Computing Student Employability Skills Through STEM Outreach

Enhancing Computing Student Employability Skills Through Partnership Working in STEM Outreach - Springer:


Scott Turner
DOI: 10.1007/978-3-319-29166-6_10


Published in Software Engineering Education Going Agile Part of the series Progress in IS pp 67-71

Abstract

Student volunteering is growing in the UK and elsewhere, and there is an ongoing debate about whether it is really “self-evidently a ‘good thing’” or there is a greater need for reflection to determine whether this statement is true (Holdsworth and Quinn, Studies in Higher Education, 35(1), 113–127, 2010). This paper presents a personal reflection of Science, Technology, Engineering and Maths (STEM) volunteering as a potential route to increasing Computing student’s employability.

References

1.

STEMNet (2015) Science, Technology, Engineering and Mathematics Network [online] Available at: http://​www.​stemnet.​org.​uk/​ Accessed on: 24thJanuary 2015

2.

Sinclair J, Allen A, Davis L, Goodchild T, Messenger J, Turner S (2014) "Enhancing student employability skills through partnership working in STEM outreach; the University of Northampton approach " HEA STEM Annual Teaching and Learning Conference 2013: Enhancing the STEM Student Journey, University of Edinburgh, 30th April-1st May 2014

3.

Holdsworth, C., & Quinn, J. (2010). Student volunteering in English higher education. Studies in Higher Education, 35(1), 113–127.CrossRef

4.

Brewis, G., Russell, J., & Holdsworth, C. (2010). Bursting the bubble: Students, volunteering and the community. Research Summary.

5.

Junkbots (2015) Junkbots [online] Available at: http://​junkbots.​blogspot.​co.​uk/​ Accessed on: 24th January 2015.

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Automated test case generation from domain specific models of high-level requirements

Recent paper published by Oyindamola Olajubu on software test case generation from models has been published at ACM RACS 2015, At Czech Technical University, Prague, Czech Republic

 Automated test case generation from domain specific models of high-level requirements


Abstract
Model-based software development has been shown to improve productivity and quality of software through automation. This involves using abstractions or models at several stages of development. This work reports on preliminary attempts to automate the generation of test cases from software requirement models using an industrial case study. The requirements are represented using a modeling notation and test cases are automatically generated using model to text transformation techniques. 

Authors

Contact: Oyindamola Olajubu University of Northampton, UK

oyindamola.olajubu@northampton.ac.uk

Scott Turner University of Northampton, UK

scott.turner@northampton.ac.uk

Suraj Ajit University of Northampton, UK

suraj.ajit@northampton.ac.uk

Scott Thomson GE Aviation Cheltenham, UK

scott1.thomson@ge.com

Mark Johnson University of Northampton, UK

mark.johnson@northampton.ac.uk

Mark Edwards GE Aviation, Cheltenham, UK

mark.edwards4@ge.com

More details can be found at: https://www.researchgate.net/publication/282849997_Automated_test_case_generation_from_domain_specific_models_of_high-level_requirements

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Three Lecturer posts

Taken from: https://jobs.northampton.ac.uk/vacancy/lecturer-senior-lecturer-in-computing-immersive-technologies-223778.html

The School of Science and Technology is organised into four Programme Areas/Departments.  These posts will be located in the Computing & Immersive Technologies department. The area has a strong technical computing teaching and learning profile at undergraduate and postgraduate levels, and we now seek to promote and develop our technical MEng/MSc/BEng/BSc Computing programmes.  As such, we require THREE lecturer appointments to help support and develop the work within the Computing and Immersive Technologies disciplinary area and the ability to lecture in one or more of the following: Media Technology, Computer Systems Engineering, Embedded Systems, Software Engineering, Web Design, Technology andSecurity, Games Programming, Business Computing.

The successful candidate will be expected to provide leadership and management in the development of their discipline and to lecture at both under and postgraduate levels. There is also an expectation that the successful applicant will contribute to Research, Knowledge Transfer and/or Consultancy within the Department of Computing & Immersive Technologies. Between one and two weeks international travel may be expected in the role.

