {978-1-4799-0152-4}, doi = {10.1109/ICL.2013.6644663}, pages = {610 -- 616}, year = {2013}, abstract = {Software Engineering is a very complex and abstract process and therefore hard to learn and hard to teach. Especially in mechatronics software engineering is not the main focus of the university studies. Therefore students have little understanding and low motivation to spend time on it. In this paper, we share some experiences on how we tried to give students a deeper understanding for software engineering, its processes and the complexity of software engineering projects. To that end, we chose a new didactical approach consisting of direct instruction and activating learning styles in parallel. The classical lectures were supplemented by a seminar and a project phase to allow students to apply their theoretical learned knowledge without delay in realistic settings. We combined active and passive learning styles to give students the opportunity to consolidate factual knowledge, foster soft skills (e.g. presentation and communication skills), improve team work and gain a deeper understanding of software engineering processes. The experiences of our courses in summer semesters 2010 and 2012 lead to a further development of our didactical approach in 2013. As a consequence, we tried further methods to spread needed information across the student working groups by using a wiki-system, a market of knowledge or mixing the groups between seminar and project phase. At the end of the seminar phase quality gates were implemented and also awards at the end of the project phase. Systematically evaluations at the end of the seminar phase and at the end of the project work show the learning outcomes and possible further improvements of our didactical approach.}, subject = {Software Engineering}, language = {en} } @inproceedings{RodriguezPerezGoldVeerkampAbkeetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai}, title = {A New Didactic Method for Programming in C for Freshmen Students Using Lego Mindstorms EV3}, series = {18th International Conference on Interactive Collaborative Learning, Proceedings}, volume = {2015}, booktitle = {18th International Conference on Interactive Collaborative Learning, Proceedings}, year = {2015}, abstract = {In this paper a new teaching-learning-method including the LEGO Mindstorms EV3 is presented. This computer sciences course is part of the studies of mechatronics in the first two semesters. The programming language being mediated is ANSI-C. Computer science is not the most popular subject in the interdisciplinary engineering field of mechatronics, therefore the EV3 should be included to increase motivation. For the new approach the former course - without the usage of EV3s - was evaluated and a competency profile was identified. On this basis a new didactical method was designed and implemented. The EV3 is programmed with the IDE Eclipse and with a self programmed plug-in.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{AbkeGoldKaelbereretal.2014, author = {Abke, J{\"o}rg and Gold, Carolin and K{\"a}lberer, Nina and Kuhn, Martina}, title = {Analyses and Evaluation of Educational Data Gained from a Learning Management System}, series = {European Conference Software Engineering Education (ECSEE) 2014}, booktitle = {European Conference Software Engineering Education (ECSEE) 2014}, publisher = {Waxmann}, address = {Aachen}, isbn = {978-3-8440-3067-9}, pages = {93 -- 107}, year = {2014}, abstract = {Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach. In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced.}, subject = {Software Engineering}, language = {en} } @inproceedings{AbkeGoldKaelbereretal.2014, author = {Abke, J{\"o}rg and Gold, Carolin and K{\"a}lberer, Nina and Kuhn, Martina}, title = {Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering}, series = {2014 International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {2014 International Conference on Interactive Collaborative Learning (ICL)}, publisher = {IEEE}, isbn = {978-1-4799-4438-5}, doi = {10.1109/ICL.2014.7017785}, pages = {283 -- 288}, year = {2014}, abstract = {Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course. The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged. The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.