ICSE 2012 – Author Index |
Contents -
Abstracts -
Authors
Online Calendar - iCal File |
Adams, Bram |
ICSE '12-SEE: "Five Days of Empirical Software ..."
Five Days of Empirical Software Engineering: The PASED Experience
Massimiliano Di Penta, Giuliano Antoniol, Daniel M. Germán, Yann-Gaël Guéhéneuc, and Bram Adams (University of Sannio, Italy; École Polytechnique de Montréal, Canada; University of Victoria, Canada) Acquiring the skills to plan and conduct different kinds of empirical studies is a mandatory requirement for graduate students working in the field of software engineering. These skills typically can only be developed based on the teaching and experience of the students' supervisor, because of the lack of specific, practical courses providing these skills. To fill this gap, we organized the first Canadian Summer School on Practical Analyses of Software Engineering Data (PASED). The aim of PASED is to provide-using a "learning by doing'' model of teaching-a solid foundation to software engineering graduate students on conducting empirical studies. This paper describes our experience in organizing the PASED school, i.e., what challenges we encountered, how we designed the lectures and laboratories, and what could be improved in the future based on the participants' feedback. @InProceedings{ICSE12p1254, author = {Massimiliano Di Penta and Giuliano Antoniol and Daniel M. Germán and Yann-Gaël Guéhéneuc and Bram Adams}, title = {Five Days of Empirical Software Engineering: The PASED Experience}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1254--1257}, doi = {}, year = {2012}, } |
|
Antoniol, Giuliano |
ICSE '12-SEE: "Five Days of Empirical Software ..."
Five Days of Empirical Software Engineering: The PASED Experience
Massimiliano Di Penta, Giuliano Antoniol, Daniel M. Germán, Yann-Gaël Guéhéneuc, and Bram Adams (University of Sannio, Italy; École Polytechnique de Montréal, Canada; University of Victoria, Canada) Acquiring the skills to plan and conduct different kinds of empirical studies is a mandatory requirement for graduate students working in the field of software engineering. These skills typically can only be developed based on the teaching and experience of the students' supervisor, because of the lack of specific, practical courses providing these skills. To fill this gap, we organized the first Canadian Summer School on Practical Analyses of Software Engineering Data (PASED). The aim of PASED is to provide-using a "learning by doing'' model of teaching-a solid foundation to software engineering graduate students on conducting empirical studies. This paper describes our experience in organizing the PASED school, i.e., what challenges we encountered, how we designed the lectures and laboratories, and what could be improved in the future based on the participants' feedback. @InProceedings{ICSE12p1254, author = {Massimiliano Di Penta and Giuliano Antoniol and Daniel M. Germán and Yann-Gaël Guéhéneuc and Bram Adams}, title = {Five Days of Empirical Software Engineering: The PASED Experience}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1254--1257}, doi = {}, year = {2012}, } |
|
April, Alain |
ICSE '12-SEE: "Integrating Tools and Frameworks ..."
Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum
Christopher Fuhrman, Roger Champagne, and Alain April (University of Québec, Canada) We share our experience over the last 10 years for finding, deploying and evaluating software engineering (SE) technologies in an undergraduate program at the ETS in Montreal, Canada. We identify challenges and propose strategies to integrate technologies into an SE curriculum. We demonstrate how technologies are integrated throughout our program, and provide details of the integration in two specific courses. @InProceedings{ICSE12p1194, author = {Christopher Fuhrman and Roger Champagne and Alain April}, title = {Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1194--1203}, doi = {}, year = {2012}, } |
|
Bavota, Gabriele |
ICSE '12-SEE: "Teaching Software Engineering ..."
Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach
Gabriele Bavota, Andrea De Lucia , Fausto Fasano, Rocco Oliveto, and Carlo Zottoli (University of Salerno, Italy; University of Molise, Italy) We present a practical approach for teaching two different courses of Software Engineering (SE) and Software Project Management (SPM) in an integrated way. The two courses are taught in the same semester, thus allowing to build mixed project teams composed of five-eight Bachelor's students (with development roles) and one or two Master's students (with management roles). The main goal of our approach is to simulate a real-life development scenario giving to the students the possibility to deal with issues arising from typical project situations, such as working in a team, organising the division of work, and coping with time pressure and strict deadlines. @InProceedings{ICSE12p1154, author = {Gabriele Bavota and Andrea De Lucia and Fausto Fasano and Rocco Oliveto and Carlo Zottoli}, title = {Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1154--1163}, doi = {}, year = {2012}, } |
|
Billingsley, William |
ICSE '12-SEE: "Using Continuous Integration ..."
Using Continuous Integration of Code and Content to Teach Software Engineering with Limited Resources
Jörn Guy Süß and William Billingsley (University of Queensland, Australia) @InProceedings{ICSE12p1174, author = {Jörn Guy Süß and William Billingsley}, title = {Using Continuous Integration of Code and Content to Teach Software Engineering with Limited Resources}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1174--1173}, doi = {}, year = {2012}, } |
|
Bosnić, Ivana |
ICSE '12-SEE: "Ten Tips to Succeed in Global ..."
