A Faculty/Staff/Student Team for Collaboration in Developing

Mobile Applications in the Software Engineering Course

Arturo I Concepcion

, Sunny Lin

, Tiffany Chiang

, Patrick O’Connor

Michael Korcha

and Darnell Shumpert

School of Computer Science & Engineering, California State University San Bernardino, San Bernardino, U.S.A.

Division of Information Technology Services, California State University San Bernardino, San Bernardino, U.S.A.

Keywords: Collaborative Learning, Project-based Learning, Immersive Learning, Mobile Applications.

Abstract: A faculty/staff/student team was used as a collaboration model to develop, maintain, and improve mobile

applications built for use by students on the campus of California State University, San Bernardino. The

team was developed in the software engineering class where the projects are mobile applications requested

by real clients in the campus. After the class is over, the students continue the development through

independent studies and senior projects. During this time, the students work with a team of student interns

and staff from the Administrative Computing Services, Information Technology Division of the campus

until the mobile applications are published in both Google Play and Apple App Store. Using the CSUSB

Student Opinion of Teaching Effectiveness (SOTE) surveys of the software engineering classes of 2009 –

2013, we found that students learn tremendously through hands-on experience and actual interactions with

real clients, and also found that the principles and concepts of software engineering are learned better.

1 INTRODUCTION

A unique partnership was formed. The CSUSB

faculty/staff/student team developed and maintained

mobile app products for the campus for use by

students. Currently these mobile app products are:

CSUSB Mobile, Tour CSUSB, CSUSB RecSports,

and CSUSB Library. CSUSB Mobile provides

information and service to students for accessing

class schedules, financial status, grades, payments,

Blackboard, etc.; Tour CSUSB provides a virtual

tour of the campus, which is used for recruiting

students; CSUSB RecSports provides schedules and

information regarding physical fitness and training

at the fitness center; and CSUSB Library provides

information and service to students using the

libraries at both San Bernardino and Palm Desert

campuses. Figure 1 shows the Web site

https://mobileapps.csusb.edu. The mobile apps run

on both Android and iOS platforms. The mobile

apps were built by students for students.

The CSUSB faculty/staff/student team consists

of faculty and students from the School of Computer

Science & Engineering, College of Natural Sciences,

and the staff and student interns at the

Administrative Computing Services, Information

Technology (ACS/IT) division.

There were two news releases regarding the

publication and availability of “CSUSB Mobile” in

our campus: “University adds more mobile apps to

help make navigating CSUSB easier” which

appeared on 28 Oct 2011 http://news.csusb.edu/

2011/10/university-adds-more-mobile-apps-to-help-

make-navigating-csusb-easier/ and “CSUSB mobile

app updated with improved performance, graphics”

which appeared on 31 Oct 2012 http://

news.csusb.edu/?p=18592. The first article is

announcing the availability of the mobile app

services on campus while the second article is about

re-engineering the mobile app to improve graphics,

significantly improve performance, and minimize

bandwidth usage. The second version uses a hybrid

approach, where approximately 90 percent of the

content is installed on the device and the rest resides

on a secured server.

The goals of the faculty/staff/student team at

CSUSB are two-fold:

-- To create a model in the software engineering

course so that students would learn the principles

and practices of software development through the

mobile app projects in class.

-- To establish in the ACS/IT division the capability

to support and manage the production of mobile app

260

I Concepcion A., Lin S., Chiang T., O’Connor P., Korcha M. and Shumpert D..

A Faculty/Staff/Student Team for Collaboration in Developing Mobile Applications in the Software Engineering Course.

DOI: 10.5220/0004839102600267

In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 260-267

ISBN: 978-989-758-020-8

 2014 SCITEPRESS (Science and Technology Publications, Lda.)

projects from either clients on campus or external to

the campus.

Figure1: CSUSB Mobile Applications.

To achieve the goals above, the following are the

objectives:

-- The students should know how to elicit user

requirements.

-- The students should know how to write the

software requirements specification (SRS)

document.

-- The students should know how to write the

software project management plan (SPMP) and the

corresponding software quality assurance plan

(SQAP).

-- The students should be able to develop and

manage repositories and development server

environments in support of software development.

-- The students should know the different mobile

technologies and programming languages used in

the development of mobile applications.

-- ACS/IT staff personnel provide support to a team

of student interns who are working on existing and

currently developing mobile app projects.

