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In the days when the proceedings of conference were produced as printed books, the foreword was assumed to be where delegates to the conference would start reading, and also a formal record of the kind of information that might be presented in the introductory session of the conference, and so it was customary to begin it with a welcome to the conference. Since CSEE&T has now moved over to having...
Conference proceedings front matter may contain various advertisements, welcome messages, committee or program information, and other miscellaneous conference information. This may in some cases also include the cover art, table of contents, copyright statements, title-page or half title-pages, blank pages, venue maps or other general information relating to the conference that was part of the original...
Teaching the discipline of requirements engineering (RE) is slowly establishing at universities within the software engineering curriculum. While several studies have shown that case study-based education was more efficient in RE, many teachers are still reluctant to change their teaching style, and stay with classical lectures and complementary exercises. These courses often fail to relate the different...
Teaching Requirements Engineering needs to be a realistic experience. Otherwise the students might not understand the repercussions of failing to gather requirements correctly. While simulated stakeholders are always a feasible option, only real stakeholders offer an authentic experience since only they are impacted by the system that is being specified. In this paper, we present our experiences of...
Risk identification, management, and mitigation are essential to the success of any software development projects. At the University of Southern California (USC), CSCI577ab is a graduate level software engineering course sequence that teaches the best software engineering practices, and allows students to apply the learned knowledge in developing real-client projects. This paper analyzes the risks...
Skillful design remains one of the critical success factors in long-lived software projects. Design fundamentals have been established and are pretty stable. How do we teach design in-the-large to equip our graduates with design skills relevant to a plethora of changing software technologies and emerging new application domains? Today programs are built on top of functionalities provided by software...
Introductory Computer Science (CS) classes are typically competitive in nature. The cutthroat nature of these classes comes from students attempting to get as high a grade as possible, which may or may not correlate with actual learning. Further, there is very little collaboration allowed in most introductory CS classes. Most assignments are completed individually since many educators feel that students...
Software development is an inherently team-based activity, and many software-engineering courses are structured around team projects, in order to provide students with an authentic learning experience. The collaborative-development tools through which student developers define, share and manage their tasks generate a detailed record in the process. Albeit not designed for this purpose, this record...
Software designers constantly mediate with various stakeholders, agree with requirement engineers and interact with coders. Software design is a socially-intensive activity. Teaching software design should be equally socially-intensive. However academic courses still lack a beneficial balance between theory, practice and social engagement. This paper provides details on how we address this problem...
While modularity is highly regarded as an important quality of software, it poses an educational dilemma: the true value of modularity is realized only as software evolves, but student homework, assignments and labs, once completed, seldom evolve. In addition, students seldom receive feedback regarding the modularity and evolvability of their designs. Prior work has shown that it is extremely easy...
During the last years, software architecture has become an increasingly necessary subject in IT education. At Universidad de los Andes, a software architecture course is taught midway through the Systems and Computer Engineering degree and aims to create skills within the student to identify quality requirements as well as designing software architectures for middle-sized systems. However, based on...
Object-orientation is one of the essential parts of every software engineering course. However, according to literature, it often lacks the following: First, modeling on a conceptual level independent from a particular programming language is often neglected. Moreover, the actual process of designing or implementing a piece of software seems to be less important than providing an optimal solution...
Students with little professional software development experience typically have low intrinsic motivation and beyond achieving a good grade, low extrinsic motivation to study and appreciate the value of software engineering curricula. Unlike other subjects, introductory software engineering instructors exert a great deal of effort justifying and motivating their course topics. Since 2006 the University...
The current ACM and IEEE Computer Society recommended guidelines for graduate software engineering programs (GSwE2009) were created in 2009 by an international group of experts from industry, government and academia. We report here on some of the early experiences using GSwE2009 to create a new curriculum in software assurance and to create and/or improve 4 different academic programs in 3 countries...
This paper describes a software assurance competency model that can be used by individual professionals to improve their software assurance skills. It can also be used by universities to align course content with skills needed in industry, and it can be used by industry to help employee professional growth as well as to screen prospective employees. The knowledge and skill areas in the competency...
In order to enhance the understanding of important concepts and strengthen the awareness of software process, students need to learn from their experiences in process-specific project practices. However, it's often difficult to design and carry out such practices in tertiary education environment. Typical challenges may include: 1) the difficulty to separate process-specific project practices from...
Communication and collaboration skills are very important for Software Engineering practitioners. The practitioner who possesses these skills, as well as solid technical knowledge, will possibly perform his activities in a more efficient way. Generally, people acquire these skills through experience. However what can happen when we emphasize training this kind of skills during Software Engineering...
This paper describes the process of assigning students to project teams in a global software development course. Project proposals vary in several characteristics in order to provide students from two universities, who have highly heterogeneous knowledge, a wide range of choices. Students submit an initial questionnaire about their skills, together with ranked project preferences. Based on 24 projects...
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