Interview date: Wednesday 19 August or Friday 21 August 2015

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Learning Smart - a community-driven, best learning resource sharing website.

Dr James Xue from Department of Computing and Immersive Technologies, University of Northampton and Ahmed Salim (an MSc Computing student) have developed a community-driven, best learning resource sharing website. 

Originally developed as his Ahmed's dissertation under James supervision, it is now live at  www.learningsmart.co.uk

The following are some of the main features: 

1. Top-five resource list for each subject area is updated at real-time (nearly) automatically based on real users’ reviews (one user can only review a resource once, this stops fake reviews)
2. Learning resources are classified based on levels of difficulty (e.g., beginner, intermediate, advanced) so that learners won’t waste time searching for the right resources or reading inappropriate resources.
3. Any contribution (upload and review of resources, interaction with other learners) will be rewarded some points, top contributors are displayed on the home page. As a result, more good resources are expected.
4. Users can create learning groups and other learners at similar levels can join the groups.
5. Messaging service allows learners to discuss issues on a one-to-one basis.
6. Seamless Facebook integration to reach wider audience. e.g.,Facebook login, cross comments on both sites.
7. Personalised reading lists allow learners to create their own learning portfolio.

James Xue "... this site will benefit our students and other learners in general in many aspects. e.g., it’s a good addition to our “Module Reading List” as they are created and reviewed by the community (instead of the lecturers). It encourages collaborative learning..."

Go have a go yourself go to http://www.learningsmart.co.uk/ 


If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Research in Software Engineering and High Performance Computing

Software Engineering and High Performance Computing

This area is growing both in terms of staff research and consultancy. Examples included

·         PhD studentship with GE Aviation on model-based software design.
·         Mobile App developed for both small and large organisations (for example Northampton County Council).

Resources

·         Eye Tracking software for usability testing of software, video, electronic promotional material and websites.
·         Software for developing mobile applications.
·         High Performance Computing via NVision server cluster