-- ACS/IT provide financial support to student

interns who are working on existing and currently

developing mobile application projects.

-- ACS/IT upper management provide management

and support to the faculty/staff/student team for

mobile application projects.

The faculty/staff/student team supports project-

based learning (PBL), which is described by

(Markham, 2011) as integrating learning and

knowing. Because of the ubiquity of mobile devices

and the seemingly endless new applications that can

be developed, students become motivated and eager

to complete the project.

2 SOFTWARE ENGINEERING

COURSE

The software engineering course is an upper-

division requirement for majors in the School of

Computer Science & Engineering, CSUSB. The

course is run as a mock software engineering

(Concepcion, 2005) where the class is organized into

management teams and programming teams and

each student plays a role in the software process as:

project managers, team leads, software engineers,

quality assurance, system administrators and

technical writers. One of the major software project

used in the class is AlgorithmA (Algorithm

Animation) project (Concepcion, 1998, Concepcion,

1999, Concepcion, 2000, Concepcion, 2005, James,

2008). This software project has been maintained for

over 20 years!

In Winter 2011, some of the staff at the

Administrative Computing Services requested to

include in the software projects, a mobile application

project, in the software engineering class. which was

deemed important because ACS was thinking of

developing mobile apps for use by students in

campus. So one of the software projects to be done

in that quarter term was a mobile app project. The

software project will be used as a prototype from

which we developed the CSUSB Mobile app. From

this prototype, the CSUSB Mobile was created. The

following year, Winter 2012, all software projects

were mobile app products. Three of them were

published: CSUSB Library, CSUSB RecSports, and

Tour CSUSB. This winter 2013, we prototyped five

more mobile app products: Sodexo CSUSB Dining,

Coyote Radio, RAFFMA Museum, Student

Advising, and Slidewinder, our first iOS mobile

game.

2.1 Software Requirements

Specification

The software life-cycle starts with a document called

Software Requirements Specification (SRS), which

contain the software requirements that the client

needs. The elicitation process is obtained through

interview, meetings, and e-mail communications

between the client and the development team. After

about 2 weeks of the elicitation process, the team

writes the SRS following the IEEE Std. 830-1998

format for SRS. The SRS is completed when the

client approves the document. All students are

required to write the SRS and then the best written

SRS is selected to be the SRS for the specific mobile

app product.

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2.2 Software Project Management Plan

While the SRS is being finalized and completed, the

management team writes the Software Project

Management Plan (SPMP). This document contains

the organization of the development team, the

resources, the milestones schedule, management

process, software process, and the risk management.

Following the IEEE Std 1058-1998 format for

SPMP, the team submits this document to the

instructor for approval. The SPMP becomes the

definition of the software process that the

development team will follow to implement the

mobile app product. Figure 2 shows the project

organization of the software engineering class. And

Figure 3 shows the list of clients for the project

organization shown in Figure 2.



CEO

CSE455,Inc

WRI Museum Games

Chancellor’s

Office

Sodexo

QATeam

Server

Team

Figure 2: Project Organization for software engineering.

Besides the management team and the

development team, there are two support teams: the

server team and the quality assurance team. The

server team configures the development and

production servers. They also set-up the repositories

where all the source code and documentation will be

stored. The QA team is in-charge of software

reviews and testing of source code.

Following the Agile Software Methodology, we

had two iterations of the mobile app product in the

quarter term. The first iteration takes about 4 weeks

and the second iteration takes the last three weeks of

the term.

The document also includes risk management.

This is the identification of the software product

risks and the software product risks. The

management team must identify these risks and

when it occurs they should have a plan on how to

handle the risk.

Table 1: List of clients for project organization in Figure

Client (CSE 455 Mon / Wed)

Water Resource Institute – Tree/plant identification

for 2

grade students (Boykin Witherspoon)

Museum – Virtual tour of Egyptian collection (Paige

Taylor).

Games – SlideWinder (Jack Price).

Chancellor’s Office – How to get to college

gamification (Robin Wade).

Sodexo – Campus dining/Cafeteria, catering (Emily

Orquiza).

To promote motivation among the student,

Outstanding Software Engineer awards are given to

each development team including the support teams.

Each team selects their own outstanding software

engineer using the criteria: significance of the

contribution the product and involvement in

improving the programming skills of the individual

members of the team.

