Exploring Expectations and Prior Experience in Student-Centered Software Engineering Education

This paper explores the complexities of implementing a student-centered approach within a software engineering conversion degree. It addresses the challenges and opportunities presented by students with diverse backgrounds and expectations, as well as varying levels of prior experience. Through a comprehensive study, surprising levels of previous experience among students were revealed, despite their non-computing undergraduate degrees. However, this diversity in experience is accompanied by differing degrees of confidence in their programming knowledge. The paper underscores the necessity to shift from traditional, uniform educational methods to a personalized, student-centered model that accommodates individual expectations and the ever-evolving demands of the software industry. In today's landscape of software engineering education, mere memorization of programming syntax and facts falls short. It is imperative that students become active problem solvers, capable of applying fundamental principles in real-world contexts. The principles of learner-centered education, including individualized learning, active and problem-based learning, collaborative learning, and continuous feedback, are discussed as vital components of a student-centered approach. The research methodology involved surveying students to understand their prior experiences, and career aspirations within the context of student-centered education. Results demonstrated that many students had prior experience, with a substantial percentage having completed short online courses in programming. However, the majority expressed neutrality or a lack of confidence in their software engineering knowledge. On the other hand, most students were confident in their ability to succeed in the course. In this paper, we advocate a shift towards personalized, student-centered education in software engineering, highlighting the importance of understanding students' needs and expectations to create more effective and engaging learning experiences.