Ten Tips to Succeed in Global Software Engineering Education
Ivica Crnković, Ivana Bosnić, and Mario Žagar (Mälardalen University, Sweden; University of Zagreb, Croatia) The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course. @InProceedings{ICSE12p1224, author = {Ivica Crnković and Ivana Bosnić and Mario Žagar}, title = {Ten Tips to Succeed in Global Software Engineering Education}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1224--1233}, doi = {}, year = {2012}, } |
|
Brereton, Pearl |
ICSE '12-SEE: "What Scope Is There for Adopting ..."
What Scope Is There for Adopting Evidence-Informed Teaching in SE?
David Budgen, Sarah Drummond, Pearl Brereton, and Nikki Holland (Durham University, UK; Keele University, UK) Context: In teaching about software engineering we currently make little use of any empirical knowledge. Aim: To examine the outcomes available from the use of Evidence-Based Software Engineering (EBSE) practices, so as to identify where these can provide support for, and inform, teaching activities. Method: We have examined all known secondary studies published up to the end of 2009, together with those published in major journals to mid-2011, and identified where these provide practical results that are relevant to student needs. Results: Starting with 145 candidate systematic literature reviews (SLRs), we were able to identify and classify potentially useful teaching material from 43 of them. Conclusions: EBSE can potentially lend authority to our teaching, although the coverage of key topics is uneven. Additionally, mapping studies can provide support for research-led teaching. @InProceedings{ICSE12p1204, author = {David Budgen and Sarah Drummond and Pearl Brereton and Nikki Holland}, title = {What Scope Is There for Adopting Evidence-Informed Teaching in SE?}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1204--1213}, doi = {}, year = {2012}, } |
|
Budgen, David |
ICSE '12-SEE: "What Scope Is There for Adopting ..."
What Scope Is There for Adopting Evidence-Informed Teaching in SE?
David Budgen, Sarah Drummond, Pearl Brereton, and Nikki Holland (Durham University, UK; Keele University, UK) Context: In teaching about software engineering we currently make little use of any empirical knowledge. Aim: To examine the outcomes available from the use of Evidence-Based Software Engineering (EBSE) practices, so as to identify where these can provide support for, and inform, teaching activities. Method: We have examined all known secondary studies published up to the end of 2009, together with those published in major journals to mid-2011, and identified where these provide practical results that are relevant to student needs. Results: Starting with 145 candidate systematic literature reviews (SLRs), we were able to identify and classify potentially useful teaching material from 43 of them. Conclusions: EBSE can potentially lend authority to our teaching, although the coverage of key topics is uneven. Additionally, mapping studies can provide support for research-led teaching. @InProceedings{ICSE12p1204, author = {David Budgen and Sarah Drummond and Pearl Brereton and Nikki Holland}, title = {What Scope Is There for Adopting Evidence-Informed Teaching in SE?}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1204--1213}, doi = {}, year = {2012}, } |
|
Čavrak, Igor |
ICSE '12-SEE: "Collaboration Patterns in ..."
Collaboration Patterns in Distributed Software Development Projects
Igor Čavrak, Marin Orlić, and Ivica Crnković (University of Zagreb, Croatia; Mälardalen University, Sweden) The need for educating future software engineers in the field of global software engineering is recognized by many educational institutions. In this paper we outline the characteristics of an existing global software development course run over a period of nine years, and present a flexible project framework for conducting student projects in a distributed environment. Based on data collected from fourteen distributed student projects, a set of collaboration patterns is identified and their causes and implications described. Collaboration patterns are a result of the analysis of collaboration links within distributed student teams, and can assist teachers in better understanding of the dynamics found in distributed projects. @InProceedings{ICSE12p1234, author = {Igor Čavrak and Marin Orlić and Ivica Crnković}, title = {Collaboration Patterns in Distributed Software Development Projects}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1234--1243}, doi = {}, year = {2012}, } |
|
Champagne, Roger |
ICSE '12-SEE: "Integrating Tools and Frameworks ..."
Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum
Christopher Fuhrman, Roger Champagne, and Alain April (University of Québec, Canada) We share our experience over the last 10 years for finding, deploying and evaluating software engineering (SE) technologies in an undergraduate program at the ETS in Montreal, Canada. We identify challenges and propose strategies to integrate technologies into an SE curriculum. We demonstrate how technologies are integrated throughout our program, and provide details of the integration in two specific courses. @InProceedings{ICSE12p1194, author = {Christopher Fuhrman and Roger Champagne and Alain April}, title = {Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1194--1203}, doi = {}, year = {2012}, } |
|
Chatti, Mohamed Amine |
ICSE '12-SEE: "Teaching Collaborative Software ..."
