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Software Engineering Education and Training, 2004. Proceedings. 17th Conference on

Date 1-3 March 2004

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Displaying Results 1 - 25 of 42
  • A comparison of computer science and software engineering programmes in English universities

    Publication Year: 2004 , Page(s): 65 - 70
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (211 KB) |  | HTML iconHTML  

    Recent years have seen much debate about the appropriate content of software engineering (SE) programs and how they relate to computer science (CS) programs, culminating in the distinguishing knowledge areas identified in the ACM/IEEE CS and SE curricula. Given these publications, a reasonable question to ask is: how do current SE programs differ from CS programs and to what extent do the differences reflect the characterizing features given in the ACM/IEEE curricula? We aim to answer these questions for SE programs offered in England. The content of a third of the SE programs in England are analyzed and summarized with respect to the knowledge areas of both the ACM/IEEE CS and SE curricula. The results reveal interesting features; such as intelligent systems is a more distinguishing feature between the CS and SE programs than the expected knowledge areas given in the SE curriculum. The main finding is that there are relatively few differences between existing SE and CS programs offered in England. We conclude with a discussion of the reasons for this situation and its likely implications. View full abstract»

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  • Software engineering education needs adequate modeling tools

    Publication Year: 2004 , Page(s): 72 - 77
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (689 KB) |  | HTML iconHTML  

    Teaching graphical modeling languages with industrial tools is not always satisfying, since the focus of these tools lies on professional development rather than education. We present a family of modeling tools devoted explicitly to teaching and built upon a common framework. We also report on the evaluation of first teaching experiences with these tools. View full abstract»

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  • A case study involving the use of Z to aid requirements specification in the software engineering course

    Publication Year: 2004 , Page(s): 84 - 89
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (216 KB) |  | HTML iconHTML  

    Students often have a great deal of difficulty specifying their requirements as part of their team project in the software engineering class. Omissions, errors, and vagueness all lead to students having a much harder time in design, code, and test when these problems surface. We wanted to know whether using Z, to help teams further refine their specifications, would produce better specifications. We performed a case study of three different types of student projects, to help determine the advantages/disadvantages of using Z for requirements specification. We found certain decided advantages for some types of projects, and some significant drawbacks for others. View full abstract»

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  • PRO-SOFTWARE: a government-industry-academia partnership that worked

    Publication Year: 2004 , Page(s): 92 - 97
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (233 KB) |  | HTML iconHTML  

    We describe the experience of implementing PRO-SOFTWARE, a software quality collaboration project involving government, industry, and academia designed to bolster the software industry in Costa Rica by improving their software processes. We describe how the project was conceived, who the stakeholders are, explain in detail the main components of the project, and report the results obtained thus far from implementing software process improvement initiatives at three software companies. Particularly, we describe how a group of seven software quality engineers were trained to create a local consultant force within the country able to provide competent software process improvement services to the rest of the industry. Our experience demonstrates that collaboration between government, industry and academia in the software field can be successful if clear goals are established and a proven methodology is used to implement the project. We should interest organizations that want to implement software process improvement projects with limited resources. View full abstract»

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  • Integrating design formalisms in software engineering education

    Publication Year: 2004 , Page(s): 78 - 83
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (215 KB) |  | HTML iconHTML  

    Reflecting current industry trends, most computer science and software engineering degree programs place strong emphasis on the Unified Modelling Language (UML) as a graphical approach to software design and requirement analysis. To a lesser extent, formal methods utilizing languages like Z are found within many degree programs, but often only as a recommended elective as suggested by IEEE Computing Curricula 2001. Data flow diagrams (DFDs) and other graphical techniques are also included in the curricula of many programs. The various approaches are often taught in isolation, with little connection demonstrated between them. We describe the benefits of an integrated approach when teaching these design formalisms to undergraduate students. A significant educational benefit of an integrated approach is that it fosters a deeper understanding of the notational semantics available in any one technique. Co-development utilizing multiple techniques empowers the student to exploit the strengths of alternate representations of the same model. It also provides a rigorous means to analyse the correctness and consistency of graphical design representations by utilizing more formal methods. View full abstract»

