Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876141
W. E. Wong, A. Bertolino, V. Debroy, A. Mathur, A. Offutt, M. Vouk
According to a study commissioned by the National Institute of Standards and Technology in 2002, software bugs cost the U.S. economy an estimated $59.5 billion annually, or about 0.6 percent of the nation's gross domestic product (GDP). The same study also found that more than one-third of these costs, or an estimated $22.2 billion, could be eliminated by an improved testing infrastructure. These numbers would be significantly higher if the study were conducted today.
{"title":"Teaching software testing: Experiences, lessons learned and the path forward","authors":"W. E. Wong, A. Bertolino, V. Debroy, A. Mathur, A. Offutt, M. Vouk","doi":"10.1109/CSEET.2011.5876141","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876141","url":null,"abstract":"According to a study commissioned by the National Institute of Standards and Technology in 2002, software bugs cost the U.S. economy an estimated $59.5 billion annually, or about 0.6 percent of the nation's gross domestic product (GDP). The same study also found that more than one-third of these costs, or an estimated $22.2 billion, could be eliminated by an improved testing infrastructure. These numbers would be significantly higher if the study were conducted today.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122794343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876157
S. Chimalakonda, K. Nori
Summary form only given. Tracking and identifying persons in videos are important building blocks in many applications. For interactive investigation of surveillance footage it is often not even necessary to uniquely identify a person. It rather suffices to find occurrences of a person indicated by the user with an exemplary image sequence. We present a system in which the search for a specific person can be initiated by a sample image sequence and then be further refined by interactive feedback by the operator. The demonstrated system will track people online in multiple cameras and make the sequences immediately searchable from a central station.
{"title":"Can we make software engineering education better by applying learning theories?","authors":"S. Chimalakonda, K. Nori","doi":"10.1109/CSEET.2011.5876157","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876157","url":null,"abstract":"Summary form only given. Tracking and identifying persons in videos are important building blocks in many applications. For interactive investigation of surveillance footage it is often not even necessary to uniquely identify a person. It rather suffices to find occurrences of a person indicated by the user with an exemplary image sequence. We present a system in which the search for a specific person can be initiated by a sample image sequence and then be further refined by interactive feedback by the operator. The demonstrated system will track people online in multiple cameras and make the sequences immediately searchable from a central station.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122371502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876142
B. Boehm, P. Bourque, D. Gelosh, T. Hilburn, A. Pyster, M. Shaw, J. B. Thompson
The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones.
{"title":"Panel on the role of graduate software and systems engineering bodies of knowledge in formulating graduate software engineering curricula","authors":"B. Boehm, P. Bourque, D. Gelosh, T. Hilburn, A. Pyster, M. Shaw, J. B. Thompson","doi":"10.1109/CSEET.2011.5876142","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876142","url":null,"abstract":"The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115356881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876140
G. Gannod, P. Anderson, J. Burge, Andrew Begel
Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students' four years of study. Our panelists — an industry practitioner, a CS/SE educator, and a communication specialist — will describe what has been learned in the project's first half and invite comments, insights and advice from the audience.
{"title":"Is integration of communication and technical instruction across the SE curriculum a viable strategy for improving the real-world communication abilities of software engineering graduates?","authors":"G. Gannod, P. Anderson, J. Burge, Andrew Begel","doi":"10.1109/CSEET.2011.5876140","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876140","url":null,"abstract":"Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students' four years of study. Our panelists — an industry practitioner, a CS/SE educator, and a communication specialist — will describe what has been learned in the project's first half and invite comments, insights and advice from the audience.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132092983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876154
Lile Hattori, Alberto Bacchelli, Michele Lanza, M. Lungu
Summary form only given. My group at Microsoft Research creates software development tools through user-centered design. This method creates a virtuous cycle: we study developers and their teams, which in turn inspires the tools we design, which we then evaluate with those developers and teams, seeking to improve the nature of their work. In this talk, we'll discuss some of the biggest problem areas we have observed, including information seeking, multitasking and disorientation, and look at some of the prototypes we have built in response. Code Canvas provides a zoomable map of a software project, allowing the programmer to zoom out to see structure and visualizations and zoom in to edit code. Debugger Canvas (a joint project with Brown University) provides a spatial representation of a programmer's task, like a debugging session, as it unfolds. Finally, Code Space uses a combination of touch screens, Kinects and mobile devices to allow fluid sharing of digital objects at development team meetings.