Recent Publications

• The adoption of e-government in Arab Countries - The case of Libya (Yousef Forti, Kamal Bechkoum, Scott J Turner, Suraj Ajit), InProceedings of the 14th European Conference on e-Government ECEG 2014, A Ionas (eds.), Academic Conferences and Publishing International Limited, Reading UK, pp. 319--326, 2014. 
• Web sustainability (Scott J Turner), In Computing Research Seminar, 2014. 
• Case studies in web sustainability (Scott J Turner), In Ariadne, volume 70, 2012. 
• Influencing students' construction of personalised concept maps through the use of query expansion (QE) searching of the World Wide Web (Kieran McGovern, Peter Mothersole, Scott J Turner), In Learning Global - Fourth Learning \& Teaching Conference, 2011.
• The subjective measurement of leather handle by descriptive sensory analysis (Geoff E Attenburrow, Y Wang, Philip Picton, Scott J Turner), In Journal of the American Leather Chemists Association, volume April, pp. 134--139, 2011. 
• Predicting leather handle like an expert by artificial neural networks (Y Wang, Philip Picton, Scott J Turner, Geoff E Attenburrow), InApplied Artificial Intelligence, volume 25, pp. 180--192, 2011. 
• QoS-aware service selection (James Xue, S A Jarvis), In Agent-Based Service-Oriented Computing, Nathan Griffiths, Kuo-Ming Chao (eds.), Springer, London, pp. 225--250, 2010. 
• Supporting Authoring of Adaptive Hypermedia (M. Hendrix), PhD thesis,The University of Warwick, 2010. 
• Continuous use of Authoring for Adaptive Educational Hypermedia: A Long-term Case Study (J.G.K. Foss, A. I. Cristea, M. Hendrix), In Proceedings of the 10th IEEE International Conference on Advanced Learning Technologies ICALT 2010, IEEE, 2010. 
• GRAPPLE: Personalization and Adaptation in Learning Management Systems (P. De Bra, D. Smits, K. van der Sluijs, A. I. Cristea, M. Hendrix, other members of the GRAPPLE Research Team), In ED-MEDIA 2010-World Conference on Educational Multimedia Hypermedia & Telecommunications, Association for the Advancement of Computing in Education (AACE), 2010. 
• Model-driven server allocation in distributed enterprise systems (James Xue, A P Chester, L He, S A Jarvis), In 3rd International Conference on Adaptive Business Information Systems (ABIS 2009), 2009. 
• Model-driven server allocation in distributed enterprise systems (James Xue, A P Chester, L He, S A Jarvis), In Communications of SIWN, volume 6, pp. 42--50, 2009. 
• Design of the CAM model and authoring tool (M. Hendrix, A. I. Cristea), In A3H workshop ECTEL2009, Springer LNCS, 2009. 
• Design and Development of an Authoring Tool for Pedagogical Relationship Types between Concepts (D. Albert, A. Nussbaumer, C. M. Steiner, M. Hendrix, A. I. Cristea), In Proceedings of the The 17th International Conference on Computers in Education ICCE 2009, IEEE, 2009. 
• GAT: The FP7 GRAPPLE Authoring Tool Set (M. Hendrix, A. Nussbaumer, M. Dicerto, L. Oneto, A. I. Cristea), In ECTEL 2009 Demonstrations, 2009.
• Comparative Analysis of Adaptation in Adaptive Educational Hypermedia and IMS-Learning Design Technical Report RR443 Department of Computer Science The University of Warwick (M. Hendrix, A. I. Cristea, D. Burgos), , 2009. 
• Adaptation languages for learning: the CAM meta-model (M. Hendrix, A. I. Cristea, C. Stewart), In Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies ICALT 2009, IEEE, 2009.   
• LAG 2.0: Refining a reusable Adaptation Language and Improving on its Authoring (A. I. Cristea, D. Smits, J. Bevan, M. Hendrix), Inproceedings of Fourth European Conference on Technology Enhanced Learning ECTEL 2009, IEEE, 2009.   
• A system for dynamic server allocation in application server clusters (A P Chester, James Xue, L He, S A Jarvis), In 24th UK Performance Engineering Workshop (UKPEW 2008), 2008. 
• Reuse Patterns in Adaptation Languages: Creating a meta-level for the LAG adaptation language (M. Hendrix, A. I. Cristea), InAdaptive Hypermedia and Adaptive web-based systems AH2008, Springer LNCS, 2008.   
• A meta level to LAG for Adaptation Language re-use (M. Hendrix, A. I. Cristea), In A3H workshop AH2008, Springer LNCS, 2008. 
• Defining adaptation in a generic multi layer model: CAM: The GRAPPLE Conceptual Adaptation Model (M. Hendrix, P. De Bra, M. Pechenizkiy, D. Smits, A. I. Cristea), In Converging from differnet backgrounds proceedings of Third European Conference on Technology Enhanced Learning ECTEL 2008, Springer LNCS, 2008.   
• Meta-Levels of Adaptation in Education (M. Hendrix, A. I. Cristea), In Proc. of the Computers and Advanced Technology in Education 2008, IASTED, 2008. 
• Defining adaptation in a generic multi layer model: CAM: The GRAPPLE Conceptual Adaptation Model Technical Report RR442 Department of Computer Science The University of Warwick (M. Hendrix, P. De Bra, M. Pechenizkiy, D. Smits, A. I. Cristea), , 2008.
• A Spiral Model for Adding Automatic Adaptive Authoring to Adaptive Hypermedia (M. Hendrix, A. I. Cristea), In Journal of Universal Computer Science (J.UCS), volume 14, pp. 2799-2818, 2008.   
• Collaborative Adaptation Authoring and Social Annotation in MOT (F. Ghali, A. I. Cristea, M. Hendrix), In A3H workshop AH2008, Springer LNCS, 2008. 
• Augmenting e-Learning Standards with Adaptation (F. Ghali, A. I. Cristea, M. Hendrix), In Proc. of the Computers and Advanced Technology in Education 2008, IASTED, 2008. 
• Object-oriented Programming Languages: Interpretation (Iain D Craig), , 2007. 
• Formal Refinement for Operating System Kernels (Iain D Craig), , 2007. 
• Evaluating the automatic and manual creation process of adaptive lessons (M. Hendrix, A. I. Cristea, M. Joy), In Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies ICALT 2007, IEEE, 2007.   
• A qualitative and quantitative evaluation of Adaptive authoring of Adaptive Hypermedia (M. Hendrix, A. I. Cristea), In Proceedings of Second European Conference on Technology Enhanced Learning ECTEL 2007, Springer LNCS, 2007.   
• Evaluating Adaptive authoring of Adaptive Hypermedia (M. Hendrix, A. I. Cristea), In Proceedings of the 5th Adaptive and Adaptable Educational Hypermedia workshop at the User Modelling (UM2007) conference Greece, 2007. 
• Authoring Adaptive Educational Hypermedia on the Semantic Desktop (M. Hendrix, A. I. Cristea, W. Nejdl), In International Journal of Learning Technology (IJLT), volume 3, pp. 230-251, 2007. 
• Adaptive authoring of Adaptive Hypermedia (M. Hendrix), MSc thesis,Eindhoven University of Technology Faculty of Mathematics & Computer Science, 2006. 
• Authoring Adaptive Learning Material on the Semantic Desktop (M. Hendrix, A. I. Cristea, W. Nejdl), In A3H workshop AH2006, 2006.
• Automatic and Manual Annotation Using Flexible Schemas for Adaptation on the Semantic Desktop (M. Hendrix, A. I. Cristea, W. Nejdl), In Proceedings of First European Conference on Technology Enhanced Learning ECTEL 2006, Springer LNCS, 2006.   
• A Pattern-Knowledge Base Supported Establishment of Inter-Organizational Business Processes (A. Norta, M. Hendrix, P. Grefen), InProceedings of the International Workshop on Modeling Inter-Organizational Systems focusing on Collaboration and Interoperability Architectures and Ontologies (MIOS-CIAO'06), 2006. 

