CSEE&T 2014 – Author Index |
Contents -
Abstracts -
Authors
Online Calendar - iCal File |
Akbar, Saiful |
CSEE&T '14-WSTUT: "Reshaping Software Engineering ..."
Reshaping Software Engineering Education towards 2020 Engineers
Inggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, and Yani Widyani (Bandung Institute of Technology, Indonesia) In this paper, we present an overview on how to reshape the software engineering education in our undergraduate study program (i.e., curriculum program, software engineering curriculum package, and learning process) so that our graduates have sufficient skills to be the 2020 software engineers. We believe that the corner blocks to produce fine engineers are good understanding in the following areas: basic fundamentals and principles of science and computing, methodology, techniques-tools-platform, capability to understand domain problems, communication and personal skill, attitude to be a good learner and self disciplined. We translate these values to our undergraduate curriculum with an aim to produce general software engineer who are quick to master specific platforms/technologies and devices and to understand domain problems. @InProceedings{CSEE&T14p171, author = {Inggriani Liem and Yudistira Asnar and Saiful Akbar and Adi Mulyanto and Yani Widyani}, title = {Reshaping Software Engineering Education towards 2020 Engineers}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {171--174}, doi = {}, year = {2014}, } |
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Asnar, Yudistira |
CSEE&T '14-WSTUT: "Reshaping Software Engineering ..."
Reshaping Software Engineering Education towards 2020 Engineers
Inggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, and Yani Widyani (Bandung Institute of Technology, Indonesia) In this paper, we present an overview on how to reshape the software engineering education in our undergraduate study program (i.e., curriculum program, software engineering curriculum package, and learning process) so that our graduates have sufficient skills to be the 2020 software engineers. We believe that the corner blocks to produce fine engineers are good understanding in the following areas: basic fundamentals and principles of science and computing, methodology, techniques-tools-platform, capability to understand domain problems, communication and personal skill, attitude to be a good learner and self disciplined. We translate these values to our undergraduate curriculum with an aim to produce general software engineer who are quick to master specific platforms/technologies and devices and to understand domain problems. @InProceedings{CSEE&T14p171, author = {Inggriani Liem and Yudistira Asnar and Saiful Akbar and Adi Mulyanto and Yani Widyani}, title = {Reshaping Software Engineering Education towards 2020 Engineers}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {171--174}, doi = {}, year = {2014}, } |
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Barker, Michael |
CSEE&T '14-WSTUT: "Workshop on Improving the ..."
Workshop on Improving the CSEE&T Submissions Process
Michael Barker (NAIST, Japan) Have you ever thought about submitting an article to CSEE&T? The process of research and article submission is fairly long and often complicated because people don't know what all the steps are and too often there really isn't much support available. In this workshop, we will examine that process and try to identify ways to improve the process to increase the number and quality of submissions to CSEE&T. Please join us in brainstorming, selecting, and then planning concrete steps to make the process of submission for CSEE&T delightful, instead of painful. @InProceedings{CSEE&T14p183, author = {Michael Barker}, title = {Workshop on Improving the CSEE&T Submissions Process}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {183--185}, doi = {}, year = {2014}, } Info |
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Bitter, Sofie |
CSEE&T '14-WSTUT: "Learning and Working Together ..."
Learning and Working Together as Prerequisites for the Development of High-Quality Software
Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) A major challenge for software engineering is to coordinate many individuals, whose work is heavily depending on each other. This enormous complexity often results in error-prone products. Minor mistakes can already have major side-effects impacting the entire software product. For individuals, the challenge is to focus on their own tasks, however, obeying certain design principles and without losing sight of the overall target. Therefore, we argue that software engineering is a highly collaborative process. However, we lack knowledge in general how to collaborate successfully. Consequently, there is still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p154, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Learning and Working Together as Prerequisites for the Development of High-Quality Software}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {154--157}, doi = {}, year = {2014}, } CSEE&T '14-WSTUT: "Win-for-All in Software Engineering ..." Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) Software engineering is a highly collaborative process. However, we still lack knowledge on how to collaborate successfully. A main barrier to successful collaboration emerges due to social dilemmas that can be traced back to a profound tension between what is desirable for a collective as a whole, e. g. a software development team, and what is desirable for an individual, e. g. a single coder. This position paper introduces the concept of win-for-all (winn) and applies it to software engineering education. winn is an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. Thus, winn is a prerequisite for sustainable and high-quality performance of the whole group, the latter being a central issue for software engineering. High-level performance can only be achieved through a systemic perspective: both, the group and the individual (as a fundamental element of the group) have to be considered. Consequently, there is also still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p163, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {163--167}, doi = {}, year = {2014}, } |
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Ducrot, Joelle |
CSEE&T '14-WSTUT: "Opportunities and Challenges ..."
