Indian software industry has set up huge growth targets for future. These targets would be heavily affected by the software engineering (SE) education scenario in the country. The purpose of this paper is to provide a holistic understanding of SE education issues and challenges specific to Indian context, from both industry and academic perspective. This study is based on our (a) interaction with industry through SE education related projects, surveys and discussions. (B) Observations as an integral part of Indian SE educators' community. There is an urgent need for addressing these deep rooted issues, as the lack of proper SE education may be the single largest factor that may negatively affect the industry. Understanding these issues will help to identify the action items that initiate software engineering educational reforms in the country. We also discuss the essential and minimal set of SE knowledge, skills and dispositions that the Indian industry expects from engineers who will be joining the industry. Indian software industry is a global leader in software application development and maintenance services, but there very few studies on the issues and effects associated with SE education in the Indian context. Though this discussion is limited to India, but we believe that it represents the existing conditions in many developing countries where IT and ITES (IT enabled services) industry is gaining importance.
{"title":"Software Engineering Education in India: Issues and Challenges","authors":"Kirti Garg, Vasudeva Varma","doi":"10.1109/CSEET.2008.36","DOIUrl":"https://doi.org/10.1109/CSEET.2008.36","url":null,"abstract":"Indian software industry has set up huge growth targets for future. These targets would be heavily affected by the software engineering (SE) education scenario in the country. The purpose of this paper is to provide a holistic understanding of SE education issues and challenges specific to Indian context, from both industry and academic perspective. This study is based on our (a) interaction with industry through SE education related projects, surveys and discussions. (B) Observations as an integral part of Indian SE educators' community. There is an urgent need for addressing these deep rooted issues, as the lack of proper SE education may be the single largest factor that may negatively affect the industry. Understanding these issues will help to identify the action items that initiate software engineering educational reforms in the country. We also discuss the essential and minimal set of SE knowledge, skills and dispositions that the Indian industry expects from engineers who will be joining the industry. Indian software industry is a global leader in software application development and maintenance services, but there very few studies on the issues and effects associated with SE education in the Indian context. Though this discussion is limited to India, but we believe that it represents the existing conditions in many developing countries where IT and ITES (IT enabled services) industry is gaining importance.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129919846","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}
Although Object Orientation is emphasized in software engineering education, few have attempted to alleviate the initial learning curve associated with an inexperienced audience in non-computer science disciplines. The authors propose a Problem-Based Learning curriculum centered on game development to deliver basic Object-Oriented programming concepts in an interactive and engaging manner. Class activities occur within the context of the Object-Oriented Rational Unified Process. One of the most significant contributions of this paper lies in the design of class modules containing tasks intended to educate students on Object-Oriented Software Engineering in an incremental and self-actuated way.
{"title":"Teaching Object-Oriented Software Engineering through Problem-Based Learning in the Context of Game Design","authors":"J. Ryoo, F. T. Fonseca, David S. Janzen","doi":"10.1109/CSEET.2008.26","DOIUrl":"https://doi.org/10.1109/CSEET.2008.26","url":null,"abstract":"Although Object Orientation is emphasized in software engineering education, few have attempted to alleviate the initial learning curve associated with an inexperienced audience in non-computer science disciplines. The authors propose a Problem-Based Learning curriculum centered on game development to deliver basic Object-Oriented programming concepts in an interactive and engaging manner. Class activities occur within the context of the Object-Oriented Rational Unified Process. One of the most significant contributions of this paper lies in the design of class modules containing tasks intended to educate students on Object-Oriented Software Engineering in an incremental and self-actuated way.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126618432","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}
A. Pyster, R. Turner, Devanandham Henry, Kahina Lasfer, L. Bernstein, Kristene Baldwin
A broad coalition of professionals from academia, industry, and government, under sponsorship of the US Department of Defense, is building a new model curriculum for a Masters Degree in Software Engineering (SwE). Before beginning to create such a model, a study of 28 programs was completed to determine the current state of SwE masters-level education in the US and abroad.
{"title":"The Current State of Software Engineering Masters Degree Programs","authors":"A. Pyster, R. Turner, Devanandham Henry, Kahina Lasfer, L. Bernstein, Kristene Baldwin","doi":"10.1109/CSEET.2008.40","DOIUrl":"https://doi.org/10.1109/CSEET.2008.40","url":null,"abstract":"A broad coalition of professionals from academia, industry, and government, under sponsorship of the US Department of Defense, is building a new model curriculum for a Masters Degree in Software Engineering (SwE). Before beginning to create such a model, a study of 28 programs was completed to determine the current state of SwE masters-level education in the US and abroad.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126874114","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}
Communication - between humans - remains at the heart of software development. This workshop will serve as a forum for those invested in this topic to articulate challenges and solutions, and to build links for further work.
