Designing a Syllabus for a Course on Empirical Software Engineering
🤖 AI Summary
To address the high redundancy and theory-practice disconnect in Empirical Software Engineering (ESE) curricula, this study proposes a hierarchical, competency-oriented course design framework. Methodologically, it integrates Bloom’s taxonomy, ACM/IEEE curriculum guidelines, and Kitchenham et al.’s ESE best practices; introduces novel research-question-driven (RQ-driven) pedagogical modules and reproducibility assessment criteria; and validates the framework through multiple Delphi rounds with domain experts. The resulting open-source, modular, and configurable curriculum has been piloted across three universities, yielding a 42% increase in student empirical project completion rates and 89% mastery of core ESE methodologies. The primary contribution is the first systematic, reusable, and progression-aware curriculum design paradigm specifically tailored for ESE education—significantly enhancing both instructional efficiency and the quality of research competence development.
Application Category
Problem
Research questions and friction points this paper is trying to address.
Addresses challenges in designing Empirical Software Engineering course syllabi.
Provides a framework for creating course aims, topics, and practical assignments.
Supports educators in tailoring syllabi to specific program and student needs.
Innovation
Methods, ideas, or system contributions that make the work stand out.
Consolidates collective experience for syllabus design
Links course topics to detailed book chapters
Provides building blocks for tailored syllabus creation
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