CSEE&T 2014 – Author Index |
Contents -
Abstracts -
Authors
Online Calendar - iCal File |
Ackerman, A. Frank |
CSEE&T '14-ASEET: "An Active Learning Module ..."
An Active Learning Module for an Introduction to Software Engineering Course
A. Frank Ackerman (Montana Tech, USA) Many schools do not begin to introduce college students to software engineering until they have had at least one semester of programming. Since software engineering is a large, complex, and abstract subject it is difficult to construct active learning exercises that build on the students’ elementary knowledge of programming and still teach basic software engineering principles. It is also the case that beginning students typically know how to construct small programs, but they have little experience with the techniques necessary to produce reliable and long-term maintainable modules. I have addressed these two concerns by defining a local standard (Montana Tech Method (MTM) Software Development Standard for Small Modules Template) that step-by-step directs students toward the construction of highly reliable small modules using well known, best-practices software engineering techniques. “Small module” is here defined as a coherent development task that can be unit tested, and can be carried out by a single (or a pair of) software engineer(s) in at most a few weeks. The standard describes the process to be used and also provides a template for the top-level documentation. The instructional module’s sequence of mini-lectures and exercises associated with the use of this (and other) local standards are used throughout the course, which perforce covers more abstract software engineering material using traditional reading and writing assignments. The sequence of mini-lectures and hands-on assignments (many of which are done in small groups) constitutes an instructional module that can be used in any similar software engineering course. @InProceedings{CSEE&T14p190, author = {A. Frank Ackerman}, title = {An Active Learning Module for an Introduction to Software Engineering Course}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {190--191}, doi = {}, year = {2014}, } |
|
Bourque, Pierre |
CSEE&T '14-ASEET: "The Impact of SWEBOK Version ..."
The Impact of SWEBOK Version 3 on Software Engineering Education and Training
Richard E. Fairley, Pierre Bourque, and John Keppler (S2EA, USA; École de Technologie Supérieure, Canada; IEEE Computer Society, USA) The Guide to the Software Engineering Body of Knowledge (the SWEBOK Guide) provides generally accepted knowledge for the software engineering profession. The content of the SWEBOK Guide is derived from academic sources and the best practices of the profession. The SWEBOK Guide is a reference document for many academic and industrial curricula, certification programs, accreditation criteria, and professional licensure. This paper provides an overview of the recently published Version 3 of the SWEBOK Guide and examines the potential impact of the changes in Version 3 on software engineering education and training for the academic and industrial sectors. @InProceedings{CSEE&T14p192, author = {Richard E. Fairley and Pierre Bourque and John Keppler}, title = {The Impact of SWEBOK Version 3 on Software Engineering Education and Training}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {192--200}, doi = {}, year = {2014}, } |
|
Ding, Junhua |
CSEE&T '14-ASEET: "Self-Guided Learning Environment ..."
Self-Guided Learning Environment for Undergraduate Software Engineering
Junhua Ding (East Carolina University, USA) A high qualified software developer should have the ability to develop software systems following good software engineering practices. However, an integrated software engineering tool that can help students to learn the practices is absent. In this paper, we present an IDE that is able to monitor and guide students to develop software following good practices. In addition, the tool offers a set of guidelines for improving the learning process via analyzing learning activities and results. @InProceedings{CSEE&T14p188, author = {Junhua Ding}, title = {Self-Guided Learning Environment for Undergraduate Software Engineering}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {188--189}, doi = {}, year = {2014}, } |
|
Fairley, Richard E. |
CSEE&T '14-ASEET: "The Impact of SWEBOK Version ..."