To find out more contact: Scott Turner

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk

Department of Computing and Immersive Technologies Research & Enterprise Activities​​​​

Taken from: http://www.computing.northampton.ac.uk/index.php/research/overview

Research and Enterprise Activities​​​​

The University of Northampton's research in computing takes place within the Advanced Technologies Research Group (ATRG) and the Science and Technology Research in Pedagogy (STRiPe) Group.
As well as supporting high quality undergraduate and postgraduate education in computing, members of this team are proud of their ability to successfully work with businesses, the public sector and academia. There is a strong interdisciplinary nature to the research and staff work with other parts of the School of Science and Technology​, the University, and external partners.
Particular areas of expertise include graphics, mobile device application development, problem-solving and computing in healthcare, networks, software engineering, serious games and advanced web systems

Summary of the expertise groupings

1 Wireless Networking, Mobile and Systems
This has been a long-term strength in the Department, with both research and consultancy activities in this area. Expertise in wireless communications, embedded systems, networking and robotics all are within this this grouping.
Resources
• CISCO networking lab and the Department is a CISCO accredited Academy.
• Academic partner in the Weightless Wireless Standard group.
• Embedded Systems lab based around microcontrollers
• Swarm robots

2. Science and Technology Research in Pedagogy
This is a formally recognised Research Group in the University and is also one of the biggest in terms of members. Though it is based in the Department of Computing and Immersive Technologies, it has members from across the School and external to the School and was set up to bring together activities in innovative teaching practice that relates to teaching STEM subjects.
Resources
• Small teaching robots.

