An official website of the United States government
Increasing digitisation of engineering and social practices has altered the relationship between formal schooling and development of expertise for professional engineering work. What does the development of expertise look like when knowledge is generated and shared at an accelerated pace due to shifts in technology? In this paper, I present case studies of two early career software engineers. Using methodological insights from digital ethnography, I trace their professional journeys over two decades. I empirically demonstrate how the development of engineering expertise is a continuous and perpetual endeavour and engineers learn throughout their lives (lifelong) and across all the different spaces they inhabit at any given time (lifewide). I argue for extending engineering work practices research and research in engineering education more broadly to take larger timescales of learning into account to build a comprehensive understanding of engineering expertise development.
more »
« less
Making Software Work Sustainable for the Academic Research Group: A Comparative Case Study
Studies of research software development have focused on how to promote or encourage the adoption of software engineering practices, but we do not have a good empirical understanding of strategies that researchers have already begun to take in order to integrate those practices into research work in sustainable ways. We conduct a comparative case study of two research groups in different fields, and characterize two approaches that they have taken to get research software engineering work done: practice integration and differentiating expertise. From these findings we argue that examining outcomes of change in research software development practice is critical for understanding sustainability and the ramifications of such changes for scientific work.
more »
« less
- Award ID(s):
- 1954620
- PAR ID:
- 10603966
- Editor(s):
- Bui, Tung X
- Publisher / Repository:
- University of Hawaii Press
- Date Published:
- ISBN:
- 978-0-9981331-8-8
- Subject(s) / Keyword(s):
- research software engineering scientific software adoption sustainability
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The need for collaborative software is more significant than ever in our modern world. Especially in large software companies, it becomes imperative to work efficiently with co-workers to complete large projects. Consider that nearly seven percent of Americans between ages six and eleven have been diagnosed with neurodivergency [1]. Some of these individuals will end up becoming software developers. The problem, though, is that many of these students will not have the practice of effectively collaborating while coding. Scratch, one of the most ubiquitous block-based software tools that aims to teach students basic programming practices, does not support multi-user collaboration1. As such, reverse-engineering single-user web programming applications to multi-user applications could help younger students–especially those with neurodivergent social behaviors–learn good collaborative practices early. Moreover, the development of this tool allows a unique case study into the implementation of multi-user features in closed single-user systems and the challenges faced in implementing such a software. In this paper, we demonstrate the process of developing the software that we built for a summer camp related to teaching around 20 neurodivergent high school students programming concepts under the funding of NSF’s Division Of Research On Learning and ITEST. We elaborate on the challenges and potential issues of creating and making such software easily accessible. More specifically, the synchronization problems that arise from turning a closed single-user system into a multi-user system for a neurodivergent programming camp. Additionally, we discuss about the iterative and real-time feedback development of our tool.more » « less
-
We use qualitative methods to investigate students’ engagement in an upper-division laboratory. Laboratory activities are recognized as key curricular elements in engineering education. These activities have traditionally been delivered in person, but new laboratory modalities (such as virtual laboratories) have been gaining popularity, boosted by the COVID-19 pandemic. Understanding how laboratory modality influences student learning is important to be able to design and implement effective laboratories. While some educators have investigated if virtual laboratories can replace their analogous physical laboratory counterparts, others have looked at using virtual laboratories in combination with physical laboratories. Taking this latter approach, they argue the two modes have different affordances and therefore could be complementary - meaning that each mode may lend itself to more effectively engaging students in certain productive practices. We have previously reported on the development of two environmental engineering laboratories, one physical and one virtual. Both laboratories address the topic of jar testing, an important process in drinking water treatment, with the design of each mode being based on that mode's affordances. These laboratories were implemented in an upper-level chemical engineering course. Twelve students split into four groups consented to be audio and video recorded during their time in the laboratory and have the work they turn in collected, with most also volunteering to be interviewed about their experiences. A first pass of this data has been completed in which we viewed learning from the lens of participation in disciplinary practice. We applied the theory of engineering epistemic practices, which are the socially organized and interactionally accomplished ways engineers develop, justify, and communicate ideas when completing engineering work. Transcripts of the laboratory observations were coded to identify students’ engagement with specific epistemic practices, which were categorized as either conceptual, material, or social. These codes were then counted and cross-validated with interview responses to draw conclusions about how student's engagement differed in each mode. This prior research has indicated that students engage with each design using different epistemic practices. While the first pass analysis showed differences in counts of epistemic practices between modes, it provided limited insight into how and why the epistemic practices are elicited and coordinated among students. In this paper, we extend the discourse analysis by illustrating our developing methodology for a second pass analysis of the video recordings. We seek to develop a thick description by identifying how particular epistemic practices fit together temporally and serve to promote or hinder students’ progress. Engagement in epistemic practices does not happen in a vacuum and instead happens contextually, influenced by students' previous engagement and the laboratory environment and their social and academic history. This analysis allows a deeper understanding of how students engage in engineering practice while completing laboratories, knowledge that can be applied to enhance engineering physical and virtual laboratory instruction and design. Additionally, this work contributes to the methodological conversation of ways to use interaction analyses to extract understanding from a rich set of qualitative data.more » « less
-
Research aimed at understanding and addressing coordination breakdowns experienced in global software development (GSD) projects at Lucent Technologies took a path from open-ended qualitative exploratory studies to quantitative studies with a tight focus on a key problem – delay – and its causes. Rather than being directly associated with delay, multi-site work items involved more people than comparable same-site work items, and the number of people was a powerful predictor of delay. To counteract this, we developed and deployed tools and practices to support more effective communication and expertise location. After conducting two case studies of open source development, an extreme form of GSD, we realized that many tools and practices could be effective for multi-site work, but none seemed to work under all conditions. To achieve deeper insight, we developed and tested our Socio-Technical Theory of Coordination (STTC) in which the dependencies among engineering decisions are seen as defining a constraint satisfaction problem that the organization can solve in a variety of ways. I conclude by explaining how we applied these ideas to transparent development environments, then sketch important open research questions.more » « less
-
null (Ed.)We conducted an ethnographic study of a software development company to explore if and how a development team adopts security practices into the development lifecycle. A PhD student in computer science with prior training in qualitative research methods was embedded in the company for eight months. The researcher joined the company as a software engineer and participated in all development activities as a new hire would, while also making observations on the development practices. During the fieldwork, we observed a positive shift in the development team's practices regarding secure development. Our analysis of data indicates that the shift can be attributed to enabling all software engineers to see how security knowledge could be applied to the specific software products they worked on. We also observed that by working with other developers to apply security knowledge under the concrete context where the software products were built, developers who possessed security expertise and wanted to push for more secure development practices (security advocates) could be effective in achieving this goal. Our data point to an interactive learning process where software engineers in a development team acquire knowledge, apply it in practice, and contribute to the team, leading to the creation of a set of preferred practices, or "culture" of the team. This learning process can be understood through the lens of the situated learning framework, where it is recognized that knowledge transfer happens within a community of practice, and applying the knowledge is the key in individuals (software engineers) acquiring it and the community (development team) embodying such knowledge in its practice. Our data show that enabling a situated learning environment for security gives rise to security-aware software engineers. We discuss the roles of management and security advocates in driving the learning process to start a security culture in a software company.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