Opportunities and Challenges in Using Competencies during Design and Delivery of Software Engineering Curriculum
Venky Shankararaman and Joelle Ducrot (Singapore Management University, Singapore) This position paper proposes a framework for leveraging course competencies to effectively deliver and assess course content, and give valuable, timely feedback to students. The framework addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment feedback, and content review. The paper then presents the benefits of this approach and challenges in implementing this framework in scalable manner and suggests some solutions to overcome these challenges. @InProceedings{CSEE&T14p179, author = {Venky Shankararaman and Joelle Ducrot}, title = {Opportunities and Challenges in Using Competencies during Design and Delivery of Software Engineering Curriculum}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {179--182}, doi = {}, year = {2014}, } |
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Frankl, Gabriele |
CSEE&T '14-WSTUT: "Learning and Working Together ..."
Learning and Working Together as Prerequisites for the Development of High-Quality Software
Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) A major challenge for software engineering is to coordinate many individuals, whose work is heavily depending on each other. This enormous complexity often results in error-prone products. Minor mistakes can already have major side-effects impacting the entire software product. For individuals, the challenge is to focus on their own tasks, however, obeying certain design principles and without losing sight of the overall target. Therefore, we argue that software engineering is a highly collaborative process. However, we lack knowledge in general how to collaborate successfully. Consequently, there is still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p154, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Learning and Working Together as Prerequisites for the Development of High-Quality Software}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {154--157}, doi = {}, year = {2014}, } CSEE&T '14-WSTUT: "Win-for-All in Software Engineering ..." Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) Software engineering is a highly collaborative process. However, we still lack knowledge on how to collaborate successfully. A main barrier to successful collaboration emerges due to social dilemmas that can be traced back to a profound tension between what is desirable for a collective as a whole, e. g. a software development team, and what is desirable for an individual, e. g. a single coder. This position paper introduces the concept of win-for-all (winn) and applies it to software engineering education. winn is an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. Thus, winn is a prerequisite for sustainable and high-quality performance of the whole group, the latter being a central issue for software engineering. High-level performance can only be achieved through a systemic perspective: both, the group and the individual (as a fundamental element of the group) have to be considered. Consequently, there is also still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p163, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {163--167}, doi = {}, year = {2014}, } |
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Gaar, Wolfgang |
CSEE&T '14-WSTUT: "Improving Model-Based Collaboration ..."
Improving Model-Based Collaboration by Social Media Integration
Wolfgang Gaar and Egon Teiniker (University of Applied Sciences Joanneum, Austria) Software engineering is inherently a collection of collaborative tasks, such as customer inter¬views to collect requirements, discussions about software architecture and design, collective code ownership and the interaction between developers, customers and testers to ensure software quality. Open source development communities are a particularly good example of a worldwide collaboration in software engineering. This position paper describes our opinion about the use of collaboration techniques in software engineering education. We discuss the benefits of model-based collaboration techniques as well as social media platforms. In a practical example, we show that the integration of both techniques can significantly improve the collaboration in software engineering courses. @InProceedings{CSEE&T14p158, author = {Wolfgang Gaar and Egon Teiniker}, title = {Improving Model-Based Collaboration by Social Media Integration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {158--162}, doi = {}, year = {2014}, } |
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Grant, Emanuel S. |
CSEE&T '14-WSTUT: "Technology-Driven Software ..."
Technology-Driven Software Engineering Curriculum Development
Emanuel S. Grant and Venky Shankararaman (University of North Dakota, USA; Singapore Management University, Singapore) A fundamental artifact of any academic research is the data used as the basis of that research effort. A group of researchers, from institutions in multiple territories, has embarked on an ambitious research project that is aimed at enhancing the teaching of software engineering in four-year undergraduate programs. The research project details a set of workshops, for which the objective is the capture of data that will be the basis of the research effort. The first of these workshops was held in August 2011. The workshop comprised software engineering educators and representatives from the information technology industry. The data collection task sought to identify a set of topics that are considered suitable for teaching software engineering, along with identification of the years and depth at which these topics should be taught. The topics are derived from the outcome goals of the course/program. @InProceedings{CSEE&T14p168, author = {Emanuel S. Grant and Venky Shankararaman}, title = {Technology-Driven Software Engineering Curriculum Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {168--170}, doi = {}, year = {2014}, } |
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Kaufmann, Bonifaz |
CSEE&T '14-WSTUT: "Learning and Working Together ..."
