通过大纲分析绘制AI辅助软件工程的新兴课程体系
Mapping the Emerging Curriculum for AI-Assisted Software Engineering via Syllabus Analysis
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中文总结 AI 辅助
该研究通过分析23份涉及生成式AI的高年级学分课程大纲，刻画AI辅助软件工程课程的学习目标、评估等内容，揭示课程间共性差异，为相关课程设计提供实证指导。
中文摘要 AI 辅助
随着生成式AI编码工具重塑专业软件开发，高校已开始设计课程以培养学生适应AI辅助开发工作流的能力。通过分析这些课程的大纲，我们可收集关于课程的实证证据，揭示这一新兴课程领域的定义方式，并为未来课程设计提供指导。我们分析了23份符合特定标准的公开大纲与课程材料，这些课程为高年级学分课程，明确在软件工程中涉及生成式AI。通过迭代定性编码，我们刻画了课程的学习目标、评估方式、主题及记录的AI工具。我们的分析揭示了这些课程间的共性与差异，可供研究者和教育工作者研究及开发未来课程。
英文摘要
As Generative AI coding tools reshape professional software development, universities have begun designing courses to prepare students for AI-assisted development workflows. By analyzing the syllabi of these courses, we can gather empirical evidence about these courses, reveal how this emerging curricular area is being defined, and gain guidance for future curriculum design. We analyzed 23 publicly available syllabi and course materials of upper-division, credit-bearing courses that meet specific criteria, including explicitly addressing Generative AI in software engineering. Through iterative qualitative coding, we characterized courses' learning objectives, assessments, topics, and documented AI tools. Our analysis reveals commonalities and differences among these courses that allow researchers and educators to study and develop future courses.