Figure 3: Mobile app development diagram.

2.3 Software Design

Several team members undertake this phase of the

software life-cycle, the software design. This phase

consists of two parts: the architecture and the

detailed design. The Unified Modeling Language

(UML) is used as the design notation for this phase.

The architecture begins from the deployment

diagram found in the SRS. This diagram shows the

major hardware and software components of the

system that will be needed to run the mobile

application. The hardware components usually

consists of the secured server and mobile devices

while the software components usually consists of

the PhoneGap application, user-interface, and the

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database system. The detailed design consists of the

detailed class diagrams or component diagrams of

the software components of the architecture. The

detailed design could also consist of important

algorithms that are used in solving problems in the

implementation. Shown in Figure 4 is the UML

deployment diagram of a typical mobile app

product.

2.4 Implementation and Coding

The most common implementation and coding used

is Extreme Programming (XP). This method allows

the production of code through two steps: coding

and testing. The team of two students, given the

requirements of what this software component will

do, will code and test their increments of code until

the requirements are fulfilled. Once the different

components are completed and tested, they are

integrated into larger and larger components.

Integration testing are done to ensure they work and

free of faults/bugs. Finally, system testing is done to

ensure that the mobile app works with other systems,

such as database systems and Web sites.

Some students used the SCRUM method, where

sprints of important features are implemented in a

period of one week. The features are chosen from a

priority list which was specified by the client. Other

students used the conventional Waterfall model and

had mini-Waterfall model for each iteration of the

product. All source code, design and documents are

stored in the repository set up by the server team.

2.5 Software Reviews and Testing

The class follows the non-executable testing and

executable testing methods. In the non-executable

testing, the class reviews the SRS through a series of

use case diagrams and sequence diagrams where a

scenario of how the software will be used is applied

to determine any inconsistent or ambiguous

requirements are present. The student then use the

same techniques above for SRS in reviewing the

software design. All of these testing methods and

techniques are found in the document Software

Quality Assurance Plan (SQAP). It is written using

the IEEE Std. 730-1998 format.

The quality assurance team performs the alpha

testing of the mobile app product. Here the testing is

done if all the functions listed in the SRS are

working properly. If a fault/bug is found, the mobile

app is given back to the development team to fix the

fault/bug. This process is repeated until no more

fault/bug is found. The development team is not

credited the completion of this phase of the

software-cycle, until the development team pass the

alpha testing set by the QA team. The mobile app

product is then given to the client for the final

testing, the beta testing. The client and all the users

in their office are given a copy of the mobile app

product and tested for actual use in their

environments. Any fault/bug are reported back to the

development team and fixed. This process is

repeated until no more faults/bugs are reported.

2.6 Demo and Presentation

The demo and presentation were done on the finals

day of the quarter term. This is done at the end of the

second iteration of the mobile application following

the iterative software process as defined in the

SPMP. All the clients of the mobile apps, invited

representatives of the local software companies, and

guests of the students are invited to the demo and

presentation.

The demo and presentation is in a form of an

exhibition/booth style where each team sets a

location in the labs and there they present and demo

their mobile app product to any visitor of their

“booth.” They either have a mobile device or an

emulator running to show the product. They may

also have powerpoint presentation in their “booth.”

The students remove their “software engineering

hat” and put on a “sales person hat” selling their

products to the visitors.

Local software companies that have visited us in

the past are: Esri, Optivus Proton Therapy,

iMedRIS, Epic Management, Kelly Space, and

Surado Solutions. We also have the announcement

of the Most Outstanding Management Team

awarded on the day of the demo and presentation.

3 EVALUATION RESULTS

PBL shifts the emphasis from the core curriculum of

software engineering to the application of the

principles and concepts to actual projects. (Markham

2011) also said that the student’s drive, passion,

creativity, empathy, and resilience cannot be taught

but are exhibited by the student when doing the

project. To measure the effectiveness of the PBL

techniques through the faculty/staff/student team, we

used the CSUSB faculty teaching evaluation survey,

Student Opinion of Teaching Effectiveness (SOTE).

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3.1 Student Opinion of Teaching

Effectiveness

SOTE is used to evaluate the teaching effectiveness

of faculty at CSUSB and is used to determine the

effectiveness of PBL in the software engineering

course. It has 5 questions:

Q1: Rate your interest in the subject matter of this

course before you took the class.

