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Reverse engineering technique to enhance software engineering education

Published:27 June 2005Publication History

ABSTRACT

This poster presents our experience incorporating reverse engineering techniques on software engineering education to enhance the productivity of students' team projects. In this approach, the students were provided with an existing working software by the instructor. They were asked to evaluate the software, use the knowledge from the software's behavior and the application domain to define the task scenarios that reflect the interaction pattern and the services that the system provides to its environment. Consequently, the extracted patterns were used to develop the architectural design of the software system and rebuild a modified version of the software.

References

  1. Perry, Mike, http://www.acm.uiuc.edu/sigmil/RevEng/index.htmlGoogle ScholarGoogle Scholar
  2. Sartipi, Kamran, http://www.bauhaus-stuttgart.de/sam/sartipi.pdfGoogle ScholarGoogle Scholar
  3. www.sysinternals.comGoogle ScholarGoogle Scholar

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  1. Reverse engineering technique to enhance software engineering education

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    • Published in

      cover image ACM Conferences
      ITiCSE '05: Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
      June 2005
      440 pages
      ISBN:1595930248
      DOI:10.1145/1067445

      Copyright © 2005 ACM

      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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      Association for Computing Machinery

      New York, NY, United States

      Publication History

      • Published: 27 June 2005

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