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  • Focusing software education on engineering

    Publication Year: 2004 , Page(s): 2 - 3
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (181 KB) |  | HTML iconHTML  

    There is ample evidence from a variety of applications that the development of large software systems remains a challenge for the majority of practitioners. The problem of poor software quality lies not in poor techniques but in the lack of classical engineering approaches in the software industry. The best way to correct this is to rethink and revise the education process that we offer in computer science and computer engineering degrees. The focus of our educational activities must switch to an emphasis on engineering software. View full abstract»

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  • Reflection processes in the teaching and learning of human aspects of software engineering

    Publication Year: 2004 , Page(s): 32 - 38
    Cited by:  Papers (4)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (217 KB) |  | HTML iconHTML  

    We illustrate how reflection is introduced into the teaching and learning of the human aspects of software engineering. We start with explaining the rationale for a reflective mode of thinking and its fitness to the field of software engineering. Then we outline in detail the agenda of a course that deals with human aspects of software engineering. It is suggested that the intertwining of a reflective mode of thinking into the education of software engineers in general and especially into a course that focuses on human aspects of software engineering enhance students' understanding of the essence of the discipline as well as their professional performance in the field. View full abstract»

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  • Teaching domain testing: a status report

    Publication Year: 2004 , Page(s): 112 - 117
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (207 KB) |  | HTML iconHTML  

    Domain testing is a stratified sampling strategy for choosing a few test cases from the near infinity of candidate test cases. The strategy goes under several names, such as equivalence partitioning, boundary analysis, and category partitioning. We describe a risk-focused interpretation of domain testing and some results (experiential and experimental) of helping students learn this approach. View full abstract»

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  • Using a multiple term project to teach object oriented programming and design

    Publication Year: 2004 , Page(s): 59 - 64
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (205 KB) |  | HTML iconHTML  

    One important concern of industry is that software engineering students have little or no experience in coming up to speed on a substantial existing software project. Indeed, the typical project course in academe tends to be soup to nut: problem statement to requirements to design to code. Many courses omit some of these steps or the instructors may provide some parts. At Rensselaer we've designed a project that lives beyond the scope of any single semester. The Stooge project began in 1996 in a section of our object oriented programming and design course and has been enhanced by the students of that course every semester since. We present some of the lessons learned in teaching such a course. View full abstract»

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  • A case study in rapid introduction of an information assurance track into a software engineering curriculum

    Publication Year: 2004 , Page(s): 118 - 123
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (538 KB) |  | HTML iconHTML  

    Disciplines such as software engineering are expanding rapidly, and both the new knowledge gained as the discipline matures and the need to prepare students for changing environments make it important for departments to find a balance between evolving curriculum to match and shrinking or relatively static budgets. We describe program additions at Seattle University, a small private university in the Pacific Northwest. They were designed to expand its graduate curriculum in software engineering to include an information assurance focus. This was done with only a moderate budget increase and without hiring additional permanent faculty. A deeper look at one of the courses added, and the lessons learned from this effort, could prove useful to other universities contemplating similar attempts. View full abstract»

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  • The crossover project as an introduction to software engineering

    Publication Year: 2004 , Page(s): 12 - 17
    Cited by:  Papers (7)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (201 KB) |  | HTML iconHTML  

    We describe a form of team software development project that has been found valuable in the introductory stages of an undergraduate degree programme in software engineering. The pedagogical basis for this particular form of project is discussed, and its structure is described. Some educational aspects of the operation of this project are discussed, namely the way in which it uses scenarios to define the systems to be developed, the way in which the student teams are managed, and the way in which their work is assessed. The results from running the project are evaluated in qualitative terms. View full abstract»

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  • Educating non-programmers to flexible, communicative software engineers in a 10 month training program