Q2: How many class sessions did you attend?

Q3: Why did you take this course?

Q4: How would you rate the overall quality of

instruction in the course?

Q5: How would you rate your professor’s specific

contributions to your learning in this course?

The last two questions (Q4 and Q5) were used to

rate the student’s evaluation of the course and the

instructor.

3.2 Results

The last two questions are evaluated as follows:

lowest score of 1 for unsatisfactory, 2 for poor, 3 for

fair, 4 for good, 5 for very good, and a highest score

of 6 for excellent. For each question, the total

number of students, the average score, and the

median score are printed. The mobile apps project

started in 2011 and has been used as the software

project in software engineering since then. See Table

2 for the comparison of results of the SOTE from

2009 – 2013.

Table 2: Results of SOTE

Year No. Av4 Md4 Av5 Md5

2008 34 3.6 3.5 3.6 4

2009 29 3.6 3 3.5 3

2010 33 4.7 5 4.5 5

2011 47 4.8 5 4.8 5

2012 62 3.8 4 3.7 4

2013

36 4.5 5 4.4 4.5

2013

15 5 5 5.1 5

where Av4 and Md4 are the average and median

scores for Q4, resp., and Av5 and Md5 are the

average and median scores for Q5, resp.

As can be seen, the number of students taking the

course is increasing. Currently the enrolment in

2014 has again increased to about 80 students. Due

to increasing enrolment, the class was split into two

sections starting in 2013. This is the reason why

there was a decline in the results in 2012. When the

software engineering class was split into two

sections, the results came back up. In summary, the

results from 2011 – 2013 improved as compared to

2008 – 2010.

What is not shown in the results is the

investigative framework that Blumenthal mentioned

when doing PBL: How the students determined the

requirements from the client by writing the SRS;

how the students made plans on completing the

project on time by writing the SPMP; how the

students made the architecture design of the project

using UML diagrams; how the students acquired the

necessary skills in learning mobile technologies and

languages through the help and guidance of the

faculty/staff/student team; how they worked in

teams; how they make presentations to the clients

for demonstrations and getting feedback from them

to build the next prototype. These were all

performed and done by the students in the course of

software engineering, which contribute to their work

readiness and future careers in management when

they graduate (Jollands 2012, Tynjala 2009).

4 UPPER MANAGEMENT AND

ADMINISTRATION SUPPORT

The faculty/staff/student team could not have been

successful without the support of the CSUSB upper

management and administration. Support also came

from the College of Natural Sciences and the School

of Computer Science & Engineering.

4.1 Information Technology Division

The IT Division has been in existence since 1992. Its

mission is to foster the evolution and development

of information technology resource management and

to encourage the integration and utilization of new

and existing campus computing, communications,

and media tools and applications. In addition IT also

supports the teaching/learning process, research,

scholarship and creative activities,

academic/administrative services, and local regional

public outreach. IT takes pride in that it is guided by

the following principles:

-- Be responsive to the changing information

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resource technology needs of a highly diverse

student, faculty, and staff community.

-- Offer support and leadership through collaborative

efforts with faculty, student, and staff.

-- In a participative manner, perpetuate information

resource technology integration as a part of the

academic and administrative fabric covering all

programs.

-- Aggressively respond to the tactical objectives set

forth by the campus strategic plan.

-- Advance CSUSB as one of the foremost

teaching/learning environments in higher education

by applying, as appropriate, technology solutions.

The Administrative Computing Service office of

IT is the entity directly involved in the

faculty/staff/student team. This is the office that

provided the staff and supports the student interns

for mobile app products. One of the missions of IT is

to support teaching/learning process for students and

so the faculty/staff/student team is directly relevant

to this mission. The mobile app products that were

created are relevant to being responsive to the

changing information resource technology needs of

a highly diverse student, faculty, and staff

community.

Currently the campus is focused on delivering

the core administrative system (PeopleSoft) and

LMS to desktops via both wired and wireless

connections with good reliability and maximum

speed. In the past two years, the campus saw the

increasing number of mobile devices connecting to

campus networks and retrieving information in the

same volume as desktops and laptops. ACS/IT

recognized the opportunity to use mobile devices

and partnered with the School of Computer Science

& Engineering to form the faculty/staff/student

team.

