Embedding Academic Literacies in Software Architecture Courses Using Threshold Concepts and Skills

Abstract

The use of threshold concepts and skills within tertiary education courses holds promise for helping students develop disciplinary competencies and capabilities. This paper describes a collaborative partnership at Auckland University of Technology to develop learning materials and teaching strategies to support students in designing and documenting a blueprint for a software solution in a software architecture paper. Using specific threshold concepts and skills relating to architectural drivers and documentation of views, a face-to-face workshop incorporating related academic literacies was delivered. This initial exploration provides a catalyst for further study that intends to gather faculty and student perceptions of the impact and support that this targeted intervention provides.