}, subject = {Software Engineering}, language = {en} } @inproceedings{RodriguezPerezAbkeGoldVeerkampetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Abke, J{\"o}rg and Gold-Veerkamp, Carolin and Borgeest, Kai}, title = {Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3}, series = {Tagungsband zum 2. HDMINT Symposium 2015}, volume = {2015}, booktitle = {Tagungsband zum 2. HDMINT Symposium 2015}, address = {N{\"u}rnberg}, issn = {1612-4537}, pages = {272}, year = {2015}, abstract = {Ziel ist es, die Qualit{\"a}tsverbesserung des Lehr-/Lernprozesses in der C-Programmierung durch die Integration eines Roboters darzustellen. Dieses neue Konzept wurde bereits teilweise in der Informatikveranstaltung (Studiengang Mechatronik - erstes und zweites Semester mit 180 Minuten pro Woche) umgesetzt.}, subject = {LEGO MindStorms}, language = {de} } @inproceedings{AbkeSedelmaierGold2014, author = {Abke, J{\"o}rg and Sedelmaier, Yvonne and Gold, Carolin}, title = {A Retrospective Course Survey of Graduates to Analyse Competencies in Software Engineering}, series = {IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, booktitle = {IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, publisher = {IEEE}, address = {Piscataway, NJ}, isbn = {978-1-4799-3190-3}, doi = {10.1109/EDUCON.2014.6826075}, pages = {100 -- 106}, year = {2014}, abstract = {University education in Software Engineering is a challenge for both lecturers and students. Software Engineering is a very complex theme requiring various technical and nontechnical skills. At the beginning of a research project we asked which competencies our graduates need in their everyday working life. In this paper the course survey of graduates is described to gain information about necessary expert and interdisciplinary competencies. First of all, the conceptual approach and the research goals are explained. In a second step the research design in detail will be illustrated. Afterwards analyses take place considering this survey in order to get information concerning competencies and to evaluate the course retrospectively considering this expertise. Furthermore it is required to determine whether improvements or deteriorations in chronological sequence through the semesters can be detected. The students' attitude towards this course is not that positive, so also the survey includes this bias. But, as the learning and teaching arrangement shall be designed more attractive for students as well, first their evaluation has to be analysed. The last chapter provides a summary and an outlook how the results of this survey will be used to improve the quality of teaching. All of this combined is intended to contribute towards the development of a Competency Profile and in a wider context to reach the top goal of the project, to obtain recommendations for teaching and learning methods to improve the quality of teaching.}, subject = {Software Engineering}, language = {en} } @inproceedings{KuhnKaelbererKrausetal.2014, author = {Kuhn, Martina and K{\"a}lberer, Nina and Kraus, Christian and Abke, J{\"o}rg and Gold, Carolin}, title = {Eine Wiki-Plattform als kollaboratives Kommunikations- und Lernmedium im Software Engineering: Einsatz und Evaluation}, series = {Grundfragen Multimedialen Lehrens und Lernens: der Qualit{\"a}tspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. M{\"a}rz]}, booktitle = {Grundfragen Multimedialen Lehrens und Lernens: der Qualit{\"a}tspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. M{\"a}rz]}, publisher = {Waxmann}, address = {Berlin}, organization = {GML 2 <2012, Berlin>}, isbn = {978-3-8309-3106-5}, pages = {334 -- 336}, year = {2014}, subject = {Computerunterst{\"u}tztes Lernen}, language = {de} } @inproceedings{KuhnAbkeGold2015, author = {Kuhn, Martina and Abke, J{\"o}rg and Gold, Carolin}, title = {A New Problem Based Blended Learning Approach in Software Engineering}, series = {IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015}, booktitle = {IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015}, publisher = {IEEE}, address = {Piscataway, NJ}, organization = {Tallinna Tehnika{\"u}likool}, isbn = {978-1-4799-1908-6}, doi = {10.1109/EDUCON.2015.7096083}, pages = {920 -- 925}, year = {2015}, abstract = {The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches.}, subject = {Integriertes Lernen}, language = {en} } @inproceedings{GoldVeerkamp2018, author = {Gold-Veerkamp, Carolin}, title = {Using Grounded Theory Methodology to Discover Undergraduates' Preconceptions of Software Engineering}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {707 -- 711}, year = {2018}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampStegmannetal.2018, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Stegmann, Patricia and Abke, J{\"o}rg}, title = {Using Competency-Oriented Instructional Tasks for Internal Differentiation in Informatics}, publisher = {ACM}, pages = {26 -- 33}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{GoldVeerkampKloppStegmannetal.2018, author = {Gold-Veerkamp, Carolin and Klopp, Marco and Stegmann, Patricia and Abke, J{\"o}rg}, title = {An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming}, series = {21th International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {21th International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {865 -- 874}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{KloppGoldVeerkampKuhnetal.2017, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Kuhn, Martina and Abke, J{\"o}rg}, title = {Can Pair Programming Address Multidimensional Issues in Higher Education?