Teaching Collaborative Software Development: A Case Study
Terhi Kilamo, Imed Hammouda, and Mohamed Amine Chatti (Tampere University of Technology, Finland; RWTH Aachen University, Germany) Software development is today done in teams of software developers who may be distributed all over the world. Software development has also become to contain more social aspects and the need for collaboration has become more evident. The importance of teaching development methods used in collaborative development is of importance, as skills beyond traditional software development are needed in this modern setting. A novel, student centric approach was tried out at Tampere University of Technology where a new environment called KommGame was introduced. This environment includes a reputation system to support the social aspect of the environment and thus supporting the learner’s collaboration with each other. In this paper, we present the KommGame environment and how it was applied on a course for practical results. @InProceedings{ICSE12p1164, author = {Terhi Kilamo and Imed Hammouda and Mohamed Amine Chatti}, title = {Teaching Collaborative Software Development: A Case Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1164--1173}, doi = {}, year = {2012}, } |
|
Cowling, Tony |
ICSE '12-SEE: "Stages in Teaching Software ..."
Stages in Teaching Software Testing
Tony Cowling (University of Sheffield, UK) This paper describes how a staged approach to the development of students’ abilities to engineer software systems applies to the specific issue of teaching software testing. It evaluates the courses relating to software testing in the Software Engineering volume of Computing Curriculum 2001 against a theoretical model that has been developed from a well-established programme in software engineering, from the perspectives of how well the courses support the progressive development of both students’ knowledge of software testing and their ability to test software systems. It is shown that this progressive development is not well supported, and that to improve this some software testing material should be taught earlier than recommended. @InProceedings{ICSE12p1184, author = {Tony Cowling}, title = {Stages in Teaching Software Testing}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1184--1193}, doi = {}, year = {2012}, } |
|
Crnković, Ivica |
ICSE '12-SEE: "Ten Tips to Succeed in Global ..."
Ten Tips to Succeed in Global Software Engineering Education
Ivica Crnković, Ivana Bosnić, and Mario Žagar (Mälardalen University, Sweden; University of Zagreb, Croatia) The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course. @InProceedings{ICSE12p1224, author = {Ivica Crnković and Ivana Bosnić and Mario Žagar}, title = {Ten Tips to Succeed in Global Software Engineering Education}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1224--1233}, doi = {}, year = {2012}, } ICSE '12-SEE: "Collaboration Patterns in ..." Collaboration Patterns in Distributed Software Development Projects Igor Čavrak, Marin Orlić, and Ivica Crnković (University of Zagreb, Croatia; Mälardalen University, Sweden) The need for educating future software engineers in the field of global software engineering is recognized by many educational institutions. In this paper we outline the characteristics of an existing global software development course run over a period of nine years, and present a flexible project framework for conducting student projects in a distributed environment. Based on data collected from fourteen distributed student projects, a set of collaboration patterns is identified and their causes and implications described. Collaboration patterns are a result of the analysis of collaboration links within distributed student teams, and can assist teachers in better understanding of the dynamics found in distributed projects. @InProceedings{ICSE12p1234, author = {Igor Čavrak and Marin Orlić and Ivica Crnković}, title = {Collaboration Patterns in Distributed Software Development Projects}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1234--1243}, doi = {}, year = {2012}, } |
|
De Lucia, Andrea |
ICSE '12-SEE: "Teaching Software Engineering ..."
Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach
Gabriele Bavota, Andrea De Lucia , Fausto Fasano, Rocco Oliveto, and Carlo Zottoli (University of Salerno, Italy; University of Molise, Italy) We present a practical approach for teaching two different courses of Software Engineering (SE) and Software Project Management (SPM) in an integrated way. The two courses are taught in the same semester, thus allowing to build mixed project teams composed of five-eight Bachelor's students (with development roles) and one or two Master's students (with management roles). The main goal of our approach is to simulate a real-life development scenario giving to the students the possibility to deal with issues arising from typical project situations, such as working in a team, organising the division of work, and coping with time pressure and strict deadlines. @InProceedings{ICSE12p1154, author = {Gabriele Bavota and Andrea De Lucia and Fausto Fasano and Rocco Oliveto and Carlo Zottoli}, title = {Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1154--1163}, doi = {}, year = {2012}, } |
|
Di Penta, Massimiliano |
ICSE '12-SEE: "Five Days of Empirical Software ..."
Five Days of Empirical Software Engineering: The PASED Experience
Massimiliano Di Penta, Giuliano Antoniol, Daniel M. Germán, Yann-Gaël Guéhéneuc, and Bram Adams (University of Sannio, Italy; École Polytechnique de Montréal, Canada; University of Victoria, Canada) Acquiring the skills to plan and conduct different kinds of empirical studies is a mandatory requirement for graduate students working in the field of software engineering. These skills typically can only be developed based on the teaching and experience of the students' supervisor, because of the lack of specific, practical courses providing these skills. To fill this gap, we organized the first Canadian Summer School on Practical Analyses of Software Engineering Data (PASED). The aim of PASED is to provide-using a "learning by doing'' model of teaching-a solid foundation to software engineering graduate students on conducting empirical studies. This paper describes our experience in organizing the PASED school, i.e., what challenges we encountered, how we designed the lectures and laboratories, and what could be improved in the future based on the participants' feedback. @InProceedings{ICSE12p1254, author = {Massimiliano Di Penta and Giuliano Antoniol and Daniel M. Germán and Yann-Gaël Guéhéneuc and Bram Adams}, title = {Five Days of Empirical Software Engineering: The PASED Experience}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1254--1257}, doi = {}, year = {2012}, } |
|
Drummond, Sarah |
ICSE '12-SEE: "What Scope Is There for Adopting ..."
