Form No.

FM-USeP-PRS-01
Republic of the Philippines

University of Southeastern Philippines Issue Status 04

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 03

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 09 July 2019
Email: president@usep.edu.ph
Approved by President

COURSE SYLLABUS IN IT 312 – SOFTWARE ENGINEERING

VISION INSTITUTIONAL GRADUATE ATTRIBUTES PROGRAM INFORMATION

Premier Research University in the ASEAN. LEADERSHIP SKILLS

MISSION
USeP shall produce world-class graduates and relevant research and
extension through quality education and sustainable resource
management.
GOALS
At the end of the plan period, the University of Southeastern Philippines
(USeP) aims to achieve five comprehensive and primary goals:
Creates and inspires positive changes in the organization; exercises
responsibility with integrity and accountability in the practice of one’s
profession or vocation.
CRITICAL AND ANALYTICAL THINKING SKILLS
Demonstrates creativity, innovativeness, and intellectual curiosity in
optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.
SERVICE ORIENTED
Demonstrates concern for others, practices professional ethics, honesty,
Graduate Outcome
PGO1. Demonstrate creativity, innovativeness and
intellectual curiosity in conceptualizing IT solutions
from defined problems and requirements by
applying knowledge of IT fundamentals and
specialization, mathematics, science, domain
knowledge, standards and best practices
appropriate for the IT field.
PGO2. Identify, analyze, and formulate solutions to
a variety of problem domains using concepts,
principles and practices in information technology
with proficiency and flexibility.
Performance Indicator
1.2 Develop computing models/framework
and solutions based on computing
fundamental principles, industry standards
and best practices.
1.3 Analyze user needs and requirements
to determine specific areas where
computing solutions will be used
2.2 Develop requirements analysis and
translate to specifications
4.2 Assess and evaluate designs and
implementations of systems, components or

1. Recognized ASEAN Research University
2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
and exemplifies socio-cultural, environmental concern, and
PGO4. Design and evaluate solutions for IT
sustainability. problems that meet specified user needs with
appropriate consideration for cultural, societal and
LIFELONG LEARNING environmental concerns.
process for its feasibility, effectiveness,
achievement of quality requirements and
standards
4.3. Formulate test cases that represents real
world scenarios that will assess the fitness to
purpose and level of satisfaction of user
needs of the designed and developed

5. Capacity for Innovative Resource Generation
Demonstrates enthusiasm and passion for continuous personal and
professional development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and
in conveying information in accordance with global standards.
PGO5. Create, select, adapt and utilize appropriate
techniques, resources and modern computing tools
to solve IT problems with an understanding of the
limitations to accomplish a common goal.
systems, components or processes
5.2 Use domain in an integrated
development environment
5. 3. Discover new tools and solutions as
necessary to improve the efficiency and
effectiveness of performing tasks and in
achieving goals.

COURSE SYLLABUS in CS 111 – Advanced Algebra

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 I. COURSE INFORMATION Workload of Students:

Course Code: IT 312 Students will encounter various approaches in comprehension and learning, such as lecture, learning
journals, group wiki, discussions and group meetings, and software engineering documentation.
Course Title: Software Engineering
Pre-requisite: IC 221 Fundamentals of Database Management Systems Students are not required to produce programming code, but rather are assessed on
their attempt to apply software engineering techniques and principles in practice. The focus is not on the
Credit: 3.0
produced system but on the quality of the process undertaken, the coherence of the documents presented
Level: Third and how successful the documents would be in developing a software system. Clearly however, for some
students programming will be an integral part of this exercise.
Semester/Year: First Semester, AY 2019-2020
Version number: 2.0 - 07262019

Course Description: Faculty Information:

This course covers software engineering topics including life cycles, metrics, requirements specifications,
Name: VAL A. QUIMNO
design methodologies, validation and verification, testing, reliability and project planning. Within the context
Email: val@usep.edu.ph
of a semester-long, group-based software engineering project, this course introduces the production of high
Contact Number: +6382 2278192 local 276
quality software solutions to large tasks. Implementation of large programming projects using object-oriented
Office: Institute of Computing Faculty Office, 2nd Floor College of Engineering Building
design techniques and software tools in a modern development environment will be stressed.
Consultation Hours: TBA

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 II. COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

Understand and apply current theories, models, and techniques that provide a basis for the software
CO1 PGO2
lifecycle.
Analyze and resolve information technology problems through the application of systematic
CO2 PGO4, PGO5
approaches and diagnostic tools in software engineering.
Exhibit effective written and oral communication skills through discussions, presentation and
CO3 PGO1
publication of necessary documents required throughout the project lifecycle.

