The original ACM/IEEE Curriculum Guidelines for undergraduate degree programs in software engineering were issued in 2004. In 2010 the two professional bodies set up a task force to review these and see what changes might be needed, and following the report of this group, then set up another task force in 2012 to revise the guidelines. We describe the processes that the two task forces followed, and outline the main areas of change in the revised curriculum model that resulted from these. This is then followed by a review of the elements making up the model, to explain the roles that each of them can perform for those who may be developing a software engineering degree program. Finally, there are a few observations about both the processes and the outcome (the Curriculum Model).
{"title":"Applying the SE2014 Curriculum Model","authors":"D. Budgen","doi":"10.1109/CSEET.2015.12","DOIUrl":"https://doi.org/10.1109/CSEET.2015.12","url":null,"abstract":"The original ACM/IEEE Curriculum Guidelines for undergraduate degree programs in software engineering were issued in 2004. In 2010 the two professional bodies set up a task force to review these and see what changes might be needed, and following the report of this group, then set up another task force in 2012 to revise the guidelines. We describe the processes that the two task forces followed, and outline the main areas of change in the revised curriculum model that resulted from these. This is then followed by a review of the elements making up the model, to explain the roles that each of them can perform for those who may be developing a software engineering degree program. Finally, there are a few observations about both the processes and the outcome (the Curriculum Model).","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116907633","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}
This paper provides background and context for our planned presentation and discussion that will explore the emerging computing-based discipline of cyber sciences, focusing on its relationship to software engineering. We will also discuss the relationship of the Cyber Education Project to other related work, how educators can get involved, accreditation of cyber sciences degrees, and more. Results of our discussion will be provided to the Cyber Education Project.
{"title":"Cyber Sciences and Software Engineering","authors":"N. Mead, David S. Gibson, Elizabeth K. Hawthorne","doi":"10.1109/CSEET.2015.14","DOIUrl":"https://doi.org/10.1109/CSEET.2015.14","url":null,"abstract":"This paper provides background and context for our planned presentation and discussion that will explore the emerging computing-based discipline of cyber sciences, focusing on its relationship to software engineering. We will also discuss the relationship of the Cyber Education Project to other related work, how educators can get involved, accreditation of cyber sciences degrees, and more. Results of our discussion will be provided to the Cyber Education Project.","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129788740","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}
Peer code review and inspection is a quality improvement software engineering activity consisting of systematic examination of source code. While peer code review is commonly used in industrial and open-source software projects, it is seldom taught or practiced in undergraduate level Software Engineering courses. We conduct a study on the use of peer code reviewin a sophomore level introductory Software Engineering course consisting of more than 200 students and present our experiences, findings and challenges. We use Bitbucket's (a free code distributed version control system hosting site for Git and Mercurial) in-built code-review system and web-based hosting service. We extract the peer code review comments using Bitbucket API for detecting coding standard or compliance violation and identification of defects (number and type) by reviewers. We also conduct a survey on the benefit of peer code review activity on peer cohesion and communication. Our experiments and survey reveal that employing peer code review in an undergraduate class has several learning benefits such as improvement in coding skills, program comprehension abilities, knowledge of coding standard, and compliance and peer communication.
{"title":"In Support of Peer Code Review and Inspection in an Undergraduate Software Engineering Course","authors":"Saikrishna Sripada, Y. R. Reddy, A. Sureka","doi":"10.1109/CSEET.2015.8","DOIUrl":"https://doi.org/10.1109/CSEET.2015.8","url":null,"abstract":"Peer code review and inspection is a quality improvement software engineering activity consisting of systematic examination of source code. While peer code review is commonly used in industrial and open-source software projects, it is seldom taught or practiced in undergraduate level Software Engineering courses. We conduct a study on the use of peer code reviewin a sophomore level introductory Software Engineering course consisting of more than 200 students and present our experiences, findings and challenges. We use Bitbucket's (a free code distributed version control system hosting site for Git and Mercurial) in-built code-review system and web-based hosting service. We extract the peer code review comments using Bitbucket API for detecting coding standard or compliance violation and identification of defects (number and type) by reviewers. We also conduct a survey on the benefit of peer code review activity on peer cohesion and communication. Our experiments and survey reveal that employing peer code review in an undergraduate class has several learning benefits such as improvement in coding skills, program comprehension abilities, knowledge of coding standard, and compliance and peer communication.","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124487015","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. During the last 20 years, the software engineering (SE) education community has focused much of its effort in developing undergraduate degree programs in the discipline. However, far more software is created and maintained by computer science (CS) graduates and other individuals who do not possess a degree in software engineering. Therefore, it is critical that the amount of space available in an undergraduate computer science curriculum to deliver content from the SE knowledge area be used in the most effective manner possible. Most computer science curricula confine their study of software engineering to a single course, sometimes not taken until a CS major's final year of study -- right before doing a one-term capstone project. Meeting the task of delivering such a course to the satisfaction of students, faculty and external stakeholders has been one that has been an ongoing challenge to many computer science programs. This talk will look at the evolution of the introductory software engineering course and discuss how that challenge might be met within the guidelines of the ACM/IEEE-CS Computer Science Curriculum 2013 (CS2013).