What Scope Is There for Adopting Evidence-Informed Teaching in SE?
David Budgen, Sarah Drummond, Pearl Brereton, and Nikki Holland (Durham University, UK; Keele University, UK) Context: In teaching about software engineering we currently make little use of any empirical knowledge. Aim: To examine the outcomes available from the use of Evidence-Based Software Engineering (EBSE) practices, so as to identify where these can provide support for, and inform, teaching activities. Method: We have examined all known secondary studies published up to the end of 2009, together with those published in major journals to mid-2011, and identified where these provide practical results that are relevant to student needs. Results: Starting with 145 candidate systematic literature reviews (SLRs), we were able to identify and classify potentially useful teaching material from 43 of them. Conclusions: EBSE can potentially lend authority to our teaching, although the coverage of key topics is uneven. Additionally, mapping studies can provide support for research-led teaching. @InProceedings{ICSE12p1204, author = {David Budgen and Sarah Drummond and Pearl Brereton and Nikki Holland}, title = {What Scope Is There for Adopting Evidence-Informed Teaching in SE?}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1204--1213}, doi = {}, year = {2012}, } |
|
Fasano, Fausto |
ICSE '12-SEE: "Teaching Software Engineering ..."
Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach
Gabriele Bavota, Andrea De Lucia , Fausto Fasano, Rocco Oliveto, and Carlo Zottoli (University of Salerno, Italy; University of Molise, Italy) We present a practical approach for teaching two different courses of Software Engineering (SE) and Software Project Management (SPM) in an integrated way. The two courses are taught in the same semester, thus allowing to build mixed project teams composed of five-eight Bachelor's students (with development roles) and one or two Master's students (with management roles). The main goal of our approach is to simulate a real-life development scenario giving to the students the possibility to deal with issues arising from typical project situations, such as working in a team, organising the division of work, and coping with time pressure and strict deadlines. @InProceedings{ICSE12p1154, author = {Gabriele Bavota and Andrea De Lucia and Fausto Fasano and Rocco Oliveto and Carlo Zottoli}, title = {Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1154--1163}, doi = {}, year = {2012}, } |
|
Fuhrman, Christopher |
ICSE '12-SEE: "Integrating Tools and Frameworks ..."
Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum
Christopher Fuhrman, Roger Champagne, and Alain April (University of Québec, Canada) We share our experience over the last 10 years for finding, deploying and evaluating software engineering (SE) technologies in an undergraduate program at the ETS in Montreal, Canada. We identify challenges and propose strategies to integrate technologies into an SE curriculum. We demonstrate how technologies are integrated throughout our program, and provide details of the integration in two specific courses. @InProceedings{ICSE12p1194, author = {Christopher Fuhrman and Roger Champagne and Alain April}, title = {Integrating Tools and Frameworks in Undergraduate Software Engineering Curriculum}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1194--1203}, doi = {}, year = {2012}, } |
|
Germán, Daniel M. |
ICSE '12-SEE: "Five Days of Empirical Software ..."
Five Days of Empirical Software Engineering: The PASED Experience
Massimiliano Di Penta, Giuliano Antoniol, Daniel M. Germán, Yann-Gaël Guéhéneuc, and Bram Adams (University of Sannio, Italy; École Polytechnique de Montréal, Canada; University of Victoria, Canada) Acquiring the skills to plan and conduct different kinds of empirical studies is a mandatory requirement for graduate students working in the field of software engineering. These skills typically can only be developed based on the teaching and experience of the students' supervisor, because of the lack of specific, practical courses providing these skills. To fill this gap, we organized the first Canadian Summer School on Practical Analyses of Software Engineering Data (PASED). The aim of PASED is to provide-using a "learning by doing'' model of teaching-a solid foundation to software engineering graduate students on conducting empirical studies. This paper describes our experience in organizing the PASED school, i.e., what challenges we encountered, how we designed the lectures and laboratories, and what could be improved in the future based on the participants' feedback. @InProceedings{ICSE12p1254, author = {Massimiliano Di Penta and Giuliano Antoniol and Daniel M. Germán and Yann-Gaël Guéhéneuc and Bram Adams}, title = {Five Days of Empirical Software Engineering: The PASED Experience}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1254--1257}, doi = {}, year = {2012}, } |
|
Guéhéneuc, Yann-Gaël |
ICSE '12-SEE: "Five Days of Empirical Software ..."