}, series = {International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {327 -- 334}, year = {2017}, abstract = {To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.}, subject = {Extreme programming}, language = {en} } @inproceedings{RueckerPancratzGoldVeerkampetal.2017, author = {R{\"u}cker, Michael T. and Pancratz, Nils and Gold-Veerkamp, Carolin and Pinkwart, Niels and Brinda, Torsten}, title = {Workshop zu Alltagsvorstellungen in der Informatik: Erhebungsmethodik und Implikationen f{\"u}r den Unterricht}, series = {Informatische Bildung zum Verstehen und Gestalten der digitalen Welt}, booktitle = {Informatische Bildung zum Verstehen und Gestalten der digitalen Welt}, editor = {Diethelm, Ira}, publisher = {K{\"o}llen Druck+Verlag GmbH}, address = {Bonn}, isbn = {978-3-88579-668-8}, pages = {393 -- 401}, year = {2017}, abstract = {Ein zentrales Konzept jeder konstruktivistisch gepr{\"a}gten Auffassung von Lernen ist, dass das Vorwissen, die Pr{\"a}konzepte und ggf. Fehlvorstellungen der Lernenden einen direkten Einfluss auf den Lernprozess haben: sowohl negativ als auch positiv. Speziell f{\"u}r die Informatik gilt, dass Lernende heutzutage von Beginn an in einer Welt aufwachsen, die von informatischen Artefakten und Systemen nahezu vollst{\"a}ndig durchdrungen ist. Sie beobachten sie, interagieren mit ihnen und formen so Vorstellungen {\"u}ber ihre Funktionsweisen und Eigenschaften. Sie bilden somit bereits im Alltag und vor dem Beginn jeglicher Schulbildung koh{\"a}rente Konzeptionen {\"u}ber zentrale Gegenst{\"a}nde und Inhalte der Informatik. Im Rahmen dieses Workshops werden zun{\"a}chst verschiedene methodische Ans{\"a}tze und erste Ergebnisse zu Erhebungen solcher Lernervorstellungen vorgestellt. Anschließend sollen diese anhand von drei Leitfragen verglichen und diskutiert werden: Welche St{\"a}rken und Schw{\"a}chen haben die jeweils verwendeten empirischen Methoden bei der Erhebung von Lernervorstellungen in der Informatik? Wie k{\"o}nnen sie sich ggf. sinnvoll erg{\"a}nzen? Welche Implikationen haben die erhobenen Vorstellungen f{\"u}r die Unterrichtspraxis?}, subject = {Forschungsmethode}, language = {de} } @inproceedings{GoldVeerkamp2018, author = {Gold-Veerkamp, Carolin}, title = {Using Grounded Theory Methodology to Discover Undergraduates' Preconceptions of Software Engineering}, publisher = {IEEE}, pages = {713 -- 717}, year = {2018}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkampAbkeDiethelm2016, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {Research Approach to Analyse and Foster Discipline-Specific Language Competency in Software Engineering Education}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-4673-8633-3}, doi = {10.1109/EDUCON.2016.7474619}, pages = {652 -- 659}, year = {2016}, abstract = {Language - spoken and written - is the medium for information and knowledge sharing; and it is almost always even a role of every subject in (higher) education. The language therefore plays an important part in teaching and learning. This is further underlined by the fact that "discipline-specific language" - which is "the uses of language in university discipline learning and teaching and in professional life in a particular discipline" - can be understood as a link between knowledge and generic/personal/interpersonal competencies; especially communication skills. In this paper a research proposal is outlined to enable an enhanced and conscious approach to the use of language and special terms in Software Engineering in higher education. This is done by a two-piece approach that considers terminology from a linguistic and a didactical point of view. All of this combined is intended to contribute toward the development of a terminology in Software Engineering and, in a wider context, to reach the top goal of this research agenda: To be able to obtain recommendations for action for teaching and learning methods to improve the quality and sustainability of teaching and learning in this discipline.