    Publication Year: 2004 , Page(s): 98 - 103
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (217 KB) |  | HTML iconHTML  

    Financial services companies which heavily depend on IT, still face a shortage of well-educated software engineers. Of the two principal ways to react to this, either by training employees who are already IT-professionals or by introducing talented and interested nonprogrammers to software engineering, the latter was chosen by a large insurance company in Hamburg, Germany. This experience report points out why and how this approach, realized as a trainee program with a well-balanced mix of both technical and soft skills, could be as successful as it eventually turned out to be. View full abstract»

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  • On pair rotation in the computer science course

    Publication Year: 2004 , Page(s): 144 - 149
    Cited by:  Papers (3)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (204 KB) |  | HTML iconHTML  

    In a course environment, pairing a student with one partner for the entire semester is beneficial, but may not be optimal. We conduct a study in two undergraduate level courses to observe the advantages and disadvantages of pair rotation whereby a student pairs with several different students throughout the semester. We summarize teaching staff and student perceptions on the viability of pair rotation. Teachers find pair rotation valuable because the teaching staff can obtain multiple peer evaluations on each student and because dysfunctional pairs are regularly disbanded. However, pair rotation adds to the burden of assigning pairs multiple times per semester. The majority of students in the study perceived pair rotation to be a desirable approach. Additionally, most students considered peer evaluation to be an effective means of providing feedback to teaching staff. However, they did not significantly believe that peer evaluation was an effective means for motivating students. View full abstract»

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  • Teaching for understanding and its specialization to software engineering

    Publication Year: 2004 , Page(s): 24 - 29
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (202 KB) |  | HTML iconHTML  

    Learning outcomes may be expressed as a set of items to be addressed and corresponding performance levels to be reached for each item. Engineering involves the capability to perform engineering functions, so it is desirable that learning outcomes address engineering performance. There are several frameworks for defining education levels. We briefly summarize the dimensions and understanding frameworks that were developed by one of the branches of the teaching for understanding school of educational thought. A few examples of specializing the dimensions and understanding frameworks to software engineering education are presented. The dimensions framework is compared with a set of levels from an agile process source, which also addresses software engineering performance. The dimensions and understanding frameworks appear to apply well to software engineering. View full abstract»

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  • Key considerations in teaching software architecture

    Publication Year: 2004 , Page(s): 174
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  • A further exploration of teaching ethics in the software engineering curriculum

    Publication Year: 2004 , Page(s): 39 - 44
    Cited by:  Papers (4)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (218 KB) |  | HTML iconHTML  

    The importance of teaching topics related to ethics within software engineering programs is highlighted especially in the light of the guiding principles for the Software Engineering volume of the Computing Curricula 2001 and the requirements of professional bodies when accrediting programs. A new work that extends the original investigation is outlined. The work centers on the why, what and how questions concerned with current ethics education in software engineering programs. Details of innovative strategies that are being employed to support the teaching of ethics in professional programs are also provided. View full abstract»

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  • Software security clue distribution

    Publication Year: 2004 , Page(s): 6 - 7
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (264 KB) |  | HTML iconHTML  

    Software security has blossomed nicely in the last few years with the appearance of new textbooks, new courses, and a government mandate, yet there are many people still to be educated. Savvy security people from the operations side tend to decry the cluelessness of software developers, putting the blame for our current software problems squarely on the shoulders of the "builders." However, builders cannot rightly be blamed for their lack of security knowledge, because security is only rarely a part of any standard curriculum. Getting the security message to developers, architects and other builders is an essential aspect of addressing the software security problem. Awareness training for software professionals is one way to do this. Integrating security thinking into the academic curriculum is another. View full abstract»

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  • Incorporating software process in an undergraduate software engineering curriculum: challenges and rewards

    Publication Year: 2004 , Page(s): 18 - 23
    Cited by:  Papers (4)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (563 KB) |  | HTML iconHTML  

