Proceedings Tenth Conference on Software Engineering Education and Training最新文献

{"title":"A pattern based curriculum for computer systems engineering","authors":"E. Kendall","doi":"10.1109/SEDC.1997.592448","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592448","url":null,"abstract":"Software engineers today should be knowledgeable in computer systems, which encompasses electronics hardware, software, and networking. Because computer systems engineering is a very broad and rapidly changing discipline, there is a need to have a unified methodology for both students and practitioners. Patterns, and pattern languages for software development have received considerable attention over the last few years, and this approach, based on work originally done in architecture and urban planning, supports methodology development, dissemination, and evolution. This paper discusses patterns and pattern languages of computer systems as unifying themes and underpinnings for undergraduate and postgraduate curricula. Most of a sample curriculum has been implemented within undergraduate and postgraduate degree programs in Computer Systems Engineering at the Royal Melbourne Institute of Technology in Australia. The sample curriculum is described here, along with preliminary feedback from students and lecturers. The net result is steps toward a methodology that allows students to learn to systematically develop computer software, electronics hardware, and networked systems.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132248523","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}

{"title":"\"Peopleware\" integration in an evolving software engineering curriculum","authors":"N. Habra","doi":"10.1109/SEDC.1997.592445","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592445","url":null,"abstract":"This paper describes our experience with Software Engineering education at the University of Namur (Belgium). Emphasis is put an the evolution of SE education from one technical 30-hrs module to a group of several modules representing a central part of our curriculum. In particular, Software Engineering project-course was extended in order to integrate aspects which are not usually considered as parr of software engineering classical teaching. Aspects like team management, communication skill, leadership, meetings management,... are learned more naturally by-doing than by classroom teaching. The purpose of our experience is take profit of the rich experience students have to live anyway in the project-oriented course. In fact, the size of the project, its extend over the whole life-cycle, and the requirement to achieve it by teams make it an ideal place to make students sensitized to such aspects. Our believe is that the software development process of any sizable project should be to the human nature of participants should not be ignored (nor overestimated). The experience is practiced for two years. At the beginning, students were troubled because they used to focus on techniques and to ignore completely human aspects. But finally, at the end of year the experience has been judged positively by them. Subsequently they showed better understanding of human aspects related to their jobs. The paper develops this enlarged view of SE education and, in particular it describes the integration of \"people-side\" topics within technical material.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124932291","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}

{"title":"Teaching For Change","authors":"D. Parnas","doi":"10.1109/SEDC.1997.592451","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592451","url":null,"abstract":"A perennial concern of those who teach about computers is the rapid change that we see in our field. The hardware and software that dominated the field just four years ago are not even considered interesting today. When we think about our students, we must wonder how we can teach anything that will be relevant when they graduate or five years later. While the pace of change in computing is unprecedented, the problem of teaching engineers in rapidly changing fields is not. When I received my electrical engineering education in the late 60’s, my teachers were as concerned about rapid change as we are today. When I entered engineering, the “real world” was vacuum tubes, and some people told me that semiconductor physics was “useless theory.” The wise members of the faculty recognized that what we taught had to be useful now, as well as in the future. Today, teaching in an engineering environment once again (after a hiatus of two decades) I can see the wisdom of their choices. The engineering books on my shelves, purchased in the late 50’s, are still true and relevant. In contrast, most of the computer books on my shelves dated in the 80’s, are out of date, irrelevant, archaic, and in many cases, obviously wrong. Things have changed quickly in both areas, but what I learned two decades ago was fundamental and has remained important. As long as I have been observing computer science education, there has been concern about keeping up-to-date. The ACM curriculum recommendations are frequently updated and conference discussions are full of the latest buzzwords and references to the latest research papers. The engineering education tradition, however, is different: it stressed focusing on fundamentals and avoiding fads. In contrast, currently, “teaching new research results” is a scathingly negative comment in all but the most advanced undergraduate engineering courses. In this talk, I will propose and defend a list of fundamental concepts that should be taught in software engineering courses. I will argue that only by not teaching the latest fads, can we give our students an education that will stand them in good stead a decade or two from now. Proceedings of the 10th Conference on Software Engineering Education and Training (CSEE&T'97) 0-8186-7886-0/97 $10.00 © 1997 IEEE","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133646934","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}

{"title":"Encapsulating empirical practices within the software engineering curriculum","authors":"D. Budgen, P. Brereton","doi":"10.1109/SEDC.1997.592446","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592446","url":null,"abstract":"One of the factors limiting the wider acceptance of computer science (and hence software engineering) as a 'Science and Engineering' discipline is the lack of established experimental practices that can be used to provide empirical support for our ideas. While such techniques do exist, they are not widely known, and do not usually appear in any curricula. This paper described an introductory course on empirical practices that we taught to our final year undergraduate students, and provides a simple 'case study' illustration of our experiences.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"59 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123761711","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}