{"title":"Teaching Communication Skills in the Software Engineering Curriculum","authors":"J. Burge, C. Wallace","doi":"10.1109/CSEET.2008.32","DOIUrl":"https://doi.org/10.1109/CSEET.2008.32","url":null,"abstract":"Communication - between humans - remains at the heart of software development. This workshop will serve as a forum for those invested in this topic to articulate challenges and solutions, and to build links for further work.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122186430","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}
Software engineering curricula typically focus on process and technology yet give little or no attention to teaching the ldquosoft skillsrdquo of managing technical people. While teaching the art of managing people is indeed difficult, it is paramount in todaypsilas global working and learning environments. A new elective, using a highly interactive approach, was developed at Carnegie Mellon University to address specific challenges in managing technical people. Modular class design incorporated various activities including role-plays, case studies, video analysis and scenario-based decision-making to enhance student learning.
{"title":"Managing Technical People: Creatively Teaching the Skills of Human Interaction in Today's Diverse Classrooms","authors":"G. Taran","doi":"10.1109/CSEET.2008.30","DOIUrl":"https://doi.org/10.1109/CSEET.2008.30","url":null,"abstract":"Software engineering curricula typically focus on process and technology yet give little or no attention to teaching the ldquosoft skillsrdquo of managing technical people. While teaching the art of managing people is indeed difficult, it is paramount in todaypsilas global working and learning environments. A new elective, using a highly interactive approach, was developed at Carnegie Mellon University to address specific challenges in managing technical people. Modular class design incorporated various activities including role-plays, case studies, video analysis and scenario-based decision-making to enhance student learning.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124283328","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 uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the ethical impacts of choice of software process model, architecture, and design patterns using real world examples including examples from Grady Booch. We practice some of the ethics training techniques that have successfully been used by some corporations in the computer-related industries.
{"title":"Using the Software Engineering Code of Ethics in Professional Computing Issues","authors":"D. Gotterbarn, K. Miller","doi":"10.1109/CSEET.2008.23","DOIUrl":"https://doi.org/10.1109/CSEET.2008.23","url":null,"abstract":"This paper uses examples of realistic, ethically-charged decisions that computing professionals face, and explore how the the software engineering code of ethics is useful in making wise and creative decisions. We illustrate the ethical impacts of choice of software process model, architecture, and design patterns using real world examples including examples from Grady Booch. We practice some of the ethics training techniques that have successfully been used by some corporations in the computer-related industries.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133110760","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}
Alf Inge Wang, Terje Øfsdahl, Ole Kristian Mørch-Storstein
This paper describes an evaluation of a new game concept, Lecture Quiz, which can be used in lectures in higher education to promote strong student participation and variation in how lectures are taught. The lecture game uses the equipment and infrastructure already available in lecture halls like the teacherpsilas portable PC, a large screen and a video projector, network connections, and the studentspsila mobile phones. The main game runs on the teacherpsilas portable PC projected on a large screen, whereas the students will interact with the game using their own mobile phones. Lecture Quiz is a multiplayer quiz game, which offers a variation in game modes where unlimited number of players can play simultaneously. Games like Lecture Quiz are most useful for testing and rehearsing theory. As a bonus, the teacher will get quantitative data on how much of the theory the students actually have learned. The evaluation of Lecture Quiz was performed in a software architecture lecture where twenty students first played the game and then were asked to fill in an evaluation form. The focus of the evaluation was on usability of the system and the perceived usefulness of using Lecture Quiz in lectures. The results of the evaluation show that Lecture Quiz was easy to use and that it contributed to increased learning. Further, Lecture Quiz was perceived as entertaining, and half of the students claimed they would attend more lectures if such systems were used regularly.