During the development of mobile app products

with the faculty/staff/student team, there were

sensitive information (such as enrolled classes,

grades, student account information, and making

payments) that must be kept secured while students

and student interns are working on the mobile app

products. So for security reasons, staff in the ACS

developed service call libraries for student

developers, which encapsulated the database

connection configurations, SQL queries, and query

result sets. Developers just need to reference the

service calls and will receive the proper result for the

mobile app needs without direct interaction with the

student information systems, HR systems, or finance

systems. In doing so, ACS is able to protect private

and confidential information from the student

developers but at the same time make the

information available at the developer’s finger tips.

Two presentation/demonstration were made at

the Administrative Council meetings: 01 August

2011 and 08 October 2012. The former president,

Dr. Al Karnig, and current president Dr. Tomas

Morales and the members of the Administrative

Council were all impressed by the students’

presentation and all supported the

faculty/staff/student team and the mobile app

products that were presented and demonstrated.

Another presentation/demonstration was made to the

Philanthropic Foundation Board of Directors on 08

December 2011 and again all were impressed by the

work and the professional way the students

presented the mobile app product. President Karnig

and other upper administration officers were present

at that meeting.

4.2 Evolution of Faculty/Staff/Student

Team

The mobile app products started in the

undergraduate software engineering class (CSE 455)

taught by Dr. Concepcion where prototypes were

developed first and then continued development

after the class is over. Then through students’

independent studies and senior projects and student

interns working at the ACS/IT, the development is

continued. The software engineering class is offered

only in winter term, and in the following spring and

summer, the faculty/staff/student team continued to

work on the mobile app products until it is published

usually in the fall term.

We started this cycle of development in winter

2011 when Sunny Lin and Tiffany Chiang from

ACS/IT suggested to Dr. Concepcion to undertake a

mobile app project in my software engineering class

because ACS/IT had been wanting to start a

capability in the campus to develop their own

mobile app products. The winter 2011 software

engineering class created the first prototype of

CSUSB Mobile and after several former students of

CSE 455 using independent studies continued

working on the product in spring and summer 2011,

CSUSB Mobile v. 1 was published in Fall 2011. The

ACS/IT in summer 2011, created two student intern

positions to maintain and continue the development

of CSUSB Mobile.

The next winter 2012 software engineering class,

the students created again prototypes of three new

mobile app projects: CSUSB Library, CSUSB

RecSports, and Tour CSUSB. Again several students

continued the development via independent studies

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and senior projects, and in Winter 2012, these three

new mobile apps were published in both the Apple

App Store and the Google Play market. At this time,

ACS/IT obtained a Student Vital Technology

Initiative grant to support two additional student

intern positions, bringing the total number of student

interns at four. ACS/IT staff provided the support for

student’s use of the university servers and databases.

A supporting class is CSE 322 (Web

Programming) which is taught by Dr. David A.

Turner. In this class, the students learn PHP,

JavaScript, CSS, and PhoneGap. These are

programming languages and mobile technologies

that are essential to mobile app projects. Although

CSE 322 is not a pre-requisite to CSE 455, students

who have taken this course before taking CSE 455

form part of a core of students who will be the major

developers and programmers for the mobile app

projects in CSE 455.

In winter 2013, Dr. Concepcion taught again the

software engineering class and this time we had six

new clients: Water Resource Institute, Student

Advising, Coyote Radio, Museum, Sodexo, and

Chancellor’s Office “How to get to college.” The

whole process is repeated. The faculty/staff/student

team is an appropriate model to use in sustaining the

mobile app projects for a very long time.

5 QUALITY, PERFORMANCE,

AND PRODUCTIVITY

MEASUREMENTS

Tools such as the browser add-ons Firebug and

YSlow! for Mozilla Firefox and the built-in Chrome

Development tools were used to test load times,

quality of code, number of external HTTP calls and

DNS look-ups, and verify caching is in place.

Improvement was based on comparisons

between major and minor versions. Page load speed,

page size, reduction in HTTP calls, and quality of

code were major factors in determining

improvements throughout the application updates.

Weekly meetings were held to discuss progress,

improvements, and new features to implement.

The following are specifically measured: number

of HTTP requests, gzip compressions, CSS and java

script minification, number of URL redirects,

avoiding invalid links, page load speed, and page

size.

