By Topic

Software Engineering Education and Training (CSEE&T), 2010 23rd IEEE Conference on

Date 9-12 March 2010

Filter Results

Displaying Results 1 - 25 of 42
  • [Front cover]

    Page(s): C1
    Save to Project icon | Request Permissions | PDF file iconPDF (66 KB)  
    Freely Available from IEEE
  • [Title page i]

    Page(s): i
    Save to Project icon | Request Permissions | PDF file iconPDF (11 KB)  
    Freely Available from IEEE
  • [Title page iii]

    Page(s): iii
    Save to Project icon | Request Permissions | PDF file iconPDF (53 KB)  
    Freely Available from IEEE
  • [Copyright notice]

    Page(s): iv
    Save to Project icon | Request Permissions | PDF file iconPDF (104 KB)  
    Freely Available from IEEE
  • Table of contents

    Page(s): v - vii
    Save to Project icon | Request Permissions | PDF file iconPDF (235 KB)  
    Freely Available from IEEE
  • Welcome from the Conference Chair

    Page(s): viii
    Save to Project icon | Request Permissions | PDF file iconPDF (226 KB)  
    Freely Available from IEEE
  • Organizing Committee

    Page(s): ix
    Save to Project icon | Request Permissions | PDF file iconPDF (60 KB)  
    Freely Available from IEEE
  • Steering Committee Members

    Page(s): x
    Save to Project icon | Request Permissions | PDF file iconPDF (61 KB)  
    Freely Available from IEEE
  • Program Committee

    Page(s): xi
    Save to Project icon | Request Permissions | PDF file iconPDF (64 KB)  
    Freely Available from IEEE
  • Keynote: Dr. Alistair Cockburn, Initiator of the Agile Movement in Software Development

    Page(s): xii
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (53 KB)  

    Provides an abstract of the keynote presentation and a brief professional biography of the presenter. The complete presentation was not made available for publication as part of the conference proceedings. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Keynote: Dr. Nick Bowen. Vice President of Technology, IBM

    Page(s): xiii - xiv
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (61 KB)  

    Provides an abstract of the keynote presentation and a brief professional biography of the presenter. The complete presentation was not made available for publication as part of the conference proceedings. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Keynote: Professor Raj Reddy, Robotics Institute Simon University Professor & School of Computer Science

    Page(s): xv
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (55 KB)  

    Provides an abstract of the keynote presentation and a brief professional biography of the presenter. The complete presentation was not made available for publication as part of the conference proceedings. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Keynote: Don Marinelli, Executive Producer of the Entertainment Technology Center, CMU

    Page(s): xvi
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (63 KB)  

    Provides an abstract of the keynote presentation and a brief professional biography of the presenter. The complete presentation was not made available for publication as part of the conference proceedings. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Keynote: Professor David Garlan, Director of Professional Software Engineering Programs, School of Computer Science, Carnegie Mellon University

    Page(s): xvii
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (86 KB)  

    Provides an abstract of the keynote presentation and a brief professional biography of the presenter. The complete presentation was not made available for publication as part of the conference proceedings. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Workplace Issues in an Undergraduate Software Engineering Course

    Page(s): 1 - 8
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (206 KB) |  | HTML iconHTML  

    This paper describes how the author integrates work culture issues into his undergraduate course in Software Engineering. This is a required course for all Computer Science majors in our program. At issue is how work culture impacts upon the quality of the products being created by Software Engineers. The course addresses work culture concerns such as: What kinds of work culture issues arise during a software project? How can conflicts be resolved? How can poor work environments be improved? Work culture issues arise pretty much throughout the course and this paper provides an overview of how that occurs. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Component Based Software Engineering across the Curriculum

    Page(s): 9 - 16
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (228 KB) |  | HTML iconHTML  

    Component Based Software Engineering (CBSE) is a technique for designing and assembling systems from existing parts that has important implications for a number of software engineering practices. The basic principles of CBSE, including modularity, substitutability, and composition are important throughout the SE curriculum. The ability to build a component and have confidence that it will function predictably in different environments requires a variety of skills. In this paper we present hands-on projects that use the recently released SEI PSK tool suite to implement exercises in several courses across the computing curriculum, including courses in: software engineering, computational theory, operating systems, programming languages, and verification and validation. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Stages in Teaching Formal Methods

    Page(s): 17 - 24
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (183 KB) |  | HTML iconHTML  

    This paper describes how a staged approach to the development of students' abilities to engineer software systems applies to the specific issue of teaching formal methods. It reviews the scope of formal methods and the coverage of them in the Software Engineering volume of Computing Curriculum 2001, and then evaluates this coverage against a theoretical model for the stages through which students develop their practical skills at engineering software systems. In particular, the paper discusses the role of formal methods within the process of developing software systems, and shows that both practically and pedagogically it is important that students use at least some elements of formal methods in their earliest attempts at developing systems. From this it is shown that these basic elements of the methods need to be taught earlier than is currently recommended. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Fostering UML Modeling Skills and Social Skills through Programming Education

    Page(s): 25 - 32
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (213 KB) |  | HTML iconHTML  

    In this research, we attempted to support the learning of the UML modeling skills and social skills required in software development scenarios as part of programming education in the Department of Engineering. We conducted a class based on PBL in which the learners formed teams to build a robot using LEGO Mindstorms. The results confirmed that through the classes, the learners showed improvements in both modeling skills and social skills. These results demonstrate the educational effectiveness of class design based on PBL and using the theme of building a robot, and the effectiveness of the modeling template created through this research. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Competency Framework for Software Engineers

    Page(s): 33 - 40
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (283 KB) |  | HTML iconHTML  