}, subject = {Lehre}, language = {en} } @inproceedings{GoldVeerkampKaelbererKuhnetal.2016, author = {Gold-Veerkamp, Carolin and K{\"a}lberer, Nina and Kuhn, Martina and Abke, J{\"o}rg}, title = {A Validated Educational Format in Software Engineering Targeting Students' Collaboration Skills}, series = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, booktitle = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, editor = {Meiselwitz, Gabriele}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-39910-2}, doi = {10.1007/978-3-319-39910-2_31}, pages = {335 -- 346}, year = {2016}, abstract = {In the context of the Bologna process the "shift from teaching to learning" is postulated to meet two central goals: To increase the students' employability and to foster needed competencies. To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in - at least one - team. For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible.}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkampAbkeDiethelm2017, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {What About Misconceptions in Software Engineering?}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-5090-5466-4}, pages = {704 -- 708}, year = {2017}, abstract = {In Software Engineering education didactical foundation is still at its beginnings. In recent years, this topic is put into stronger focus, as Software Engineering becomes more and more important in our everyday life. However, it is hard to teach and learn, because of diverse factors, e.g. the immateriality of the product. Therefore it is significant to improve the learning process on the one hand and to minimise obstacles to learning on the other hand. Other disciplines - with a long historical background in their "Fachdidaktik" (e.g., biology or chemistry) - have already dealt with one sort of learning barriers; so-called misconceptions. The hurdle that misconceptions create can and will be explained by the constructivist learning theory. This paper covers a research approach to identify, analyse, filter and Cluster misconceptions in Software Engineering.}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkamp2019, author = {Gold-Veerkamp, Carolin}, title = {A Software Engineer's Competencies: Undergraduate Preconceptions in Contrast to Teach-ing Intentions}, series = {Proceedings of the 52nd Hawaii International Conference on System Sciences 2019}, booktitle = {Proceedings of the 52nd Hawaii International Conference on System Sciences 2019}, isbn = {978-0-9981331-2-6}, pages = {7789 -- 7797}, year = {2019}, abstract = {Unlike numerous scientific disciplines, the field of engineering has rarely been subject to investigations of undergraduate pre-/misconceptions except for STEM subjects within engineering degrees. When it comes to Software Engineering, some special issues have to be taken into account (e.g. novelty of the discipline and immateriality of the product) that make this discipline hard to teach and learn. Additionally, it requires a wide range of different technical competencies as well as soft skills. As a consequence, the goal is to improve learning by using undergraduates' "right" conceptions as "points of departure" and reduce learning obstacles by facing misconceptions. This paper is giving some first insights into a quantitative study conducted with undergraduates - before and after instruction - as well as two professors using a questionnaire to rate Software Engineering competencies to elicit preconceptions.}, subject = {Software Engineering}, language = {en} } @inproceedings{GoldVeerkampKloppAbke2019, author = {Gold-Veerkamp, Carolin and Klopp, Marco and Abke, J{\"o}rg}, title = {Pair Programming as a Didactical Approach in Higher Education and its Evaluation}, series = {2019 Global Engineering Education Conference (EDUCON)}, booktitle = {2019 Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {1090 -- 1097}, year = {2019}, abstract = {To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, Pair Programming seems to be a suitable didactical method to teach and learn programming. In this context, Pair Programming was used in programming lessons and its effectiveness was evaluated. This paper presents the results of the evaluations in order to derive whether Pair Programming is a suitable method to meet the mentioned challenges in a didactically meaningful way.}, subject = {Softwareentwicklung}, language = {en} } @inproceedings{DegenerHaakGoldVeerkampetal.2019, author = {Degener, Pascal and Haak, Valentin and Gold-Veerkamp, Carolin and Abke, J{\"o}rg}, title = {Towards the Vision of an LMS Integrated, Browser-Based Simulation to Program LEGO MindStorms EV3s in ANSI-C}, series = {2019 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2019 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {96 -- 101}, year = {2019}, abstract = {In the practical Computer Science lessons at our University of Applied Sciences the students (Bachelor of Engineering in Mechatronics as well as Electrical Engineering and Information Technology) learn the programming language ANSI-C during the curriculum. 