@InProceedings{Stephan2017,
  author    = {Stephan, Matthew},
  title     = {{Challenges in Teaching Modeling in Agile Software Engineering Courses}},
  booktitle = {International Conference on Model Driven Engineering Languages and Systems - Educators Symposium at MoDELS},
  year      = {2017},
  pages     = {525--528},
  abstract  = {Formal Model Driven Engineering (MDE) can be
considered incongruent with Agile methodologies. However, with
the advent of Agile, Software Engineering educators have an
obligation to teach Agile development. Many instructors do so
by employing experiential learning through Agile classrooms
and projects. Teaching formal MDE and convincing students
of its benefits can be challenging in such environments. In
this paper, we discuss this position by considering established
best practices in modeling education and their compatibility
in Agile classrooms/projects. We argue that more than half
the practices present some challenge in Agile environments,
for which we provide initial suggestions. The most significant
challenges are those pertaining to the MDE education practices of
tailoring the MDE processes to participant knowledge and course
context, defining the types of MDE artifacts before the project
or course begins, and ensuring industrial relevance to prepare
students for post-graduation. Discussion of these challenges at
the symposium provided additional insights and suggestions,
which we summarize in this paper. Notable suggestions include
tailoring both the MDE and Agile processes to complement each
other, employing a minimal set of MDE artifacts necessary for
code generation, and having a large initial Agile iteration to
form a realistic minimal viable product, respectively. We plan
on applying these MDE educational best practices in our Agile
course offerings, incorporating our initial suggestions and those
from the symposium. Our goal is to stimulate discussion on these
challenges and others, and help guide future research and course
offerings.},
  url_paper = {papers/stephan_EduSymp_2017.pdf},
}

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Many instructors do so by employing experiential learning through Agile classrooms and projects. Teaching formal MDE and convincing students of its benefits can be challenging in such environments. In this paper, we discuss this position by considering established best practices in modeling education and their compatibility in Agile classrooms/projects. We argue that more than half the practices present some challenge in Agile environments, for which we provide initial suggestions. The most significant challenges are those pertaining to the MDE education practices of tailoring the MDE processes to participant knowledge and course context, defining the types of MDE artifacts before the project or course begins, and ensuring industrial relevance to prepare students for post-graduation. Discussion of these challenges at the symposium provided additional insights and suggestions, which we summarize in this paper. Notable suggestions include tailoring both the MDE and Agile processes to complement each other, employing a minimal set of MDE artifacts necessary for code generation, and having a large initial Agile iteration to form a realistic minimal viable product, respectively. We plan on applying these MDE educational best practices in our Agile course offerings, incorporating our initial suggestions and those from the symposium. Our goal is to stimulate discussion on these challenges and others, and help guide future research and course offerings.","url_paper":"papers/stephan_EduSymp_2017.pdf","bibtex":"@InProceedings{Stephan2017,\r\n author = {Stephan, Matthew},\r\n title = {{Challenges in Teaching Modeling in Agile Software Engineering Courses}},\r\n booktitle = {International Conference on Model Driven Engineering Languages and Systems - Educators Symposium at MoDELS},\r\n year = {2017},\r\n pages = {525--528},\r\n abstract = {Formal Model Driven Engineering (MDE) can be\r\nconsidered incongruent with Agile methodologies. However, with\r\nthe advent of Agile, Software Engineering educators have an\r\nobligation to teach Agile development. Many instructors do so\r\nby employing experiential learning through Agile classrooms\r\nand projects. Teaching formal MDE and convincing students\r\nof its benefits can be challenging in such environments. In\r\nthis paper, we discuss this position by considering established\r\nbest practices in modeling education and their compatibility\r\nin Agile classrooms/projects. We argue that more than half\r\nthe practices present some challenge in Agile environments,\r\nfor which we provide initial suggestions. The most significant\r\nchallenges are those pertaining to the MDE education practices of\r\ntailoring the MDE processes to participant knowledge and course\r\ncontext, defining the types of MDE artifacts before the project\r\nor course begins, and ensuring industrial relevance to prepare\r\nstudents for post-graduation. Discussion of these challenges at\r\nthe symposium provided additional insights and suggestions,\r\nwhich we summarize in this paper. 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