{"title":"Erase and rewind - Learning by replaying examples","authors":"Lile Hattori, Alberto Bacchelli, Michele Lanza, M. Lungu","doi":"10.1109/CSEET.2011.5876154","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876154","url":null,"abstract":"Summary form only given. My group at Microsoft Research creates software development tools through user-centered design. This method creates a virtuous cycle: we study developers and their teams, which in turn inspires the tools we design, which we then evaluate with those developers and teams, seeking to improve the nature of their work. In this talk, we'll discuss some of the biggest problem areas we have observed, including information seeking, multitasking and disorientation, and look at some of the prototypes we have built in response. Code Canvas provides a zoomable map of a software project, allowing the programmer to zoom out to see structure and visualizations and zoom in to edit code. Debugger Canvas (a joint project with Brown University) provides a spatial representation of a programmer's task, like a debugging session, as it unfolds. Finally, Code Space uses a combination of touch screens, Kinects and mobile devices to allow fluid sharing of digital objects at development team meetings.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125110624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-05-22DOI: 10.1109/CSEET.2011.5876138
Jules White, Jeff Gray, A. Porter
Smartphone sales are expected to outpace desktop/laptop computer sales in 2011. It is critical for software engineers to understand the key issues of building applications for this new platform. The mobile sensing and networking capabilities of smartphones create a unique platform for building cyberphysical and other applications that sense and respond to the environment. Moreover, social networking capabilities of these platforms offer new paradigms for dissemination of knowledge, harvesting of user relationship information, and following current events. This workshop will foster new ideas, approaches, and artifacts that can be used to support the introduction of smartphones into traditional software engineering courses (e.g., a survey course, or senior capstone design course, among others).
{"title":"Smartphones in the curriculum workshop (SMACK 2011)","authors":"Jules White, Jeff Gray, A. Porter","doi":"10.1109/CSEET.2011.5876138","DOIUrl":"https://doi.org/10.1109/CSEET.2011.5876138","url":null,"abstract":"Smartphone sales are expected to outpace desktop/laptop computer sales in 2011. It is critical for software engineers to understand the key issues of building applications for this new platform. The mobile sensing and networking capabilities of smartphones create a unique platform for building cyberphysical and other applications that sense and respond to the environment. Moreover, social networking capabilities of these platforms offer new paradigms for dissemination of knowledge, harvesting of user relationship information, and following current events. This workshop will foster new ideas, approaches, and artifacts that can be used to support the introduction of smartphones into traditional software engineering courses (e.g., a survey course, or senior capstone design course, among others).","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134129443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only given. In software engineering, as in computing science, the topics that we teach to our students can be considered as falling into two broad categories: the deterministic, and the non-deterministic. Deterministic topics are those where a specific scenario or operation leads to outcomes that can be assessed in terms of true/false values, and so this classification encompasses large elements of computer architecture, databases, metrics and testing. However, much of the software engineering body of knowledge is really concerned with much more non-deterministic processes such as requirements elicitation, design, construction, maintenance etc. These are activities in which humans play a central role, making value judgements that result in outcomes that are more appropriately assessed by using some form of better/worse ranking than through a true/false categorisation. How much we recognise the existence of this distinction in our teaching is a moot point. Many of our students, educated in the classical science paradigm, will be familiar with the type of reasoning that leads to the outcomes for the deterministic elements. In my presentation, I examine some of the reasons why this experience may not be adequate when they encounter the non-deterministic elements of our subject, and hence why we may need to inculcate some degree of understanding of the evidence-based paradigm in order to support both our teaching and also their learning. I will discuss the nature of this paradigm, present some experiences of how it may be adapted for use in Software Engineering, and review some of the questions that it raises.
{"title":"Why should they believe us? Determinism, non-determinism and evidence","authors":"D. Budgen","doi":"10.1109/CSEET.2006.41","DOIUrl":"https://doi.org/10.1109/CSEET.2006.41","url":null,"abstract":"Summary form only given. In software engineering, as in computing science, the topics that we teach to our students can be considered as falling into two broad categories: the deterministic, and the non-deterministic. Deterministic topics are those where a specific scenario or operation leads to outcomes that can be assessed in terms of true/false values, and so this classification encompasses large elements of computer architecture, databases, metrics and testing. However, much of the software engineering body of knowledge is really concerned with much more non-deterministic processes such as requirements elicitation, design, construction, maintenance etc. These are activities in which humans play a central role, making value judgements that result in outcomes that are more appropriately assessed by using some form of better/worse ranking than through a true/false categorisation. How much we recognise the existence of this distinction in our teaching is a moot point. Many of our students, educated in the classical science paradigm, will be familiar with the type of reasoning that leads to the outcomes for the deterministic elements. In my presentation, I examine some of the reasons why this experience may not be adequate when they encounter the non-deterministic elements of our subject, and hence why we may need to inculcate some degree of understanding of the evidence-based paradigm in order to support both our teaching and also their learning. I will discuss the nature of this paradigm, present some experiences of how it may be adapted for use in Software Engineering, and review some of the questions that it raises.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117040087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only for tutorial. Software testing plays a key role throughout the development of high-quality software systems. The question often raised is how to motivate and encourage students to perform test design early in their development process. This tutorial presents practical methods for introducing students to Testing as a Mental Discipline and related exercises that help students see the value of changing their development behavior with respect to testing.