Learning and Working Together as Prerequisites for the Development of High-Quality Software
Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) A major challenge for software engineering is to coordinate many individuals, whose work is heavily depending on each other. This enormous complexity often results in error-prone products. Minor mistakes can already have major side-effects impacting the entire software product. For individuals, the challenge is to focus on their own tasks, however, obeying certain design principles and without losing sight of the overall target. Therefore, we argue that software engineering is a highly collaborative process. However, we lack knowledge in general how to collaborate successfully. Consequently, there is still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p154, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Learning and Working Together as Prerequisites for the Development of High-Quality Software}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {154--157}, doi = {}, year = {2014}, } CSEE&T '14-WSTUT: "Win-for-All in Software Engineering ..." Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration Gabriele Frankl, Sofie Bitter, and Bonifaz Kaufmann (University of Klagenfurt, Austria) Software engineering is a highly collaborative process. However, we still lack knowledge on how to collaborate successfully. A main barrier to successful collaboration emerges due to social dilemmas that can be traced back to a profound tension between what is desirable for a collective as a whole, e. g. a software development team, and what is desirable for an individual, e. g. a single coder. This position paper introduces the concept of win-for-all (winn) and applies it to software engineering education. winn is an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. Thus, winn is a prerequisite for sustainable and high-quality performance of the whole group, the latter being a central issue for software engineering. High-level performance can only be achieved through a systemic perspective: both, the group and the individual (as a fundamental element of the group) have to be considered. Consequently, there is also still a lot of potential for teaching and improving collaboration in software engineering education. @InProceedings{CSEE&T14p163, author = {Gabriele Frankl and Sofie Bitter and Bonifaz Kaufmann}, title = {Win-for-All in Software Engineering Education: Balancing Social Dilemmas to Foster Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {163--167}, doi = {}, year = {2014}, } |
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Liem, Inggriani |
CSEE&T '14-WSTUT: "Reshaping Software Engineering ..."
Reshaping Software Engineering Education towards 2020 Engineers
Inggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, and Yani Widyani (Bandung Institute of Technology, Indonesia) In this paper, we present an overview on how to reshape the software engineering education in our undergraduate study program (i.e., curriculum program, software engineering curriculum package, and learning process) so that our graduates have sufficient skills to be the 2020 software engineers. We believe that the corner blocks to produce fine engineers are good understanding in the following areas: basic fundamentals and principles of science and computing, methodology, techniques-tools-platform, capability to understand domain problems, communication and personal skill, attitude to be a good learner and self disciplined. We translate these values to our undergraduate curriculum with an aim to produce general software engineer who are quick to master specific platforms/technologies and devices and to understand domain problems. @InProceedings{CSEE&T14p171, author = {Inggriani Liem and Yudistira Asnar and Saiful Akbar and Adi Mulyanto and Yani Widyani}, title = {Reshaping Software Engineering Education towards 2020 Engineers}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {171--174}, doi = {}, year = {2014}, } |
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Mulyanto, Adi |
CSEE&T '14-WSTUT: "Reshaping Software Engineering ..."
Reshaping Software Engineering Education towards 2020 Engineers
Inggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, and Yani Widyani (Bandung Institute of Technology, Indonesia) In this paper, we present an overview on how to reshape the software engineering education in our undergraduate study program (i.e., curriculum program, software engineering curriculum package, and learning process) so that our graduates have sufficient skills to be the 2020 software engineers. We believe that the corner blocks to produce fine engineers are good understanding in the following areas: basic fundamentals and principles of science and computing, methodology, techniques-tools-platform, capability to understand domain problems, communication and personal skill, attitude to be a good learner and self disciplined. We translate these values to our undergraduate curriculum with an aim to produce general software engineer who are quick to master specific platforms/technologies and devices and to understand domain problems. @InProceedings{CSEE&T14p171, author = {Inggriani Liem and Yudistira Asnar and Saiful Akbar and Adi Mulyanto and Yani Widyani}, title = {Reshaping Software Engineering Education towards 2020 Engineers}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {171--174}, doi = {}, year = {2014}, } |
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Nori, Kesav V. |
CSEE&T '14-WSTUT: "Teaching Software Product ..."
Teaching Software Product Engineering in Undergraduate Computing Curriculum
Y. Raghu Reddy and Kesav V. Nori (IIIT Hyderabad, India) Traditional engineering disciplines like electrical engineering, mechanical engineering, metallurgical engineering have focused on the design of artifacts. However most the modern day software engineering course with in the undergraduate computing curriculum focuses on teaching software processes rather than software product engineering. This paper argues the need for introducing software product engineering as a subject in undergraduate computer science curriculum and at a broader level, the need for more undergraduate software engineering programs in India. @InProceedings{CSEE&T14p175, author = {Y. Raghu Reddy and Kesav V. Nori}, title = {Teaching Software Product Engineering in Undergraduate Computing Curriculum}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {175--178}, doi = {}, year = {2014}, } |
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Reddy, Y. Raghu |
CSEE&T '14-WSTUT: "Teaching Software Product ..."
