CSEE&T 2011 – Author Index |
Contents -
Abstracts -
Authors
|
Anderson, Paul V. |
CSEE&T '11-PS: "Is Integration of Communication ..."
Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?
Gerald C. Gannod, Janet E. Burge, Paul V. Anderson, and Andrew Begel (Miami University, USA; Microsoft Research, USA) Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students’ four years of study. The project’s goal is to develop teaching supports, assignments, and other resources that CS/SE faculty can use to create assignments and instruct their students in four areas: writing, reading, speaking, and teaming. Our panelists—an industry practitioner, a CS/SE educator, and a communication specialist—will describe what has been learned in the project’s first half and invite comments, insights and advice from the audience. @InProceedings{CSEE&T11p525, author = {Gerald C. Gannod and Janet E. Burge and Paul V. Anderson and Andrew Begel}, title = {Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {525--529}, doi = {}, year = {2011}, } |
|
Begel, Andrew |
CSEE&T '11-PS: "Is Integration of Communication ..."
Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?
Gerald C. Gannod, Janet E. Burge, Paul V. Anderson, and Andrew Begel (Miami University, USA; Microsoft Research, USA) Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students’ four years of study. The project’s goal is to develop teaching supports, assignments, and other resources that CS/SE faculty can use to create assignments and instruct their students in four areas: writing, reading, speaking, and teaming. Our panelists—an industry practitioner, a CS/SE educator, and a communication specialist—will describe what has been learned in the project’s first half and invite comments, insights and advice from the audience. @InProceedings{CSEE&T11p525, author = {Gerald C. Gannod and Janet E. Burge and Paul V. Anderson and Andrew Begel}, title = {Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {525--529}, doi = {}, year = {2011}, } |
|
Boehm, Barry W. |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Bourque, Pierre |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Burge, Janet E. |
CSEE&T '11-PS: "Is Integration of Communication ..."
Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?
Gerald C. Gannod, Janet E. Burge, Paul V. Anderson, and Andrew Begel (Miami University, USA; Microsoft Research, USA) Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students’ four years of study. The project’s goal is to develop teaching supports, assignments, and other resources that CS/SE faculty can use to create assignments and instruct their students in four areas: writing, reading, speaking, and teaming. Our panelists—an industry practitioner, a CS/SE educator, and a communication specialist—will describe what has been learned in the project’s first half and invite comments, insights and advice from the audience. @InProceedings{CSEE&T11p525, author = {Gerald C. Gannod and Janet E. Burge and Paul V. Anderson and Andrew Begel}, title = {Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {525--529}, doi = {}, year = {2011}, } |
|
Gannod, Gerald C. |
CSEE&T '11-PS: "Is Integration of Communication ..."
Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?
Gerald C. Gannod, Janet E. Burge, Paul V. Anderson, and Andrew Begel (Miami University, USA; Microsoft Research, USA) Software engineering educators and trainers are acutely aware that software engineering graduates need strong real-world communication abilities. The National Science Foundation is supporting a three-year project in which industry professionals, CS/SE faculty, and communication-across-the-curriculum specialists are collaborating to develop curricula and teaching resources designed to improve communication abilities of CS/SE graduates by integrating communication instruction and assignments with the technical work in courses across the students’ four years of study. The project’s goal is to develop teaching supports, assignments, and other resources that CS/SE faculty can use to create assignments and instruct their students in four areas: writing, reading, speaking, and teaming. Our panelists—an industry practitioner, a CS/SE educator, and a communication specialist—will describe what has been learned in the project’s first half and invite comments, insights and advice from the audience. @InProceedings{CSEE&T11p525, author = {Gerald C. Gannod and Janet E. Burge and Paul V. Anderson and Andrew Begel}, title = {Is Integration of Communication and Technical Instruction Across the SE Curriculum a Viable Strategy for Improving the Real-World Communication Abilities of Software Engineering Graduates?}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {525--529}, doi = {}, year = {2011}, } |
|
Gelosh, Don |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Hilburn, Thomas B. |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Pyster, Art |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Shaw, Mary |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Thompson, J. Barrie |
CSEE&T '11-PS: "The Role of Graduate Software ..."
The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula
Barry W. Boehm, Pierre Bourque, Don Gelosh, Thomas B. Hilburn , Art Pyster, Mary Shaw, and J. Barrie Thompson (University of Southern California, USA; École de Technologie Supérieure, Canada; Department of Defense, USA; Embry-Riddle Aeronautical University, USA; Stevens Institute of Technology, USA; CMU, USA; University of Sunderland, UK) The Software Engineering Body of Knowledge (SWEBOK), published in 2004, and now under revision, has influenced many software engineering graduate programs worldwide. In 2009, guidelines were published for graduate programs in software engineering (GSWE2009). GSWE2009, now sponsored by both the IEEE Computer Society and the Association for Computing Machinery, strongly rely on the SWEBOK but also recommends specific systems engineering knowledge for students to master. Today, an international team is creating a rigorous Systems Engineering Body of Knowledge (SEBoK) with the help of the IEEE Computer Society and the International Council on Systems Engineering and other professional societies. As it matures, the SEBoK should influence future versions of GSWE2009 and graduate program curricula worldwide. This panel will examine the influence of bodies of knowledge on both the creation of new graduate software engineering programs and the evolution of existing ones. @InProceedings{CSEE&T11p535, author = {Barry W. Boehm and Pierre Bourque and Don Gelosh and Thomas B. Hilburn and Art Pyster and Mary Shaw and J. Barrie Thompson}, title = {The Role of Graduate Software and Systems Engineering Bodies of Knowledge in Formulating Graduate Software Engineering Curricula}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {535--536}, doi = {}, year = {2011}, } |
|
Vouk, Mladen |
CSEE&T '11-PS: "Teaching Software Testing: ..."
Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward
W. Eric Wong and Mladen Vouk (University of Texas at Dallas, USA; Italian National Research Council, Italy; Purdue University, USA; George Mason University, USA; North Carolina State University, USA) This article contains position statements for the panel on "Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward". @InProceedings{CSEE&T11p530, author = {W. Eric Wong and Mladen Vouk}, title = {Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {530--534}, doi = {}, year = {2011}, } |
|
Wong, W. Eric |
CSEE&T '11-PS: "Teaching Software Testing: ..."
Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward
W. Eric Wong and Mladen Vouk (University of Texas at Dallas, USA; Italian National Research Council, Italy; Purdue University, USA; George Mason University, USA; North Carolina State University, USA) This article contains position statements for the panel on "Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward". @InProceedings{CSEE&T11p530, author = {W. Eric Wong and Mladen Vouk}, title = {Teaching Software Testing: Experiences, Lessons Learned, and the Path Forward}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEE}, pages = {530--534}, doi = {}, year = {2011}, } |
13 authors
proc time: 0.26