3. Software Engineering and High Performance Computing
This area is growing both in terms of staff research and consultancy. Examples included
• PhD studentship with GE Aviation on model-based software design.
• Mobile App developed for both small and large organisations (for example Northampton County Council).
Resources
• Eye Tracking software for usability testing of software, video, electronic promotional material and websites.
• Software for developing mobile applications.
• High Performance Computing via NVision server cluster

4. Games Technologies and Visualisation
The use of games and games technology to solve problems is another area of strength within the team.
Resources
• Portable virtual reality equipment
• Haptic devices for providing force feedback
• Use of CAVE via NVision

Examples of recent projects include:

• Developing material to refine skills in computing and other areas in year seven, eight and nine students in schools
• A study into the computer interface needs of people with dyslexia
• Development of mobile device applications for businesses
• Virtual reality and related techniques for healthcare
• Robotics and applied artificial intelligence techniques
• Applied signal and data processing
• Web-based database systems
• Effective teaching and learning in computing​
• Assessment of vehicle to vehicle network communications
• Development of a language learning game

To find out more contact: Scott Turner

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk

Online Marking Of Software Assignments

The chapter "Electronic Online Marking Of Software Assignments  (EOMOSA)" is to be published in the forthcoming book  Progress in IS: Software Engineering Education for a Global E-service Economy, Motta, Gianmario; Bing, Wu (Eds.), Springer, ISBN 978-3-319-04216-9. Due for publication April 2014.

Electronic Online Marking Of Software Assignments (EOMOSA) 

Gary Hill and Scott Turner

Abstract

With the advent of Virtual Learning Environments (VLEs) and online electronic submission of assignments, computing lecturers are increasingly assessing code online. There are various tools for aiding electronic marking, grading and plagiarism detection. However, there appears to be limited shared advice to computer science tutors (and students) on the effective use of these tools.

This paper aims to stimulate peer-discussion amongst tutors involved in the assessing (marking and grading) of software code. Many United Kingdom (UK) Higher Education Institutions (HEI) are using electronic marking. This paper discusses the authors’ experience and proposes suggestions for appropriate and effective solutions to the electronic assessment of software code. This will be based on the authors’ experience of electronically assessing code over three academic years and the current advice given to their students.

ELECTRONIC ONLINE MARKING OF SOFTWARE ASSIGNMENTS (EOMOSA)

Recently presented paper in Milan at 9th China-Europe International Symposium on Software Engineering Education.

 Electronic Online Marking Of Software Assignments (EOMOSA) 

Gary Hill and Scott Turner

Abstract

With the advent of Virtual Learning Environments (VLEs) and online electronic submission of assignments, computing lecturers are increasingly assessing code online. There are various tools for aiding electronic marking, grading and plagiarism detection. However, there appears to be limited shared advice to computer science tutors (and students) on the effective use of these tools.

This paper aims to stimulate peer-discussion amongst tutors involved in the assessing (marking and grading) of software code. Many United Kingdom (UK) Higher Education Institutions (HEI) are using electronic marking. This paper discusses the authors’ experience and proposes suggestions for appropriate and effective solutions to the electronic assessment of software code. This will be based on the authors’ experience of electronically assessing code over three academic years and the current advice given to their students.

KEY WORDS

Software engineering, online marking, online grading, online assessment, turnitin, computer code.

9th China-Europe International Symposium on Software Engineering Education, Milan

Two members of the Computing TeamGary Hill and Scott Turner on 12-14th May 2013 presented a paper Electronic Online Marking Of Software Assignments (EOMOSA) in Milan at 9th China-Europe International Symposium on Software Engineering Education. (which two years ago was held in Northampton). 

This conference series brings Universities in Europe together with some of the top universities in China, in the field of software engineering, to discuss industrial orientation software education.

As well as presenting, members of the School of Science and Technology continue on the programme committee including chairing one of the sessions. 


Related posts

• China and Europe coming to Milan
• CEISEE 2012 - Shanghai
• International Conference comes to Northampton
• Robots and Graphical Programming: Xi'an China

MSc Computing: February 2013 update

The University of Northampton's, Department of Computing and Immersive Technologies offers five courses within the MSc Computing postgraduate provision (shown below) all available either part-time or full-time. 