{"title":"The Continuing Challenge of Delivering SE Content to CS Majors","authors":"D. Bagert","doi":"10.1109/CSEET.2015.9","DOIUrl":"https://doi.org/10.1109/CSEET.2015.9","url":null,"abstract":"Summary form only given. During the last 20 years, the software engineering (SE) education community has focused much of its effort in developing undergraduate degree programs in the discipline. However, far more software is created and maintained by computer science (CS) graduates and other individuals who do not possess a degree in software engineering. Therefore, it is critical that the amount of space available in an undergraduate computer science curriculum to deliver content from the SE knowledge area be used in the most effective manner possible. Most computer science curricula confine their study of software engineering to a single course, sometimes not taken until a CS major's final year of study -- right before doing a one-term capstone project. Meeting the task of delivering such a course to the satisfaction of students, faculty and external stakeholders has been one that has been an ongoing challenge to many computer science programs. This talk will look at the evolution of the introductory software engineering course and discuss how that challenge might be met within the guidelines of the ACM/IEEE-CS Computer Science Curriculum 2013 (CS2013).","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124128209","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}
Background: Many software engineering curriculum contain a team-based project course. This is the case of Carnegie Mellon University Silicon Valley's masters of science in software engineering. In this context, we have been using Essence Reflection Meetings for five semesters with 17 teams and approximately 70 students. During these meetings, the teams reflect on various project's dimensions based on a systems thinking framework. The positive results have been published in research papers.Activity and Discussions: Participants will learn about Essence Reflection Meetings for team-based project courses by practicing in a classroom environment. They will discuss challenges and solutions for team-based project courses, and how the proposed approach could potentially be leveraged in their own teaching environment.Organization: We will start the workshop with a discussion revealing the participants positive and negative experiences with team-based projects. After briefly introducing the Essence's systems thinking framework and our research results, we will use hands-on training exercises to demonstrate how to use the approach. This will be followed with guided debriefing. Finally, we will go deeper into the Essence framework, and discuss our research results and their applicability in various teaching environments.Learning Objectives: By the end of the workshop, participants will be familiar with a systems thinking framework that they can leverage to coach their students teams and monitor their progress. They will be able to articulate the pros and cons of applying the approach in their own teaching environment.
{"title":"Enhancing Student Experience in Team-Based Project Courses Using Essence Reflection Meetings","authors":"Todd Sedano, Cécile Péraire","doi":"10.1109/CSEET.2015.10","DOIUrl":"https://doi.org/10.1109/CSEET.2015.10","url":null,"abstract":"Background: Many software engineering curriculum contain a team-based project course. This is the case of Carnegie Mellon University Silicon Valley's masters of science in software engineering. In this context, we have been using Essence Reflection Meetings for five semesters with 17 teams and approximately 70 students. During these meetings, the teams reflect on various project's dimensions based on a systems thinking framework. The positive results have been published in research papers.Activity and Discussions: Participants will learn about Essence Reflection Meetings for team-based project courses by practicing in a classroom environment. They will discuss challenges and solutions for team-based project courses, and how the proposed approach could potentially be leveraged in their own teaching environment.Organization: We will start the workshop with a discussion revealing the participants positive and negative experiences with team-based projects. After briefly introducing the Essence's systems thinking framework and our research results, we will use hands-on training exercises to demonstrate how to use the approach. This will be followed with guided debriefing. Finally, we will go deeper into the Essence framework, and discuss our research results and their applicability in various teaching environments.Learning Objectives: By the end of the workshop, participants will be familiar with a systems thinking framework that they can leverage to coach their students teams and monitor their progress. They will be able to articulate the pros and cons of applying the approach in their own teaching environment.","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131663362","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. Industrial companies are tasked with creating the software that runs some of the most critical software systems in the world (power grid, chemical plants, GPS systems, etc). Yet, many developers in these companies are not classically trained computer scientists or software engineers.In this talk, I will present our insights and lessons learned while deploying a large, global training program for ABB's software personnel. To date, this program has trained over 4000 personnel on many different software development topics, using a mix of eLearning materials, Web based courses and special topic Webinars.
{"title":"Insights from Creating and Deploying a Large, Globally Distributed Industrial Training Program","authors":"Brian P. Robinson","doi":"10.1109/CSEET.2015.15","DOIUrl":"https://doi.org/10.1109/CSEET.2015.15","url":null,"abstract":"Summary form only given. Industrial companies are tasked with creating the software that runs some of the most critical software systems in the world (power grid, chemical plants, GPS systems, etc). Yet, many developers in these companies are not classically trained computer scientists or software engineers.In this talk, I will present our insights and lessons learned while deploying a large, global training program for ABB's software personnel. To date, this program has trained over 4000 personnel on many different software development topics, using a mix of eLearning materials, Web based courses and special topic Webinars.","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123462121","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}
This half-day tutorial shows how a flexible and scalable simulation environment can be applied to train project management skills in a realistic way by simulating problems practitioners are facing in their daily work. Based on the simulation goals, the participants act as project managers determining the simulated development process by adequate staffing and allocating software development as well as quality assurance tasks.
{"title":"Teaching Software Project Management by Simulation: Training Team Leaders for Real World Projects","authors":"A. Bollin, E. Hochmüller, C. Szabó","doi":"10.1109/CSEET.2015.13","DOIUrl":"https://doi.org/10.1109/CSEET.2015.13","url":null,"abstract":"This half-day tutorial shows how a flexible and scalable simulation environment can be applied to train project management skills in a realistic way by simulating problems practitioners are facing in their daily work. Based on the simulation goals, the participants act as project managers determining the simulated development process by adequate staffing and allocating software development as well as quality assurance tasks.","PeriodicalId":344598,"journal":{"name":"2015 IEEE 28th Conference on Software Engineering Education and Training","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122406495","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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