{"title":"Testing as a Mental Discipline: Practical Methods for Affecting Student Behavior","authors":"S. Frezza, M. Tang","doi":"10.1109/CSEET.2006.35","DOIUrl":"https://doi.org/10.1109/CSEET.2006.35","url":null,"abstract":"Summary form only for tutorial. Software testing plays a key role throughout the development of high-quality software systems. The question often raised is how to motivate and encourage students to perform test design early in their development process. This tutorial presents practical methods for introducing students to Testing as a Mental Discipline and related exercises that help students see the value of changing their development behavior with respect to testing.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134283234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary form only given. Much of software engineering is taught and practiced in a value-neutral context, in which every requirement, use case, object, test case, and defect is equally important. Too often, students learn that some of their stakeholders' value considerations are more important than others by failing to consider this on the job and suffering the consequences. The recent book, Value-Based Software Engineering (S. Biffl et al., eds., Springer, 2005) sets out the agenda of the value-based software engineering community. It is to integrate value considerations into traditional software engineering principles and practices for use in software engineers' education and daily work. We have been pursuing this agenda in a research project called "A Value-Based Science of Design", within the NSF Science of Design program. This paper addresses the nature of "value" in a software engineering context; present an initial theory and process for performing value-based software engineering; present example value-based techniques for requirements engineering, design, development, and test; and discuss experiences in incorporating value-based software engineering in individual-assignment and team project courses.
只提供摘要形式。许多软件工程都是在价值中立的环境中教授和实践的，在这种环境中，每个需求、用例、对象、测试用例和缺陷都是同等重要的。很多时候，学生们在工作中没有考虑到利益相关者的价值考虑，并承受了后果，从而了解到他们的一些利益相关者的价值考虑比其他的更重要。最近的一本书，基于价值的软件工程(S. Biffl et al.)。(b施普林格，2005)列出了基于价值的软件工程社区的议程。它是将价值考虑集成到传统的软件工程原则和实践中，用于软件工程师的教育和日常工作。我们在NSF设计科学项目的一个名为“基于价值的设计科学”的研究项目中一直在追求这个议程。本文讨论了软件工程环境中“价值”的本质;提出了执行基于价值的软件工程的初步理论和过程;为需求工程、设计、开发和测试提供基于价值的示例技术;并讨论将基于价值的软件工程纳入个人作业和团队项目课程的经验。
{"title":"Educating Students in Value-Based Design and Deve","authors":"B. Boehm","doi":"10.1109/CSEET.2006.17","DOIUrl":"https://doi.org/10.1109/CSEET.2006.17","url":null,"abstract":"Summary form only given. Much of software engineering is taught and practiced in a value-neutral context, in which every requirement, use case, object, test case, and defect is equally important. Too often, students learn that some of their stakeholders' value considerations are more important than others by failing to consider this on the job and suffering the consequences. The recent book, Value-Based Software Engineering (S. Biffl et al., eds., Springer, 2005) sets out the agenda of the value-based software engineering community. It is to integrate value considerations into traditional software engineering principles and practices for use in software engineers' education and daily work. We have been pursuing this agenda in a research project called \"A Value-Based Science of Design\", within the NSF Science of Design program. This paper addresses the nature of \"value\" in a software engineering context; present an initial theory and process for performing value-based software engineering; present example value-based techniques for requirements engineering, design, development, and test; and discuss experiences in incorporating value-based software engineering in individual-assignment and team project courses.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130894989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasingly the practice of computing involves legal issues. Patenting algorithms, domain name poaching, downloading MP3 files, and "re-using" HTML and graphics from web sites all raise questions in the domain of intellectual property law (which includes patents, copyrights, trade secrets, and trademarks). In the classroom, computer science educators often confront questions that have legal ramifications.
{"title":"Tutorial: Intellectual Property Law Basicsc For Software Engineering Educators","authors":"David G. Kay","doi":"10.1109/CSEET.2006.37","DOIUrl":"https://doi.org/10.1109/CSEET.2006.37","url":null,"abstract":"Increasingly the practice of computing involves legal issues. Patenting algorithms, domain name poaching, downloading MP3 files, and \"re-using\" HTML and graphics from web sites all raise questions in the domain of intellectual property law (which includes patents, copyrights, trade secrets, and trademarks). In the classroom, computer science educators often confront questions that have legal ramifications.","PeriodicalId":250569,"journal":{"name":"Conference on Software Engineering Education and Training","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116243387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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