•  Department of Computing and Immersive Technologies offers five courses within the MSc Computing postgraduate provision (shown below) all available either part-time or full-time. 
  
  

  • MSc Computing
  • MSc Computing (Internet Technology and Security)
  • MSc Computing (Computer Networks Engineering)
  • MSc Computing (Software Engineering)
  • MSc Computing (Immersive Technologies)

  
  

Two new courses to be run in September 2013

MEng Computer Networks Engineering (120 credits):

• Visual Objects Software (20)
• Computer Networks (20)
• Mobile Device Software Development (20)
• Group Industry Project (60)

MEng  Computer Systems Engineering (120 credits) from:

• Distributed Systems (20)
• Visual Objects Software (20)
• Modern Computer Architecture (20)
• Group Industry Project (60)

The dissertation is an important element of the MSc courses. The range and nature of the dissertations on MSc Computing  varies, below are some links to blog postings that I hope give a flavour some of the topics other students have  investigated:

• Web Analytics
• http://computingnorthampton.blogspot.co.uk/2013/02/analytics-enhancements-using-rankings.html
• http://computingnorthampton.blogspot.co.uk/2013/01/msc-dissertationanalysis-of-web.html
• IT in developing countries
• http://computingnorthampton.blogspot.co.uk/2011/03/msc-student-workefficacious-adoption-of.html
•  Augmented reality
• http://computingnorthampton.blogspot.co.uk/2011/03/development-of-augmented-reality-ar.html
•   Investigation into ‘Comet’
• http://computingnorthampton.blogspot.co.uk/2011/03/msc-student-work-use-of-http-push-in.html
•   Combining web-based technologies
• http://computingnorthampton.blogspot.co.uk/2011/02/msc-student-work-generic-google-maps.html

One ex-student has turned his dissertation into a book.

From the MSc program as a whole,  where successful student end up working varies; but I would say lot work in areas that are internet intensive some examples include becoming a consultant in optimising websites to be more likely to be picked up search engines; another is a lecturer. At least one has gone to further study at Universities such as the University of Oxford.

There is a strong practical element to the courses. The emphasis of the whole MSc Computing programme is on developing both technical and Master’s level academic skills through practicing these skills, but after being taught the necessary underpinning theory.

UKPass details can be found by clicking here.

Apply for this course through: https://pgapp.ukpass.ac.uk/ukpasspgapp/login.jsp?institution=N38&course=31469&source=www.ukpass.ac.uk

For more details contact: Scott Turner

Computing Courses

BSc and HND Computing Provision (click on the links below for more details of the courses)

• BEng/MEng Computing (Computer Networks Engineering)
• BEng/MEng Computing (Computer Systems Engineering) 

• BSc (Hons) Computing (also available part-time)
• BSc (Hons) Computing (Graphics and Visualisation)
• BSc (Hons) Computing (Internet Technology and Security)
• BSc (Hons) Computing (Mobile Computing)
• BSc (Hons) Computing (Software Engineering)
• BSc (Hons) Computing - One Year Top-Up 
• BSc  Computer Games Development
• HND Computing (Compute​r Net​works Engineering)
• HND Computing (Computer Systems Engineering)
• HND Computing (Graphics and Visualisation)
• HND Computing (Internet Tech​nolog​y and Security)
• HND Computing (Mobile Computing)
• HND Computing (Software Engine​ering) 
• HND Com​puting

The University of Northampton's, Department of Computing and Immersive Technologies offers five courses within the MSc Computing postgraduate provision (shown below) all available either part-time or full-time. 

• MSc Computing
• MSc Computing (Internet Technology and Security)
• MSc Computing (Computer Networks Engineering)
• MSc Computing (Software Engineering)
• MSc Computing (Immersive Technologies)

The contents are the opinion of the author(s) and not necessarily the view of the University of Northampton.