Credit Points: 15

Prerequisite: N/A

Co-requisite: N/A

Workload: 48 contact hours

Campus: Melbourne, Sydney

Aims & Objectives

This is a third trimester core unit out of a total of 24 units in the Bachelor of Engineering Technology (Telecommunications) BEngTech(Tel) and an elective unit in Bachelor of Networking (BNet). This unit addresses the BNet and BEngTech(Tel) course learning outcomes and complements other courses in a related field by developing students’ knowledge and skills in software engineering. For further course information refer to: http://www.mit.edu.au/study-with-us/programs/bachelor-networking and http://www.mit.edu.au/study-with-us/programs/bachelor-engineering-technology-telecommunications. This unit is part of the AQF Level 7 (BNet and BEngTech(Tel)) courses.

This unit provides an overview of the field of software engineering, with emphasis on key aspects of the system development lifecycle (SDLC) such as requirements engineering, analysis, design, and testing.   Object oriented and service oriented architectures are introduced, along with information systems design.  There is also an introduction to estimation for software projects, process and project metrics, and the use of CASE tools.

The unit will introduce students to the most common concepts, processes, techniques, and theories essential in software development, and analyse and discuss the common issues that software engineers and developers often face and how to overcome them.

This unit will cover the following topics:

  1. Software Engineering Overview
  2. Software Planning and Specification
  3. Software Requirements Analysis and Specification
  4. Software Prototyping, Design Techniques
  5. Implementation – Software Building, testing, documentation and maintenance

Learning Outcomes

On successful completion of this unit, students should be able to:

  1. Determine system requirements through requirements elicitation and workshops.
  2. Explain the process for, and execute, verification and validation of system requirements.
  3. Apply use case, data and process modelling techniques to specify system requirements.
  4. Compare and contrast different software engineering process models: waterfall, evolutionary, spiral, prototyping.
  5. Implement a simple software prototype using an interactive development environment.
  6. Explain and properly utilise various types of software tests.
  7. Define system specifications including technical, economical and operational feasibility.

Teaching Method

Lecture: 2 hours
Tutorial/Workshop: 2 hours
Face to Face

Assessment

Assessment Task
Learning Outcomes Assessed
Weighting
Midterm Test  a-c,e* 10%
Assignment 1 a-c* 15%
Assignment 2 a-d, f-g* 25%
Laboratory participation & submission a-g* 10%
Final Examination (2 hours) a-g* 35%
Total   100%

*refer to learning outcomes above.

Textbook

  • Pressman, Roger S., Software Engineering – A Practitioner’s Approach. McGraw-Hill Inc. New York, USA, 8th Edition. 2014

Reference Reading

  • I. Sommerville, Software Engineering 10th ed.. Addison Wesley, Wokingham, England: 2015
  • J. W. Satzinger, R. B. Jackson, and  S. D. Burd, 7th ed. System Analysis and Design in a Changing World Cambridge. 2015
  • K. E. Kendall and J. E.  Kendall, Systems Analysis and Design.  9th ed Pearson Education Inc. 2015

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving Cultural and Global Awareness Teamwork Cooperation, Participation and Leadership Specialist knowledge of a field of study
             

Legend

Colour coding    

Extent covered

                                The standard  is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations
  The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations
  The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations 
  The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by  activities such as lectures or tutorials
  The standard  is not considered, there is no theory or practice or activities associated with this standard