2015 the LEGO MindStorms EV3 robots were integrated into this lessons. Looking at this teaching \& learning arrangement, the evaluations showed, a higher level of undergraduates' motivation, more fun, and more practical relevance, but also some challenges; for instance the problem that the robots are only available in the lab during opening hours. Therefore, a transformer was developed to run an existing EV3 simulation. The plan is now to use a plugin for integrating this option into the Integrated Development Environment Eclipse as an intermediate stage. In the long term, several developments shall be combined to build a browser-based development environment for programming EV3 robots as well as the self-developed EV3 simulation. Therefore, this paper covers the holistic concept of integration.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{GoldVeerkampDiethelmAbke2020, author = {Gold-Veerkamp, Carolin and Diethelm, Ira and Abke, J{\"o}rg}, title = {A Mixed Methods Research Agenda to Identify Undergraduate Misconceptions in Software Engineering, Lecturers' Handling, and Didactical Implications}, series = {In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE)}, volume = {2020}, booktitle = {In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE)}, isbn = {ISBN 978-1-4503-7121-6}, pages = {256 -- 257}, year = {2020}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{GoldVeerkampSaray2020, author = {Gold-Veerkamp, Carolin and Saray, Nermin}, title = {A Systematic Literature Review on Misconceptions in Software Engineering}, series = {Proceedings of the The Fifteenth International Conference on Software Engineering Advances (ICSEA)}, booktitle = {Proceedings of the The Fifteenth International Conference on Software Engineering Advances (ICSEA)}, isbn = {978-1-61208-827-3}, pages = {1 -- 8}, year = {2020}, subject = {Softwareentwicklung}, language = {en} } @inproceedings{KloppGoldVeerkampAbkeetal.2020, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai}, title = {Teaching Generic Competences in Software Engineering via E-Learning - An Evaluation}, series = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, booktitle = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, publisher = {IEEE}, pages = {311 -- 316}, year = {2020}, subject = {E-Learning}, language = {en} } @inproceedings{GoldVeerkamp2021, author = {Gold-Veerkamp, Carolin}, title = {Validated Undergraduates' Misconceptions about Software Engineering}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, year = {2021}, subject = {Software Engineering}, language = {en} } @inproceedings{JahnGoldVeerkampReuteretal.2019, author = {Jahn, Sabrina and Gold-Veerkamp, Carolin and Reuter, Rebecca and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Secure Software Engineering in Academic Education: Students' Preconceptions of IT Security}, series = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, booktitle = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, isbn = {978-84-09-14755-7}, pages = {6825 -- 6834}, year = {2019}, abstract = {Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students' preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students' preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper.}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampAbkeetal.2020, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai and Reuter, Rebecca and Jahn, Sabrina and Mottok, J{\"u}rgen and Sedelmaier, Yvonne and Lehmann, Alexander and Landes, Dieter}, title = {Totally Different and yet so Alike - Three Concepts to Use Scrum in Higher Education}, series = {ECSEE '20: European Conference on Software Engineering Education}, volume = {2020}, booktitle = {ECSEE '20: European Conference on Software Engineering Education}, isbn = {ISBN 78-1-4503-7752-2}, pages = {12 -- 21}, year = {2020}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2018, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Stark, Theresa and Kis, Juliane and Mottok, J{\"u}rgen and Abke, J{\"o}rg and Meyer, Dany}, title = {Towards the Construction of a Questionnaire for the Identification of Learning Obstacles}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {463 -- 472}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2017, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education}, series = {EDULEARN17 Proceedings}, booktitle = {EDULEARN17 Proceedings}, isbn = {978-84-697-3777-4}, issn = {2340-1117}, pages = {10259 -- 10267}, year = {2017}, subject = {Hochschuldidaktik}, language = {en} }