Prior to joining the ANU as an academic in 2005, Lynette was a practicing software engineer in Australia and the United Kingdom for nearly 20 years where she worked for government, the finance industry and small business. During this time Lynette also founded and ran an award-winning software company developing bespoke software and providing expert consultancy and training services to government and industry.
In 2014 Lynette became a Senior Fellow of the Higher Education Academy of the United Kingdom. In 2012 she received the Australian Council of Engineering Deans National Award for Engineering Education Excellence, Highly Commended. In 2007 Lynette received the ACT Women in ICT's annual WICed Woman of the year award for her mentoring of female students and young women in industry.
Engineering education & curriculum design and development. Applying the concepts of software engineering to the design and development of repositories of educational resources that can be re-used, re-purposed and re-combined to create course-ware and adaptive educational systems. The human aspects of Software Engineering and Women in Engineering
- Johns-Boast, L & Corrigan, G 2016, 'Curriculum: A Proposed Definitional Framework', 123rd Annual ASEE Conference and Exposition ASEE 2016, American Society for Engineering Education, USA, pp. 1-14.
- Monaghan, C, Bizumic, B, Reynolds, K et al (2014). Performance of student software development teams: the influence of personality and identifying as team members', European Journal of Engineering Education, vol. 40, no. 1, pp. 52-67.
- Johns-Boast, L 2014, 'Curriculum drift: A multi-dimensional perspective', 2014 Australasian Association for Engineering Education Conference (AAEE2014), Australasian Association for Engineering Education, Australia.
- Johns-Boast, L 2014, 'Developing Personal and Professional Skills in Software Engineering Students', in Liguo Yu (ed.), Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills, IGI Global, Hershey, PA, USA, pp. 198-228.
- Johns-Boast, L & Flint, S 2013, 'Simulating Industry: An Innovative Software Engineering Capstone Design Course', Annual Frontiers in Education Conference 2013, IEEE Education Society, New Jersey.
- Johns-Boast, L 2013, 'What effect does an academic's concept of curriculum have on their engagement with its design and development?', American Society for Engineering Education International Forum 2013, American Society for Engineering Education, Washington DC.
- Blackmore, K, Pettigrove, M, Johns-Boast, L et al (2012, August) 'Tales from inside the blender - Five models of collaboration', IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) 2012, Institute of Electrical and Electronics Engineers (IEEE Inc), Hong Kong, pp. H3A12-H3A17.
- Johns-Boast, L & Patch, G (2010, December), 'A Win-Win Situation: Benefits of industry-based group projects', Australasian Association for Engineering Education Conference (AaeE 2010), ed. Anne Gardner & Dr Lesley Jolly, University of Technology Sydney, Sydney, pp. 355-360.
- Johns-Boast, L (2010, December). 'Group Work and Individual Assessment', Australasian Association for Engineering Education Conference (AaeE 2010), ed. Anne Gardner & Dr Lesley Jolly, University of Technology Sydney, Sydney, pp. 46-51.
- Johns-Boast, L.F and Flint, S.R. (2010). Providing students with 'real-world' experience through university group projects. In S. Grainger and C. Kestel (Eds.), Engineering Education: an Australian Perspective, Multi-Science Publishing Co. (pp. 87-96)
- Johns-Boast, L & Flint, S (2009, December), 'Providing students with 'real-world' experience through university group projects', Australasian Association for Engineering Education Conference (AAEE 2009), ed. Conference Program Committee, Engineers Australia, Adelaide, pp. 299-304.
|COMP4130||Managing Software Quality and...||17, 18, 19, 20, 21||S1|
|COMP3120||Managing Software Development||17, 18, 19, 20, 21||S1|
|COMP8260||Professional Practice 2||17, 18, 19, 20, 21||S1, S2|
|COMP6250||Professional Practice 1||17, 18, 19, 20, 21||S1, S2|