{"title":"An Evaluation of a Mobile Game Concept for Lectures","authors":"Alf Inge Wang, Terje Øfsdahl, Ole Kristian Mørch-Storstein","doi":"10.1109/CSEET.2008.15","DOIUrl":"https://doi.org/10.1109/CSEET.2008.15","url":null,"abstract":"This paper describes an evaluation of a new game concept, Lecture Quiz, which can be used in lectures in higher education to promote strong student participation and variation in how lectures are taught. The lecture game uses the equipment and infrastructure already available in lecture halls like the teacherpsilas portable PC, a large screen and a video projector, network connections, and the studentspsila mobile phones. The main game runs on the teacherpsilas portable PC projected on a large screen, whereas the students will interact with the game using their own mobile phones. Lecture Quiz is a multiplayer quiz game, which offers a variation in game modes where unlimited number of players can play simultaneously. Games like Lecture Quiz are most useful for testing and rehearsing theory. As a bonus, the teacher will get quantitative data on how much of the theory the students actually have learned. The evaluation of Lecture Quiz was performed in a software architecture lecture where twenty students first played the game and then were asked to fill in an evaluation form. The focus of the evaluation was on usability of the system and the perceived usefulness of using Lecture Quiz in lectures. The results of the evaluation show that Lecture Quiz was easy to use and that it contributed to increased learning. Further, Lecture Quiz was perceived as entertaining, and half of the students claimed they would attend more lectures if such systems were used regularly.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123547899","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}
Software engineering skills are critical for students seeking careers as software developers. However, academic course content often fails to teach practical, "real-world" software engineering as it is done in large organizations. Further, the proclivities of the current generation leave students disinclined to the disciplines of process and quality. Academics seldom use the team software process (TSP), a leading methodology of global industries. Four years of data indicate that student teams using TSP can achieve industry levels of productivity and reasonable quality levels. Further, results from 23 teams and over 200 students indicate that these Net-generation students developed an understanding for the value of discipline, data collection, metrics, and quality measures. The team software process is recommended to other academic programs seeking to bring real-world software engineering into the classroom and improve teaching for the Net generation.
{"title":"Teaching Successful \"Real-World\" Software Engineering to the \"Net\" Generation: Process and Quality Win!","authors":"W. L. Honig","doi":"10.1109/CSEET.2008.38","DOIUrl":"https://doi.org/10.1109/CSEET.2008.38","url":null,"abstract":"Software engineering skills are critical for students seeking careers as software developers. However, academic course content often fails to teach practical, \"real-world\" software engineering as it is done in large organizations. Further, the proclivities of the current generation leave students disinclined to the disciplines of process and quality. Academics seldom use the team software process (TSP), a leading methodology of global industries. Four years of data indicate that student teams using TSP can achieve industry levels of productivity and reasonable quality levels. Further, results from 23 teams and over 200 students indicate that these Net-generation students developed an understanding for the value of discipline, data collection, metrics, and quality measures. The team software process is recommended to other academic programs seeking to bring real-world software engineering into the classroom and improve teaching for the Net generation.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328842","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}
The proposal based studio is a method to teach software engineers best practices without developing a "cookie cutter" environment. It teaches students how to get projects done in the fixed time of a degree program without relying on a dogmatic, fixed "recipe" process. This paper discusses how students are provided a template with six general process areas for which they must "propose" solutions. These proposed solutions are unique to each 4 to 5 member Master of Software Engineering team and are continuously reviewed by the faculty throughout the project.
{"title":"Proposal Based Studio Projects: How to Avoid Producing \"Cookie Cutter\" Software Engineers","authors":"D. Root, M. Rosso-Llopart, G. Taran","doi":"10.1109/CSEET.2008.20","DOIUrl":"https://doi.org/10.1109/CSEET.2008.20","url":null,"abstract":"The proposal based studio is a method to teach software engineers best practices without developing a \"cookie cutter\" environment. It teaches students how to get projects done in the fixed time of a degree program without relying on a dogmatic, fixed \"recipe\" process. This paper discusses how students are provided a template with six general process areas for which they must \"propose\" solutions. These proposed solutions are unique to each 4 to 5 member Master of Software Engineering team and are continuously reviewed by the faculty throughout the project.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128828034","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}
Software engineering has emerged as a discipline, but it is still new and relatively small. It is important to consider how this process has progressed, and to ensure that the continued evolution of the discipline has the support and attention that will ensure success. Nancy Mead has positively influenced software engineering education for the past several decades. This paper discusses Nancypsilas influence on software engineering education through the Working Group on Software Engineering Education and Training (WGSEET). The intention of this focus is to celebrate Nancypsilas accomplishment, but also suggest that the software engineering education community needs similar leadership and community participation to ensure that progress continues.
{"title":"Fostering the Community of Software Engineering Educators","authors":"H. Ellis, G. Hislop","doi":"10.1109/CSEET.2008.18","DOIUrl":"https://doi.org/10.1109/CSEET.2008.18","url":null,"abstract":"Software engineering has emerged as a discipline, but it is still new and relatively small. It is important to consider how this process has progressed, and to ensure that the continued evolution of the discipline has the support and attention that will ensure success. Nancy Mead has positively influenced software engineering education for the past several decades. This paper discusses Nancypsilas influence on software engineering education through the Working Group on Software Engineering Education and Training (WGSEET). The intention of this focus is to celebrate Nancypsilas accomplishment, but also suggest that the software engineering education community needs similar leadership and community participation to ensure that progress continues.","PeriodicalId":424120,"journal":{"name":"2008 21st Conference on Software Engineering Education and Training","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114365373","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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