Five Days of Empirical Software Engineering: The PASED Experience
Massimiliano Di Penta, Giuliano Antoniol, Daniel M. Germán, Yann-Gaël Guéhéneuc, and Bram Adams (University of Sannio, Italy; École Polytechnique de Montréal, Canada; University of Victoria, Canada) Acquiring the skills to plan and conduct different kinds of empirical studies is a mandatory requirement for graduate students working in the field of software engineering. These skills typically can only be developed based on the teaching and experience of the students' supervisor, because of the lack of specific, practical courses providing these skills. To fill this gap, we organized the first Canadian Summer School on Practical Analyses of Software Engineering Data (PASED). The aim of PASED is to provide-using a "learning by doing'' model of teaching-a solid foundation to software engineering graduate students on conducting empirical studies. This paper describes our experience in organizing the PASED school, i.e., what challenges we encountered, how we designed the lectures and laboratories, and what could be improved in the future based on the participants' feedback. @InProceedings{ICSE12p1254, author = {Massimiliano Di Penta and Giuliano Antoniol and Daniel M. Germán and Yann-Gaël Guéhéneuc and Bram Adams}, title = {Five Days of Empirical Software Engineering: The PASED Experience}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1254--1257}, doi = {}, year = {2012}, } |
|
Gupta, Arbind Kumar |
ICSE '12-SEE: "FOCUS: An Adaptation of a ..."
FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements
Ganesh Samarthyam, Girish Suryanarayana, Arbind Kumar Gupta, and Raghu Nambiar (Siemens, India) Siemens Corporate Development Center India (CT DC IN) develops software applications for the industry, energy, health-care, and infrastructure & cities sectors of Siemens. These applications are typically critical in nature and require software practitioners who have considerable competency in the area of software engineering. To enhance the competency of engineers, CT DC IN has introduced an internal curriculum titled "FOundation CUrriculum for Software engineers" (FOCUS) which is an adapted version of IEEE's SWEBOK curriculum. The FOCUS program has been used to train more than 500 engineers in the last three years. In this experience report, we describe the motivation for FOCUS, how it was structured to address the specific needs of CT DC IN, and how the FOCUS program was rolled out within the organization. We also provide results obtained from a survey of the FOCUS participants, their managers, and FOCUS trainers that was conducted to throw light on the effectiveness of the program. We believe the insights from the survey results provide useful pointers to other organizations and academic institutions that are planning to adopt a SWEBOK-based curriculum. @InProceedings{ICSE12p1214, author = {Ganesh Samarthyam and Girish Suryanarayana and Arbind Kumar Gupta and Raghu Nambiar}, title = {FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1214--1223}, doi = {}, year = {2012}, } |
|
Hammouda, Imed |
ICSE '12-SEE: "Teaching Collaborative Software ..."
Teaching Collaborative Software Development: A Case Study
Terhi Kilamo, Imed Hammouda, and Mohamed Amine Chatti (Tampere University of Technology, Finland; RWTH Aachen University, Germany) Software development is today done in teams of software developers who may be distributed all over the world. Software development has also become to contain more social aspects and the need for collaboration has become more evident. The importance of teaching development methods used in collaborative development is of importance, as skills beyond traditional software development are needed in this modern setting. A novel, student centric approach was tried out at Tampere University of Technology where a new environment called KommGame was introduced. This environment includes a reputation system to support the social aspect of the environment and thus supporting the learner’s collaboration with each other. In this paper, we present the KommGame environment and how it was applied on a course for practical results. @InProceedings{ICSE12p1164, author = {Terhi Kilamo and Imed Hammouda and Mohamed Amine Chatti}, title = {Teaching Collaborative Software Development: A Case Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1164--1173}, doi = {}, year = {2012}, } |
|
Holland, Nikki |
ICSE '12-SEE: "What Scope Is There for Adopting ..."
What Scope Is There for Adopting Evidence-Informed Teaching in SE?
David Budgen, Sarah Drummond, Pearl Brereton, and Nikki Holland (Durham University, UK; Keele University, UK) Context: In teaching about software engineering we currently make little use of any empirical knowledge. Aim: To examine the outcomes available from the use of Evidence-Based Software Engineering (EBSE) practices, so as to identify where these can provide support for, and inform, teaching activities. Method: We have examined all known secondary studies published up to the end of 2009, together with those published in major journals to mid-2011, and identified where these provide practical results that are relevant to student needs. Results: Starting with 145 candidate systematic literature reviews (SLRs), we were able to identify and classify potentially useful teaching material from 43 of them. Conclusions: EBSE can potentially lend authority to our teaching, although the coverage of key topics is uneven. Additionally, mapping studies can provide support for research-led teaching. @InProceedings{ICSE12p1204, author = {David Budgen and Sarah Drummond and Pearl Brereton and Nikki Holland}, title = {What Scope Is There for Adopting Evidence-Informed Teaching in SE?}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1204--1213}, doi = {}, year = {2012}, } |
|
Kilamo, Terhi |
ICSE '12-SEE: "Teaching Collaborative Software ..."