Teaching Software Product Engineering in Undergraduate Computing Curriculum
Y. Raghu Reddy and Kesav V. Nori (IIIT Hyderabad, India) Traditional engineering disciplines like electrical engineering, mechanical engineering, metallurgical engineering have focused on the design of artifacts. However most the modern day software engineering course with in the undergraduate computing curriculum focuses on teaching software processes rather than software product engineering. This paper argues the need for introducing software product engineering as a subject in undergraduate computer science curriculum and at a broader level, the need for more undergraduate software engineering programs in India. @InProceedings{CSEE&T14p175, author = {Y. Raghu Reddy and Kesav V. Nori}, title = {Teaching Software Product Engineering in Undergraduate Computing Curriculum}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {175--178}, doi = {}, year = {2014}, } |
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Shankararaman, Venky |
CSEE&T '14-WSTUT: "Technology-Driven Software ..."
Technology-Driven Software Engineering Curriculum Development
Emanuel S. Grant and Venky Shankararaman (University of North Dakota, USA; Singapore Management University, Singapore) A fundamental artifact of any academic research is the data used as the basis of that research effort. A group of researchers, from institutions in multiple territories, has embarked on an ambitious research project that is aimed at enhancing the teaching of software engineering in four-year undergraduate programs. The research project details a set of workshops, for which the objective is the capture of data that will be the basis of the research effort. The first of these workshops was held in August 2011. The workshop comprised software engineering educators and representatives from the information technology industry. The data collection task sought to identify a set of topics that are considered suitable for teaching software engineering, along with identification of the years and depth at which these topics should be taught. The topics are derived from the outcome goals of the course/program. @InProceedings{CSEE&T14p168, author = {Emanuel S. Grant and Venky Shankararaman}, title = {Technology-Driven Software Engineering Curriculum Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {168--170}, doi = {}, year = {2014}, } CSEE&T '14-WSTUT: "Opportunities and Challenges ..." Opportunities and Challenges in Using Competencies during Design and Delivery of Software Engineering Curriculum Venky Shankararaman and Joelle Ducrot (Singapore Management University, Singapore) This position paper proposes a framework for leveraging course competencies to effectively deliver and assess course content, and give valuable, timely feedback to students. The framework addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment feedback, and content review. The paper then presents the benefits of this approach and challenges in implementing this framework in scalable manner and suggests some solutions to overcome these challenges. @InProceedings{CSEE&T14p179, author = {Venky Shankararaman and Joelle Ducrot}, title = {Opportunities and Challenges in Using Competencies during Design and Delivery of Software Engineering Curriculum}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {179--182}, doi = {}, year = {2014}, } |
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Teiniker, Egon |
CSEE&T '14-WSTUT: "Improving Model-Based Collaboration ..."
Improving Model-Based Collaboration by Social Media Integration
Wolfgang Gaar and Egon Teiniker (University of Applied Sciences Joanneum, Austria) Software engineering is inherently a collection of collaborative tasks, such as customer inter¬views to collect requirements, discussions about software architecture and design, collective code ownership and the interaction between developers, customers and testers to ensure software quality. Open source development communities are a particularly good example of a worldwide collaboration in software engineering. This position paper describes our opinion about the use of collaboration techniques in software engineering education. We discuss the benefits of model-based collaboration techniques as well as social media platforms. In a practical example, we show that the integration of both techniques can significantly improve the collaboration in software engineering courses. @InProceedings{CSEE&T14p158, author = {Wolfgang Gaar and Egon Teiniker}, title = {Improving Model-Based Collaboration by Social Media Integration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {158--162}, doi = {}, year = {2014}, } |
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Widyani, Yani |
CSEE&T '14-WSTUT: "Reshaping Software Engineering ..."
Reshaping Software Engineering Education towards 2020 Engineers
Inggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, and Yani Widyani (Bandung Institute of Technology, Indonesia) In this paper, we present an overview on how to reshape the software engineering education in our undergraduate study program (i.e., curriculum program, software engineering curriculum package, and learning process) so that our graduates have sufficient skills to be the 2020 software engineers. We believe that the corner blocks to produce fine engineers are good understanding in the following areas: basic fundamentals and principles of science and computing, methodology, techniques-tools-platform, capability to understand domain problems, communication and personal skill, attitude to be a good learner and self disciplined. We translate these values to our undergraduate curriculum with an aim to produce general software engineer who are quick to master specific platforms/technologies and devices and to understand domain problems. @InProceedings{CSEE&T14p171, author = {Inggriani Liem and Yudistira Asnar and Saiful Akbar and Adi Mulyanto and Yani Widyani}, title = {Reshaping Software Engineering Education towards 2020 Engineers}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {171--174}, doi = {}, year = {2014}, } |
16 authors
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