    Milwaukee School of Engineering has one of the first ABET-accredited software engineering (SE) programs in the United States. We describe our experiences in incorporating the core elements of the software engineering process throughout the undergraduate SE program. These elements are integrated vertically as well as horizontally throughout the curriculum, starting with an introductory process course in the sophomore year and culminating in a three-quarter software development laboratory course sequence and a two-quarter capstone project in the junior and senior years. The challenges encountered while using this approach are also discussed. View full abstract»

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  • Experiences of embedding training in a basic requirements engineering method

    Publication Year: 2004 , Page(s): 104 - 109
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (508 KB) |  | HTML iconHTML  

    Failures in software projects are a well-known fact. One of the most obvious solutions to the problem is hiring more skilled people for the job but skilled personnel is not readily available. An alternative solution to the problem is to focus on improving the capabilities of the available personnel. A ready-to-use method was constructed to ease the introduction of basic requirements engineering (RE) practices in industry. One of the central goals for the method was to embed training and support for learning by doing in it. Consequently, an overall strategy to do RE and a bottom-up implementation of it are suggested. The experiences from testing the constructed method in practice indicate that practitioners want to learn besides the daily work, and that the ready-to-use method helped to improve the RE practices and increase the understanding of RE in the participating companies. View full abstract»

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  • Teaching objected-oriented systems development to structurally exposed students

    Publication Year: 2004 , Page(s): 52 - 58
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (207 KB) |  | HTML iconHTML  

    Paradigm contamination occurs where methods from different system development (SD) paradigms are integrated or combined. We investigate the OO and structural SD approaches and concern ourselves with the question of how paradigm contaminations are avoided when both approaches are taught at tertiary level. By comparing the techniques associated with specific SD approaches, an outline of the particular differences and commonalities that regularly cause paradigm contamination is given. Guidelines to avoid contamination traps are also provided. This is significant to instructors enabling them to make students aware of the possible contamination pitfalls as well as how to avoid them, and as a result enable them to reap the intended benefits of the chosen SD method. View full abstract»

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  • Self-grading in a project-based software engineering course

    Publication Year: 2004 , Page(s): 138 - 143
    Cited by:  Papers (3)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (217 KB) |  | HTML iconHTML  

    The Web application design and development course offered at Rensselaer at Hartford uses a project-based approach where students construct a Web application of their own choosing. For the past two years, the instructor of this course has used a student self-grading approach where, as part of defining the requirements for the project, students also define grade specifications for project grades of 'A', 'B', and 'C'. We discuss the motivation and approach to self grading and reports on a survey-based study used to determine student attitude toward the self-defined project and the self-grading approaches. Results of the survey indicate that students are moderately satisfied with the self-grading approach when used in conjunction with the student-defined project. View full abstract»

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  • Performing empirical software engineering research in the classroom

    Publication Year: 2004 , Page(s): 172 - 173
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  • Will the real software engineer please stand up?

    Publication Year: 2004 , Page(s): 4 - 5
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (189 KB) |  | HTML iconHTML  

    The article describes three significant and peculiar characteristics of software engineering which profoundly impact the way in which should think about software education: the effectiveness of current practice, the precipitous rate of change in the meaning of "software", and the gulf between software engineering research and practice. View full abstract»

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  • Teaching the software testing course: a tutorial

    Publication Year: 2004 , Page(s): 170 - 171
    Cited by:  Papers (1)
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  • Software engineers and HCI practitioners learning to work together: a preliminary look at expectations

    Publication Year: 2004 , Page(s): 45 - 49
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (195 KB) |  | HTML iconHTML  

    We studied the expectations of Software Engineering graduate students who took an HCI course, regarding the interaction of engineers and HCI practitioners in their workplace. The data are suggestive that students with HCI training compared both with nonHCI students and with current industry practices, expect to keep abreast of the HCI field more actively, expect design decisions and usability testing to be more collaborative and expect to see a greater degree of interaction between engineers and HCI practitioners. View full abstract»

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