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Extra info for IEEE Software (September/October)
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About the Authors W e hope our experiences and experiments teaching the PSP provide guidance and advice for others interested in introducing the PSP into their software engineering courses. We continue to use elements of the PSP in our teaching because we believe that it is one of the few coherent and explicit approaches for teaching students about effective software engineering practices for developing high quality software. As with the PSP itself, the quantitative feedback available from teaching the PSP allows teachers to base their improvements on data, not just perceptions.
This forced students to actively acquire information about the PSP and its usage. Examination results showed that this teaching method helped the students understand the problems that PSP can solve. University of Utah For many years, teachers at the University of Utah used PSP-lite to teach the PSP to freshmen, integrating the material into both CS1 and CS2 and giving approximately five half-hour lectures on the material in each class. CS1 covers PSP-lite’s second half, which deals with defects (recording, reduction, prevention, and design–code reviews).
The challenge is to have tools that are convenient to use and don’t distract from the work itself. September/October 2002 IEEE SOFTWARE 47 Teachers must also be conscious of the potential for misuse of PSP data. If students ever believe that this data is being used for grading purposes, they are likely to manipulate the values in an attempt to gain better grades. Students starting to use PSP often feel that there are ideal or target values that they should aim for. Teachers need to make it clear that the activities of collecting and analyzing the data are important, not the particular values.