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LE1 Software Engineering Project An assessment of their knowledge in theoretical and practical aspects discussed in this course. Students are
expected to demonstrate understanding of the theoretical basis of the formal language. This project presents
CO1, CO2, CO3
a working software product that conforms to requirements specifications. It also follows the design
specifications as indicated in the systems analysis document.
LE2 Software Engineering Project Documentation This written report includes software project management plan (SPMP), software requirements specifications
(SRS), software design descriptions (SDD), software test documentation (STD), among others. It should CO1, CO2, CO3
detail the software development project from inception to project closure.
LE3 Learning Journal (Individual) A learning journal is an integral part of the course requirement. Students are expected to have a learning
journal of their involvement in the group project. The journal entries serve as reflection of the student to the CO1, CO3
actual implementation of the project as may be influenced by the topics covered in the class.
LE4 Group Wiki Group digest of their project. It is a compilation of work progress detailing the process, activities and tasks
that they have to undertake to complete the project. This group wiki is an evolving evidence of the processes CO1, CO3
undertaken in their project following the software project management plan.

IV. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess: LE1: Software Engineering Project

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 Criteria Fail
[5] The program fails and does
Function
Implementation [50] not follow any requirements.
Program [5] The program structure
Structure [40] does not follow the
design at all.
Comment [5] [1] No comments are provided.
Code Style [5] [1] No coding style is
applied for the purpose
of readability.
Learning Evidence/Output to Assess:
Criteria Unacceptable
[10] The paper does not
Integration of
Knowledge demonstrate that the author
has fully understood and
applied concepts learned in
the course.
Content [10] Central purpose or argument [15] Information supports a central
is not clearly identified.
Analysis is vague or not
evident. Reader is confused
or may be misinformed.
COURSE SYLLABUS in IT 312 – SOFTWARE ENGINEERING
Marginal Pass
[20] The program fails most cases
but is implemented according to
most requirements or the program
passes most test cases but does
not follow requirements.
[16] The program structure follows
very few parts in the design.
[2] Comments are sparse or vague. [3] Comments are provided with
some help in program understanding. but are improper at some places. added and explain the program very
[2] Only a very few efforts are
made in improving the
program readability.
LE2: Software Engineering Project Documentation
Acceptable
[15] The paper demonstrates that
the author, to a certain extent,
understands and has applied
concepts learned in the
course.
purpose or argument at times.
Analysis is basic or general.
Reader gains few insights.
Satisfactory
[30] The program passes half
around test cases and is
implemented according to the
requirements or the program passes
all the test cases but does not follow
requirements.
[24] The program structure follows
only a few parts in the design.
[4] Comments help the explanation [5] Comments are appropriately
[3] A coding style is used in a small
part of program. The program is
not readable at some places.
Good
[20] The paper demonstrates that
the author, for the most part,
understands and has applied
concepts learned in the course.
Some of the conclusions,
however, are not supported in
the body of the paper.
[20] Information provides reasonable [25] Balanced presentation of relevant and legitimate information that
support for a central purpose or
argument and displays
evidence of a basic analysis of
a significant topic. Reader
gains some insights.
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Good Excellent SCORE
[40] The program passes most test [50] The program passes all the
cases and is implemented test cases and is
according to the requirements implemented according to
or the program passes all the the requirements.
test cases but does not follow
some of the requirements.
[32] The program structure follows [40] The program structure
most part of the design. follows design completely
well.
[4] A clear coding style is [5] A clear coding style is
consistently used in the most consistently applied, greatly
part of the program, helping in enhancing program
the program readability. readability.
TOTAL 100 points
Exemplary SCORE
[25] The paper demonstrates that the author fully understands and has
applied concepts learned in the course. Concepts are integrated
into the writer’s own insights. The writer provides concluding
remarks that show analysis and synthesis of ideas.
clearly supports a central purpose or argument and shows a
thoughtful, in-depth analysis of a significant topic. Reader gains
important insights.
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 Organization [5] The writing is not logically[8] In general, the writing is [10] The ideas are arranged logically [15] The ideas are arranged logically to support the purpose or
organized. Frequently, ideas arranged logically, although to support the central purpose or argument. They flow smoothly from one to another and are clearly
fail to make sense together. occasionally ideas fail to make argument. They are usually linked to each other. The reader can follow the line of reasoning.
The reader cannot identify a sense together. The reader is clearly linked to each other. For
line of reasoning and loses fairly clear about what writer the most part, the reader can
interest. intends. follow the line of reasoning.
Feel [5] The writing has little [8] The writing is dull and [10] The writing is generally [15] The writing is compelling. It hooks the reader and sustains interest
personality. The reader unengaging. Though the engaging, but has some dry throughout.
quickly loses interest and paper has some interesting spots. In general, it is focused
stops reading. parts, the reader finds it and keeps the reader's attention.
Sentence [2] Errors in sentence structure[4] Some sentences are awkwardly [7] Sentences are well-phrased and [10] Sentences are well-phrased and varied in length and structure. They
difficult to maintain interest.
Structure are frequent enough to be a constructed so that the reader is there is some variety in length flow smoothly from one to another.
major distraction to the occasionally distracted. and structure. The flow from
reader. sentence to sentence is
Grammar, Spelling, [2] There are so many errors that [4] The writing has many errors, generally
[7] There are smooth.
occasional errors, but [10] The writing is free or almost free of errors.
Writing Mechanics meaning is obscured. The and the reader is distracted by they don't represent a major
reader is confused and stops them. distraction or obscure meaning.
reading.
TOTAL 100 points