    One of the main concerns of the software industry is to develop the talent of its human resources, since the quality and innovation of its products and services depend to a great extent on the knowledge, the ability and the talent that software engineers apply in the software development process. A competency framework defines a set of knowledge, skills, and behaviors that professionals must have to excel in their careers. A competency framework facilitates the identification of training needs and guides the design of a professional development program. In this paper we propose a competency framework for software engineers, whose design is based on the activities and interactions that they perform during the software development process. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • The Effects of Layout on Detecting the Role of Design Patterns

    Page(s): 41 - 48
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (584 KB) |  | HTML iconHTML  

    A controlled experiment investigating the effect layout has on how students identify design pattern roles in UML class diagrams is presented. Two layout schemes, multi-cluster and orthogonal, are compared with respect to three open source systems and four design patterns. Seventeen students were asked a series of eight design pattern role detection (comprehension) questions for each layout, followed by eight preference rating questions. Results indicate a significant improvement in role detection accuracy with the multi-cluster layout for the strategy pattern and a significant improvement in detection time with the multi-cluster layout for all four patterns. Preference ratings significantly favored the multi-cluster layout for pattern role detection ease. These results can be used to help improve the teaching of design patterns. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • KAIST-CMU MSE Program - The Past and the Future

    Page(s): 49 - 56
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (213 KB) |  | HTML iconHTML  

    In this paper, we reflect upon the past five years of the KAIST-Carnegie Mellon MSE (Master of Software Engineering) collaboration, and look ahead to the ways in which we can improve in the years to come. With the understanding that the major component of the program lies in its curriculum, our insights focus mainly in the areas of curriculum improvement and evolution. As a means of achieving this goal, two surveys were conducted, one addressing reflections by the program's participating faculty and graduates, and a second investigating various reference curriculums. Based upon the results of both surveys, an improved curriculum structure is proposed, one that identifies and introduces special track options that the authors propose might better serve the needs and demands of Korean industry. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • From Student to Software Engineer in the Indian IT Industry: A Survey of Training

    Page(s): 57 - 64
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (251 KB) |  | HTML iconHTML  

    The benefits of Global Software Development are now well known and India currently has the lion's share in outsourced offshore software development. As a result, the demand for skilled IT professionals is increasing in India. In order to meet the demand, new academic institutes are being established and the existing ones are increasing their intake in IT-related courses. However, according to the latest report of the National Association of Software and Service Companies (NASSCOM) in India, only 25% of the fresh graduates are considered readily employable by the IT industry. To undertake their jobs effectively, most of the companies provide training to fresh recruits before putting them on actual jobs. In order to understand the nature of the training that is conducted, the topics that are covered, and the adequacy of the preparatory education for the first job in the IT industry, two surveys were administered. One was conducted with human resource managers of some of the leading IT companies in India and another was conducted with fresh company recruits. The findings are reported in this paper and recommendations for the curriculum are proposed. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • A Graduate Education in Software Management and the Software Business for Mid-Career Professionals

    Page(s): 65 - 72
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (177 KB) |  | HTML iconHTML  

    Given the unique nature of the software business, the faculty of Carnegie Mellon University's Silicon Valley campus concluded that mid-career software professionals would be better served by a tailored master's degree focusing on software management and more broadly on the business of software than by a typical MBA. Our software management master's program integrates business, technical, and soft skills to prepare our students for technical leadership in their current companies or in entrepreneurial ventures. Our initial program built on the strengths of Carnegie Mellon's world-class software engineering education. We targeted students working in large companies, engaged in large-scale enterprise software projects, employing ¿high ceremony¿ software development processes. However, the majority of our students came from Silicon Valley companies which shared a product development focus, engaged in smaller projects, favored agile development processes, and measured development cycles in weeks rather than years. Our program has evolved to align with these interests. It employs a unique team-based and project-based pedagogy which emphasizes practical skills over theory, depth over breadth, and coaching over lecturing. High student satisfaction and growing enrollment have validated our curriculum decisions and have led us to make this program the educational centerpiece of Carnegie Mellon's Silicon Valley campus. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Customers' Role in Teaching Distributed Software Development

    Page(s): 73 - 80
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (416 KB) |  | HTML iconHTML  

    This paper describes different aspects of teaching distributed software development, regarding the types of project customers: industry and academia. These approaches enable students to be more engaged in real-world situations, by having customers from the industry, local or distributed customers in universities, distributed customers in software engineering contests or being involved in an ongoing project, thus simulating the company merging. The methods we describe are used in a distributed project-oriented course, which is jointly carried out by two universities from Sweden and Croatia. The paper presents our experiences of such projects being done during the course, the differences in each approach, issues observed and ways to solve them, in order to create a more engaging education for better-prepared engineers of tomorrow. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.
  • Teaching an End-User Testing Methodology

    Page(s): 81 - 88
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (231 KB) |  | HTML iconHTML  

    One important focus of software engineering is how to develop quality software. Software testing is the main approach to the software quality assurance. Nowadays, more and more end-users write the program on their own but lack formal trainings on how to test their programs, and hence cannot guarantee the quality of their own software. Metamorphic testing is a simple, automatable, and cost-effective testing methodology. It is particularly suitable for end-users to test their own programs, because it does not demand the user to have great knowledge of software testing but knowledge of the program under development. In this paper, we report our experience in teaching metamorphic testing to various groups of students at Swinburne University of Technology, Melbourne, Australia. Our work not only enhances the teaching of software testing, but also fosters the training of end-user programmers. View full abstract»

    Full text access may be available. Click article title to sign in or learn about subscription options.