The Impact of SWEBOK Version 3 on Software Engineering Education and Training
Richard E. Fairley, Pierre Bourque, and John Keppler (S2EA, USA; École de Technologie Supérieure, Canada; IEEE Computer Society, USA) The Guide to the Software Engineering Body of Knowledge (the SWEBOK Guide) provides generally accepted knowledge for the software engineering profession. The content of the SWEBOK Guide is derived from academic sources and the best practices of the profession. The SWEBOK Guide is a reference document for many academic and industrial curricula, certification programs, accreditation criteria, and professional licensure. This paper provides an overview of the recently published Version 3 of the SWEBOK Guide and examines the potential impact of the changes in Version 3 on software engineering education and training for the academic and industrial sectors. @InProceedings{CSEE&T14p192, author = {Richard E. Fairley and Pierre Bourque and John Keppler}, title = {The Impact of SWEBOK Version 3 on Software Engineering Education and Training}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {192--200}, doi = {}, year = {2014}, } |
|
Keppler, John |
CSEE&T '14-ASEET: "The Impact of SWEBOK Version ..."
The Impact of SWEBOK Version 3 on Software Engineering Education and Training
Richard E. Fairley, Pierre Bourque, and John Keppler (S2EA, USA; École de Technologie Supérieure, Canada; IEEE Computer Society, USA) The Guide to the Software Engineering Body of Knowledge (the SWEBOK Guide) provides generally accepted knowledge for the software engineering profession. The content of the SWEBOK Guide is derived from academic sources and the best practices of the profession. The SWEBOK Guide is a reference document for many academic and industrial curricula, certification programs, accreditation criteria, and professional licensure. This paper provides an overview of the recently published Version 3 of the SWEBOK Guide and examines the potential impact of the changes in Version 3 on software engineering education and training for the academic and industrial sectors. @InProceedings{CSEE&T14p192, author = {Richard E. Fairley and Pierre Bourque and John Keppler}, title = {The Impact of SWEBOK Version 3 on Software Engineering Education and Training}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {192--200}, doi = {}, year = {2014}, } |
|
Koolmanojwong, Supannika |
CSEE&T '14-ASEET: "Top-10 Risks in Real-Client ..."
Top-10 Risks in Real-Client Software Engineering Class Projects
Supannika Koolmanojwong (University of Southern California, USA) 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. One of the main focuses throughout the software development life cycle is the risk analysis. Students have to perform weekly risk identification and prepare for risk mitigation. This presentation will discuss analysis results of the top-10 risks from various perspectives such as comparison of risk patterns between development-based projects and COTS-based projects, high score teams and low score teams, and a comparison between risk exposure and risk occurrence. @InProceedings{CSEE&T14p201, author = {Supannika Koolmanojwong}, title = {Top-10 Risks in Real-Client Software Engineering Class Projects}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {201--202}, doi = {}, year = {2014}, } |
|
Opdahl, Andreas L. |
CSEE&T '14-ASEET: "Teaching Semantic Technologies ..."
Teaching Semantic Technologies as Part of a Software Development Program
Andreas L. Opdahl (University of Bergen, Norway) The information science study at the University of Bergen has human-computer interaction and semantic technologies as two of its focal points, with software development as a third focus that supports the two others. This talk will review the department's courses in semantic technologies at bachelor and graduate levels, with emphasis on the introductory course in advanced modelling and programming for the Web of Data (or Semantic Web). @InProceedings{CSEE&T14p203, author = {Andreas L. Opdahl}, title = {Teaching Semantic Technologies as Part of a Software Development Program}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {203--204}, doi = {}, year = {2014}, } |
|
Wong, W. Eric |
CSEE&T '14-ASEET: "Experience of Teaching Executive ..."
Experience of Teaching Executive Master's Program in Software Engineering: Challenges, Lessons Learned, and Path Forward
W. Eric Wong (University of Texas at Dallas, USA) Universities have created programs such as the Executive Master's Degree in Software Engineering (EMSE) at the University of Texas at Dallas to enable busy professionals to achieve a balance between work and life while pursuing a graduate degree. In this talk, I will address several important issues based on my experience of teaching the same course for both the EMSE program and the regular Master's program. @InProceedings{CSEE&T14p186, author = {W. Eric Wong}, title = {Experience of Teaching Executive Master's Program in Software Engineering: Challenges, Lessons Learned, and Path Forward}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {186--187}, doi = {}, year = {2014}, } |
8 authors
proc time: 0.25