{"title":"A web-based system for automating a disciplined personal software process (PSP)","authors":"Inien Syu, A. Salimi, Massood Towhidnejad, T. Hilburn","doi":"10.1109/SEDC.1997.592443","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592443","url":null,"abstract":"In this paper, we describe PSP-DROPS (PSF Data RepOsitory and Presentation System), an automated Web-based tool to support teaching the Personal Software Process (PSP) technique, at Embry-Riddle Aeronautical University. PSP is a disciplined personal software process used in software development. Last year, PSP was incorporated into our first two programming, courses (CS1 and CS2). Using PPS-DROPS, students can receive on-line instructions for recording, their data, which cuts down the work load of managing and analyzing process data. Most importantly, the analyzed result can be presented to the students graphically anywhere that has the World Wide Web, (WWW) access. The user friendly environment by PSP-DROPS facilitates and motivates the students to practice PSP for improving, their academic work.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114602523","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}

{"title":"Issues in licensing and certification of software engineers","authors":"N. Mead","doi":"10.1109/SEDC.1997.592449","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592449","url":null,"abstract":"The issues associated with licensing and certification of software engineers are difficult. At present, there is no agreed-to body of knowledge on which to base certification. Some state legislatures are attempting to regulate the practice of software engineering without adequate understanding of the field. As a result of safety-critical software disasters, some professionals believe that licensing or certification is inevitable, so the software community had better figure out how to do it before someone else does it for them. In this paper, we survey the state of the practice of licensing and certification in other professions, identify the issues that might be encountered in attempting to license and certify software engineers, and suggest possible actions that could be taken by the profession. We discuss the implications of licensing or certification for education.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123375283","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}

{"title":"An undergraduate option in software engineering: analysis and rationale","authors":"Timothy Lethbridge, Dan Ionescu, A. Mili, David Gibbons","doi":"10.1109/SEDC.1997.592447","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592447","url":null,"abstract":"This paper discusses an undergraduate option in software engineering which is currently in the approval process at the University of Ottawa. The proposed option represents a close collaboration between the Department of Computer Science and the Department of Electrical and Computer Engineering. In this paper we present an analysis of the weaknesses of the graduates of existing programs and some criteria for the choice of courses in the new option. In particular, we examine why a significant amount of additional project-based experience should be required in the software engineering option. The resulting option differs from those at other universities in that it has a somewhat greater emphasis on both human factors and the object oriented approach.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132702074","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}

{"title":"Designing process-based software curriculum","authors":"R. Upchurch, J. Sims-Knight","doi":"10.1109/SEDC.1997.592437","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592437","url":null,"abstract":"Computer science education traditionally has stemmed from its mathematical roots and has been related to practice through instruction of programming languages. Good software engineering practice, in contrast, requires expertise at a complex of activities that involve the intellectual skills of planning, designing, evaluating, and revising. Cognitive research has revealed that developing intellectual skills, such as these, requires: explicit instruction and practice; in the context in which such skills will be applied; in carefully structured ways. We are applying the techniques of cognitive apprenticeship, situated cognition, and reflective practice, based on our earlier successful application of such techniques, to the development of laboratories to accompany two undergraduate classes. The first section of this paper provides the foundations from the computer science/software engineering domain that justify our effort. The second section provides the background in cognitive research we use to structure the learning environment and activities for the students. Section three provides an overview of the goals we have established as part of this development activity. Section four describes the activities we have implemented in the sophomore computer science course. We conclude our remarks with a discussion of problems and intended directions.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"694 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322502","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}

{"title":"Experiences in constructing a level-2 software engineering graduate curriculum","authors":"D. Umphress","doi":"10.1109/SEDC.1997.592434","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592434","url":null,"abstract":"This paper explores the application of the Software Engineering Institute's Capability Maturity Model to projects in graduate software engineering education. A notional maturity model for education and training is suggested. Actual experiences in injecting and using the model are described.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116899411","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}

{"title":"Enhancing software development project courses via industry participation","authors":"John V. Harrison","doi":"10.1109/SEDC.1997.592454","DOIUrl":"https://doi.org/10.1109/SEDC.1997.592454","url":null,"abstract":"Many computer science departments offer a course that features a software development project where students work as part of a team. An objective of this type of course is to simulate an industrial development environment thereby allowing students to experience some of the dynamics that they will encounter after completion of their study. The accuracy of the simulation can be improved, and hence the educational experienced enhanced, by the incorporation of industry participation directly into the course. Difficulties in organising and administering the project in the context of industry participation can occur in practice, which serve to deter the incorporation. This paper motivates industry participation in a team project course by identifying the potential benefits for the students, some of which are implicit, and also those for the industry sponsor, lecturer and host academic institution. A methodology for incorporating industry participation, which can be employed to overcome the difficulties in achieving these benefits, is presented. A model for administering a team project course in the context of industrial participation, which includes the use of an intranet as an enabling technology, is also described. The methodology and model, which have been employed successfully, can be utilised to improve the quality of the educational experience resulting from team project software development courses.","PeriodicalId":340845,"journal":{"name":"Proceedings Tenth Conference on Software Engineering Education and Training","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134354824","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}