Learning Evidence/Output to Assess: LE3: Learning Journal (Individual)

Highly Satisfactory Moderately Satisfactory Satisfactory Low Satisfactory No Credit

Criterion SCORE
5 / (85-100%) 4 / (70-84%) 3 / (60-69%) 2 / (50-59%) 0
Ideas and Content The student has many original The student expresses some The ideas expressed are not The ideas expressed are not Missing Journal Entry
ideas and expresses them clearly. original ideas. The majority of ideas necessarily original, and are not original, often confused and
The great majority of ideas are are related to the subject matter. usually connected to discussions are not connected to
related to the subject matter. around the subject matter discussions around the
subject matter.
Post Frequency The post frequency greatly The post frequency is slightly The post frequency is slightly below The post frequency is well below
exceeds course expectations. above average. average. course expectations.

Writing Quality Posts are well written, and are
characterized by elements of
a strong writing style. The
content demonstrates that
the student is well read,
synthesizes learned content
and constructs new
meaning.
Posts show above average writing
style. The content
demonstrates that the student
reads moderately, and attempts
to synthesize information and
form new meaning.
Posts show a below average, overly
casual writing style with a lack of
attention to style. Students pay little
attention to other reading and mostly
regurgitate previous personal views.
Posts are of very poor quality.
There is little to no evidence of
reading other information in order
to form new meaning of the topics
at hand.

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 Use of The student greatly enhanced The student enhanced their There is very little evidence of The student did nothing to enhance
Enhancements their learning journal space learning journal to some extent multimedia enhancement and the or personalize the learning
using video, audio, images using video, audio, images or student learning journal is journal space.
or other add-ons. other add-ons. primarily text based.

TOTAL 100%

Learning Evidence/Output to Assess: LE4: Group Wiki

Highly Satisfactory Moderately Satisfactory Satisfactory Low Satisfactory No Credit

Criterion SCORE
5 / (85-100%) 4 / (70-84%) 3 / (60-69%) 2 / (50-59%) 0
Ideas and Content The student has many original The student expresses some The ideas expressed are not The ideas expressed are not Missing Journal Entry
ideas and expresses them clearly. original ideas. The majority of ideas necessarily original, and are not original, often confused and
The great majority of ideas are are related to the subject matter. usually connected to discussions are not connected to
related to the subject matter. around the subject matter discussions around the
subject matter.
Post Frequency The post frequency greatly The post frequency is slightly The post frequency is slightly below The post frequency is well below
exceeds course expectations. above average. average. course expectations.
Writing Quality Posts are well written, and are Posts show above average writing Posts show a below average, overly Posts are of very poor quality.
characterized by elements of style. The content casual writing style with a lack of There is little to no evidence of
a strong writing style. The demonstrates that the student attention to style. Students pay little reading other information in order
content demonstrates that reads moderately, and attempts attention to other reading and mostly to form new meaning of the topics
the student is well read, to synthesize information and regurgitate previous personal views. at hand.
synthesizes learned content form new meaning.
and constructs new
meaning.
Use of The student greatly enhanced The student enhanced their There is very little evidence of The student did nothing to enhance
Enhancements their learning journal space learning journal to some extent multimedia enhancement and the or personalize the learning
using video, audio, images using video, audio, images or student learning journal is journal space.
or other add-ons. other add-ons. primarily text based.