The measurement is determined by demand of

Web traffic. Especially for high visited pages to

understand how efficient we can deliver contents to

end users. The categories of information we are

collecting includes Web object name and path,

method status, type size, latency, and over all

timeline for delivery. The Firefox add-on YSlow!

gives grade levels on these measurements and these

grades are used as a basis for quality and

performance.

6 CONCLUSIONS

In conclusion, the faculty/staff/student team is a very

appropriate model of collaboration between the

ACS/IT Division and the School of Computer

Science & Engineering/College of Natural Sciences

in creating the capability of the campus to produce

mobile app products not only for the students in

campus but also external entities that would require

such services. The ultimate result is the greatest

learning experience by the students. We have also

shown that we can produce good quality mobile app

products following the principles of software

engineering.

6.1 Student Learning and Education

(Blumenfeld, 1991) stated that investigation by

students is responsible for sustaining the doing and

supporting the learning. Students in software

engineering are encouraged to investigate and find

answers that are not available in textbooks or in the

classroom lectures, such as finding what the clients

really want on the mobile app, how to design and

plan the entire project so it delivered by the finals

day of the term, studying new technologies and

languages, searching answers on the different chat

and Web sites, and other activities that are part of

the development process but not taught in class. The

SOTE scores reflect their perception on whether

they are learning and how the instructor is teaching

the course materials but they have actually learned

when they deliver the completed mobile app by the

finals day to the client.

The faculty/staff/student provided the sustaining

and supporting the learning for PBL. This team

provided the expertise and consultancy for students

in software engineering for guidance and directions

in the development of the mobile app products since

about 90% of the students in class have never

programmed in JavaScript, HTML5, CSS,

Objective-C, XCode, and PhoneGap, and they

needed the initial help and training in the first few

weeks of the class to learn how to use these mobile

technologies and languages.

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Then after the software engineering class is over, the

faculty/staff/student team continue the development

of the prototype mobile app products until they are

published in both Google Play and App Store later

on. The team is assisted by several former software

engineering students enrolled in independent studies

or senior projects.

Although these were good benefits to the

students’ learning software engineering, there is also

a weakness, which was described by (Lee 2012).

This is called social loafing where some students

may not perform as expected and thus create

dissatisfaction within the team. Since the grade is

given as a team grade, these students who did not

perform also get the same grade. Last 2013, we have

experimented on having the student project manager

or the team lead, with the assistance and approval of

the instructor, to “fire” the student who is not

performing his/her task. The student who is fired is

given another task by the instructor, which may or

may not be related to the project being developed by

the team.

6.2 Customer Satisfaction and Future

Projects

As of this writing, CSUSB Mobile averages a solid

1.5K visitors per day, peaking at 2.5K unique

visitors recently. Both CSUSB Library and CSUSB

RecSports were announced as available for students

use. The Tour CSUSB is going to be used as a

recruiting tool both here in California and abroad. A

second version is underway to be produced in four

other languages: Korean, Japanese, Chinese, and

Spanish. Our clients are very satisfied and are

looking to upgrading their current versions. Five

new mobile app products will be added this fall

2013: Sodexo Dining, RAFFMA Museum, Coyote

Radio, Student Advising, and Slidewinder (an iOS

mobile game).

Norco College, in partnership with CSUSB,

obtained a Title V (Habilidades Unidos) grant for 5

years which began in Fall 2011. The goal of the

grant is to establish a 2+2 pipeline bachelor’s

program from Norco to CSUSB in commercial

music, graphics art, and mobile and game

development. The first program is with the

Department of Music, the second is with the

Department of Art, and the third is with the School

of Computer Science & Engineering. Both Dr.

Concepcion and Dr. Turner are the faculty

responsible for this part of the grant. The grant

supports the faculty/staff/student team with

equipment and computers needed for the mobile app

products.

CSUSB benefits from this by having mobile app

products available to campus students and we are

sharing the development framework and software

developed to all other CSU campuses. We are

currently having communications with the

Chancellor’s Office, on the Distressed Students

project. The Arrowhead Credit Union, a local

company, has contacted us to build a charitable

foundation mobile app for them. Sodexo, a world-

wide company on food services, has agreed to

develop a pioneer mobile app for their food service

at our campus. Another local company, Innovative

Economy Crowd, is consulting with us on an mobile

engineering applications.

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