Teaching Collaborative Software Development: A Case Study
Terhi Kilamo, Imed Hammouda, and Mohamed Amine Chatti (Tampere University of Technology, Finland; RWTH Aachen University, Germany) Software development is today done in teams of software developers who may be distributed all over the world. Software development has also become to contain more social aspects and the need for collaboration has become more evident. The importance of teaching development methods used in collaborative development is of importance, as skills beyond traditional software development are needed in this modern setting. A novel, student centric approach was tried out at Tampere University of Technology where a new environment called KommGame was introduced. This environment includes a reputation system to support the social aspect of the environment and thus supporting the learner’s collaboration with each other. In this paper, we present the KommGame environment and how it was applied on a course for practical results. @InProceedings{ICSE12p1164, author = {Terhi Kilamo and Imed Hammouda and Mohamed Amine Chatti}, title = {Teaching Collaborative Software Development: A Case Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1164--1173}, doi = {}, year = {2012}, } |
|
Nambiar, Raghu |
ICSE '12-SEE: "FOCUS: An Adaptation of a ..."
FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements
Ganesh Samarthyam, Girish Suryanarayana, Arbind Kumar Gupta, and Raghu Nambiar (Siemens, India) Siemens Corporate Development Center India (CT DC IN) develops software applications for the industry, energy, health-care, and infrastructure & cities sectors of Siemens. These applications are typically critical in nature and require software practitioners who have considerable competency in the area of software engineering. To enhance the competency of engineers, CT DC IN has introduced an internal curriculum titled "FOundation CUrriculum for Software engineers" (FOCUS) which is an adapted version of IEEE's SWEBOK curriculum. The FOCUS program has been used to train more than 500 engineers in the last three years. In this experience report, we describe the motivation for FOCUS, how it was structured to address the specific needs of CT DC IN, and how the FOCUS program was rolled out within the organization. We also provide results obtained from a survey of the FOCUS participants, their managers, and FOCUS trainers that was conducted to throw light on the effectiveness of the program. We believe the insights from the survey results provide useful pointers to other organizations and academic institutions that are planning to adopt a SWEBOK-based curriculum. @InProceedings{ICSE12p1214, author = {Ganesh Samarthyam and Girish Suryanarayana and Arbind Kumar Gupta and Raghu Nambiar}, title = {FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1214--1223}, doi = {}, year = {2012}, } |
|
Oliveto, Rocco |
ICSE '12-SEE: "Teaching Software Engineering ..."
Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach
Gabriele Bavota, Andrea De Lucia , Fausto Fasano, Rocco Oliveto, and Carlo Zottoli (University of Salerno, Italy; University of Molise, Italy) We present a practical approach for teaching two different courses of Software Engineering (SE) and Software Project Management (SPM) in an integrated way. The two courses are taught in the same semester, thus allowing to build mixed project teams composed of five-eight Bachelor's students (with development roles) and one or two Master's students (with management roles). The main goal of our approach is to simulate a real-life development scenario giving to the students the possibility to deal with issues arising from typical project situations, such as working in a team, organising the division of work, and coping with time pressure and strict deadlines. @InProceedings{ICSE12p1154, author = {Gabriele Bavota and Andrea De Lucia and Fausto Fasano and Rocco Oliveto and Carlo Zottoli}, title = {Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1154--1163}, doi = {}, year = {2012}, } |
|
Orlić, Marin |
ICSE '12-SEE: "Collaboration Patterns in ..."
Collaboration Patterns in Distributed Software Development Projects
Igor Čavrak, Marin Orlić, and Ivica Crnković (University of Zagreb, Croatia; Mälardalen University, Sweden) The need for educating future software engineers in the field of global software engineering is recognized by many educational institutions. In this paper we outline the characteristics of an existing global software development course run over a period of nine years, and present a flexible project framework for conducting student projects in a distributed environment. Based on data collected from fourteen distributed student projects, a set of collaboration patterns is identified and their causes and implications described. Collaboration patterns are a result of the analysis of collaboration links within distributed student teams, and can assist teachers in better understanding of the dynamics found in distributed projects. @InProceedings{ICSE12p1234, author = {Igor Čavrak and Marin Orlić and Ivica Crnković}, title = {Collaboration Patterns in Distributed Software Development Projects}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1234--1243}, doi = {}, year = {2012}, } |
|
Rong, Guoping |
ICSE '12-SEE: "Improving PSP Education by ..."
Improving PSP Education by Pairing: An Empirical Study
Guoping Rong, He Zhang, Mingjuan Xie, and Dong Shao (Nanjing University, China; NICTA, Australia; UNSW, Australia) Handling large-sized classes and maintaining students’ involvement are two of the major challenges in Personal Software Process (PSP) education in universities. In order to tackle these two challenges, we adapted and incorporated some typical practices of Pair Programming (PP) into the PSP class at summer school in Software Institute of Nanjing University in 2010, and received positive results, such as higher students’ involvement, and conformity of process discipline, as well as (half) workload reduction in evaluating assignments. However, the experiment did not confirm the improved performance of the paired students as expected. Based on the experience and feedbacks, we improved this approach in our PSP course in 2011. Accordingly, by analyzing the previous experiment results, we redesigned the experiment with a number of improvements, such as lab environment, evaluation methods and student selection, to further investigate the effects of this approach in PSP education, in particular students’ performance. We also introduced several new metrics to enable the comparison analysis of the data collected from both paired students and solo students. The new experiment confirms the value of pairing practices in PSP education. The results show that in PSP class, compared to solo students, paired students can achieve better performance in terms of program quality and exam scores. @InProceedings{ICSE12p1244, author = {Guoping Rong and He Zhang and Mingjuan Xie and Dong Shao}, title = {Improving PSP Education by Pairing: An Empirical Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1244--1253}, doi = {}, year = {2012}, } |
|
Samarthyam, Ganesh |
ICSE '12-SEE: "FOCUS: An Adaptation of a ..."
FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements
Ganesh Samarthyam, Girish Suryanarayana, Arbind Kumar Gupta, and Raghu Nambiar (Siemens, India) Siemens Corporate Development Center India (CT DC IN) develops software applications for the industry, energy, health-care, and infrastructure & cities sectors of Siemens. These applications are typically critical in nature and require software practitioners who have considerable competency in the area of software engineering. To enhance the competency of engineers, CT DC IN has introduced an internal curriculum titled "FOundation CUrriculum for Software engineers" (FOCUS) which is an adapted version of IEEE's SWEBOK curriculum. The FOCUS program has been used to train more than 500 engineers in the last three years. In this experience report, we describe the motivation for FOCUS, how it was structured to address the specific needs of CT DC IN, and how the FOCUS program was rolled out within the organization. We also provide results obtained from a survey of the FOCUS participants, their managers, and FOCUS trainers that was conducted to throw light on the effectiveness of the program. We believe the insights from the survey results provide useful pointers to other organizations and academic institutions that are planning to adopt a SWEBOK-based curriculum. @InProceedings{ICSE12p1214, author = {Ganesh Samarthyam and Girish Suryanarayana and Arbind Kumar Gupta and Raghu Nambiar}, title = {FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1214--1223}, doi = {}, year = {2012}, } |
|
Shao, Dong |
ICSE '12-SEE: "Improving PSP Education by ..."
Improving PSP Education by Pairing: An Empirical Study
Guoping Rong, He Zhang, Mingjuan Xie, and Dong Shao (Nanjing University, China; NICTA, Australia; UNSW, Australia) Handling large-sized classes and maintaining students’ involvement are two of the major challenges in Personal Software Process (PSP) education in universities. In order to tackle these two challenges, we adapted and incorporated some typical practices of Pair Programming (PP) into the PSP class at summer school in Software Institute of Nanjing University in 2010, and received positive results, such as higher students’ involvement, and conformity of process discipline, as well as (half) workload reduction in evaluating assignments. However, the experiment did not confirm the improved performance of the paired students as expected. Based on the experience and feedbacks, we improved this approach in our PSP course in 2011. Accordingly, by analyzing the previous experiment results, we redesigned the experiment with a number of improvements, such as lab environment, evaluation methods and student selection, to further investigate the effects of this approach in PSP education, in particular students’ performance. We also introduced several new metrics to enable the comparison analysis of the data collected from both paired students and solo students. The new experiment confirms the value of pairing practices in PSP education. The results show that in PSP class, compared to solo students, paired students can achieve better performance in terms of program quality and exam scores. @InProceedings{ICSE12p1244, author = {Guoping Rong and He Zhang and Mingjuan Xie and Dong Shao}, title = {Improving PSP Education by Pairing: An Empirical Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1244--1253}, doi = {}, year = {2012}, } |
|
Suryanarayana, Girish |
ICSE '12-SEE: "FOCUS: An Adaptation of a ..."
FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements
Ganesh Samarthyam, Girish Suryanarayana, Arbind Kumar Gupta, and Raghu Nambiar (Siemens, India) Siemens Corporate Development Center India (CT DC IN) develops software applications for the industry, energy, health-care, and infrastructure & cities sectors of Siemens. These applications are typically critical in nature and require software practitioners who have considerable competency in the area of software engineering. To enhance the competency of engineers, CT DC IN has introduced an internal curriculum titled "FOundation CUrriculum for Software engineers" (FOCUS) which is an adapted version of IEEE's SWEBOK curriculum. The FOCUS program has been used to train more than 500 engineers in the last three years. In this experience report, we describe the motivation for FOCUS, how it was structured to address the specific needs of CT DC IN, and how the FOCUS program was rolled out within the organization. We also provide results obtained from a survey of the FOCUS participants, their managers, and FOCUS trainers that was conducted to throw light on the effectiveness of the program. We believe the insights from the survey results provide useful pointers to other organizations and academic institutions that are planning to adopt a SWEBOK-based curriculum. @InProceedings{ICSE12p1214, author = {Ganesh Samarthyam and Girish Suryanarayana and Arbind Kumar Gupta and Raghu Nambiar}, title = {FOCUS: An Adaptation of a SWEBOK-Based Curriculum for Industry Requirements}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1214--1223}, doi = {}, year = {2012}, } |
|
Süß, Jörn Guy |
ICSE '12-SEE: "Using Continuous Integration ..."