TOTAL 100%
OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Reading Assignment Reading assignment is intended to reinforce learning and for students to critically analyze relevant literature. CO1, CO2, CO3
AA2 Quizzes Individual students shall take end of lesson or unit quizzes. CO1, CO2

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 V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Reading Assignment 15%
AA2 Quizzes 15%
LE1 Software Engineering Project 25%
LE2 Software Engineering Project Documentation 20%
LE3 Learning Journal (Individual) 15%
LE4 Group Wiki 10%

Passing Grade 75%

Passing Grade conditions: All students are required to accomplish the assessment requirements to pass in this course.

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 VI. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through this learning plan

Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
ILO1. Learn and understand the university CO1, CO2 1 • Introduction • Orientation on • Reading Assignment • Chapter 1 (ref 1) • AA1
VMGO • Orientation Classroom • Group Meeting • “Document
ILO2. Be aware of class policies, assessment • VMGO Policies and Templates for
and grading requirements • Course Outline Guidelines Student Projects in
ILO3. Prepare to engage in the software • Requirements • Lecture Software
engineering class and discussion • Grading System • Discussion Engineering”
• Policies

ILO4. Describe what software engineering is CO1, CO2, 1 • Introduction to Software Engineering • Lecture • Reading Assignment • Chapter 1(ref 1) • AA1
and why it is important; CO3 • Discussion • Group Meeting • “Software • AA2
ILO5. Describe the development of different • Video Engineering and the • LE1
types of software Presentation Persistent Pursuit of • LE2
systems may require different software Software Quality” • LE3
engineering techniques; • LE4
ILO6. Discuss some ethical and professional
issues that are important
for software engineers;
ILO7. Describe the concepts of software CO1, CO2, 2-3 • Software Processes • Lecture • Reading Assignment • Chapter 2 (ref 1) • AA1
processes and software process CO3 • Discussion • Group Meeting • Article on Software • AA2
models; • Video Processes • LE1
ILO8. Describe three generic software Presentation • LE2
process models and when they might be • LE3
used; • LE4
ILO9. Describe the fundamental process
activities of software requirements
engineering, software development, testing,
and evolution;
ILO10. Discuss why processes should be
organized to cope with changes in the
software requirements and design;
ILO11. Describe how the Rational Unified
Process integrates good software
engineering practice to create adaptable
software processes.
ILO12. Describe the rationale for agile CO1, CO2, 4 • Agile Software Development • Lecture • Reading Assignment • Chapter 3 (ref 1) • AA1
software development methods, CO3 • Discussion • Group Meeting • Article on Agile • AA2
the agile manifesto, and the differences • Video Software • LE1
between agile and plandriven development; Presentation Development • LE2
ILO13. Describe the key practices in extreme • LE3
programming and how these • LE4
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 relate to the general principles of agile
methods;
ILO14. Describe the Scrum approach to agile
project management;
ILO15. Discuss the issues and problems of
scaling agile development
methods to the development of large software
systems
ILO16. Describe the concepts of user and CO1, CO2, 5 • Requirements Engineering • Lecture • Reading Assignment • Chapter 4 (ref 1) • AA1
system requirements and CO3 • Discussion • Group Meeting • Article on • AA2
why these requirements should be written in • Group work Requirements • LE1
different ways; • Video Engineering • LE2
ILO17. Describe the differences between Presentation • LE3
functional and nonfunctional • LE4
software requirements;
ILO18. Describe how requirements may be
organized in a software
requirements document;
ILO19. Describe the principal requirements
engineering activities of
elicitation, analysis and validation, and the
relationships between
these activities;
ILO20. Discuss why requirements
management is necessary and how
it supports other requirements engineering
activities.
ILO21. Describe how graphical models can CO1, CO2, 6 • System Modeling • Lecture • Reading Assignment • Chapter 5 (ref 1) • AA1
be used to represent CO3 • Discussion • Group Meeting • Article on System • AA2
software systems; • Group work Modeling • LE1
ILO22. Discuss why different types of model • Video • LE2
are required and the fundamental system Presentation • LE3
modeling perspectives of context, interaction, • LE4
structure, and behavior;
ILO23. Describe some of the diagram types in
the Unified Modeling Language (UML) and
how these diagrams may be used in system
modeling;
ILO24. Explain model-driven engineering,
where a system is automatically generated
from structural and behavioral
models.
ILO25. Explain why the architectural design of CO1, CO2, 7 • Architectural Design • Lecture • Reading Assignment • Chapter 6 (ref 1) • AA1
software is important; CO3 • Discussion • Group Meeting • Article on • AA2
ILO26. Describe the decisions that have to be • Group work Architectural Design • LE1
made about the system architecture during • Video • LE2
the architectural design process; Presentation • LE3
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 ILO27. Describe the idea of architectural • LE4
patterns, well-tried ways of organizing system
architectures, which can be reused in system
designs;
ILO28. Describe the architectural patterns
that are often used in different types
of application system, including transaction
processing systems and
language processing systems.
ILO29. Understand the most important CO1, CO2, 8 • Design and Implementation • Lecture • Reading Assignment • Chapter 7 (ref 1) • AA1
activities in a general, objectoriented design CO3 • Discussion • Group Meeting • Article on Design and • AA2
process; • Group work Implementation • LE1
ILO30. Describe the different models that • Video • LE2
may be used to document an object-oriented Presentation • LE3
design; • LE4
ILO31. Describe the idea of design patterns
and how these are a way
of reusing design knowledge and experience;
ILO32. Discuss key issues that have to be
considered when implementing software,
including software reuse and open-source
development.
ILO33. Understand the stages of testing from CO1, CO2, 9 • Software Testing • Lecture • Reading Assignment • Chapter 8 (ref 1) • AA1
testing, during development CO3 • Discussion • Group Meeting • Article on Software • AA2
to acceptance testing by system customers; • Group work Testing • LE1
ILO34. Discuss techniques that help choose • Video • LE2
test cases that are geared to discovering Presentation • LE3
program defects; • LE4
ILO35. Describe test-first development, where
you design tests before writing code and run
these tests automatically;
ILO36. Distinguish the important differences
between component, system, and release
testing and be aware of user testing
processes and techniques.
ILO37. Explain that change is inevitable if CO1, CO2, 10 • Software Evolution • Lecture • Reading Assignment • Chapter 9 (ref 1) • AA1
software systems are to remain useful and CO3 • Discussion • Group Meeting • Article on Software • AA2
that software development and evolution may • Group work Evolution • LE1
be integrated in a spiral model; • Video • LE2
ILO38. Describe the software evolution Presentation • LE3
processes and influences on these • LE4
processes;
ILO39. Describe different types of software
maintenance and the factors that affect
maintenance costs; and
ILO40. Describe how legacy systems can be
assessed to decide whether they should be
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 scrapped, maintained, reengineered, or
replaced.
CO1, CO2, 11-18 • Final Project • Presentation • Project Demonstration • LE1
CO3 / Consultation • LE2
• LE3
• LE4

VII. REFERENCES/ARTICLES TO READ:

1. Sommerville, I. F. 2011. Software engineering — 9th ed

2. Delaney, D., and Brown, S. 2002. “Document Templates for Student Projects in Software Engineering.,” (available at http://eprints.maynoothuniversity.ie/5970).
3. Software Engineering Articles at http://www.crosstalkonline.org
4. ACM/IEEE Related articles

VIII. CLASSROOM POLICIES:

University and college policies are presumed to be in effect.

1. Attendance will be checked. There will be no retake and late submissions on quizzes, home works and problem sets should the student be absent on the day of the assessment. In case of absence due to reasons
specified by the student manual (medical, religious, official travel matters, and etc.) the student can retake their missed examination.
2. Students must submit an empty booklet a week before the exam.
3. Complaints regarding exam results will be entertained only up to a week after exam bluebooks are returned. After such a week has expired, no further complaints regarding the exam will be accepted.
4. Cheating in any form will be subjected to proper disciplinary action and will be subject to disciplinary actions ranging from automatic failure of the class to dismissal from the university.

Prepared by: Reviewed by: Approved:

DR. VAL A. QUIMNO _________________________ DR. TAMARA CHER R. MERCADO

Faculty Dean

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