Using Continuous Integration of Code and Content to Teach Software Engineering with Limited Resources
Jörn Guy Süß and William Billingsley (University of Queensland, Australia) @InProceedings{ICSE12p1174, author = {Jörn Guy Süß and William Billingsley}, title = {Using Continuous Integration of Code and Content to Teach Software Engineering with Limited Resources}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1174--1173}, doi = {}, year = {2012}, } |
|
Xie, Mingjuan |
ICSE '12-SEE: "Improving PSP Education by ..."
Improving PSP Education by Pairing: An Empirical Study
Guoping Rong, He Zhang, Mingjuan Xie, and Dong Shao (Nanjing University, China; NICTA, Australia; UNSW, Australia) Handling large-sized classes and maintaining students’ involvement are two of the major challenges in Personal Software Process (PSP) education in universities. In order to tackle these two challenges, we adapted and incorporated some typical practices of Pair Programming (PP) into the PSP class at summer school in Software Institute of Nanjing University in 2010, and received positive results, such as higher students’ involvement, and conformity of process discipline, as well as (half) workload reduction in evaluating assignments. However, the experiment did not confirm the improved performance of the paired students as expected. Based on the experience and feedbacks, we improved this approach in our PSP course in 2011. Accordingly, by analyzing the previous experiment results, we redesigned the experiment with a number of improvements, such as lab environment, evaluation methods and student selection, to further investigate the effects of this approach in PSP education, in particular students’ performance. We also introduced several new metrics to enable the comparison analysis of the data collected from both paired students and solo students. The new experiment confirms the value of pairing practices in PSP education. The results show that in PSP class, compared to solo students, paired students can achieve better performance in terms of program quality and exam scores. @InProceedings{ICSE12p1244, author = {Guoping Rong and He Zhang and Mingjuan Xie and Dong Shao}, title = {Improving PSP Education by Pairing: An Empirical Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1244--1253}, doi = {}, year = {2012}, } |
|
Žagar, Mario |
ICSE '12-SEE: "Ten Tips to Succeed in Global ..."
Ten Tips to Succeed in Global Software Engineering Education
Ivica Crnković, Ivana Bosnić, and Mario Žagar (Mälardalen University, Sweden; University of Zagreb, Croatia) The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course. @InProceedings{ICSE12p1224, author = {Ivica Crnković and Ivana Bosnić and Mario Žagar}, title = {Ten Tips to Succeed in Global Software Engineering Education}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1224--1233}, doi = {}, year = {2012}, } |
|
Zhang, He |
ICSE '12-SEE: "Improving PSP Education by ..."
Improving PSP Education by Pairing: An Empirical Study
Guoping Rong, He Zhang, Mingjuan Xie, and Dong Shao (Nanjing University, China; NICTA, Australia; UNSW, Australia) Handling large-sized classes and maintaining students’ involvement are two of the major challenges in Personal Software Process (PSP) education in universities. In order to tackle these two challenges, we adapted and incorporated some typical practices of Pair Programming (PP) into the PSP class at summer school in Software Institute of Nanjing University in 2010, and received positive results, such as higher students’ involvement, and conformity of process discipline, as well as (half) workload reduction in evaluating assignments. However, the experiment did not confirm the improved performance of the paired students as expected. Based on the experience and feedbacks, we improved this approach in our PSP course in 2011. Accordingly, by analyzing the previous experiment results, we redesigned the experiment with a number of improvements, such as lab environment, evaluation methods and student selection, to further investigate the effects of this approach in PSP education, in particular students’ performance. We also introduced several new metrics to enable the comparison analysis of the data collected from both paired students and solo students. The new experiment confirms the value of pairing practices in PSP education. The results show that in PSP class, compared to solo students, paired students can achieve better performance in terms of program quality and exam scores. @InProceedings{ICSE12p1244, author = {Guoping Rong and He Zhang and Mingjuan Xie and Dong Shao}, title = {Improving PSP Education by Pairing: An Empirical Study}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1244--1253}, doi = {}, year = {2012}, } |
|
Zottoli, Carlo |
ICSE '12-SEE: "Teaching Software Engineering ..."
Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach
Gabriele Bavota, Andrea De Lucia , Fausto Fasano, Rocco Oliveto, and Carlo Zottoli (University of Salerno, Italy; University of Molise, Italy) We present a practical approach for teaching two different courses of Software Engineering (SE) and Software Project Management (SPM) in an integrated way. The two courses are taught in the same semester, thus allowing to build mixed project teams composed of five-eight Bachelor's students (with development roles) and one or two Master's students (with management roles). The main goal of our approach is to simulate a real-life development scenario giving to the students the possibility to deal with issues arising from typical project situations, such as working in a team, organising the division of work, and coping with time pressure and strict deadlines. @InProceedings{ICSE12p1154, author = {Gabriele Bavota and Andrea De Lucia and Fausto Fasano and Rocco Oliveto and Carlo Zottoli}, title = {Teaching Software Engineering and Software Project Management: An Integrated and Practical Approach}, booktitle = {Proc.\ ICSE}, publisher = {IEEE}, pages = {1154--1163}, doi = {}, year = {2012}, } |
36 authors
proc time: 0.34