Conference Session

Software Engineering Curriculum Components

Collection

2006 Annual Conference & Exposition

Authors

Harry Koehnemann, Arizona State University

Tagged Divisions

Software Engineering Constituent Committee

specifications.At the same time, system integration responsibilities have become more prevalent, requiringinterface and control though means such as networking and the web. For example, the ObjectManagement Group’s (OMG) Common Object Request Broker Architecture (CORBA) is nowcommonly used to abstract communication across different processors in embedded systems ([1]as an example). In fact, most OMG meetings are now dominated by embedded systemsdevelopers in contrast with the information technology (IT) developers who dominated meetingsless than a decade ago. Embedded systems are also employing other IT strategies such as webservices and enterprise service bus architectures to handle their integration requirements ([2] asan example

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

James Walden, Northern Kentucky University; Rose Shumba, Indiana University of Pennsylvania

Tagged Divisions

Software Engineering Constituent Committee

attention to security issues. In order to significantly reduce thenumber of vulnerabilities, security must be taught as part of the foundation of the developmentprocess in the software engineering curriculum. Software engineering courses with an integrated coverage of security have been introduced attwo universities. Security issues have been integrated into every phase of the software life-cyclefrom requirements through testing. Both approaches use a threat model to document and drivesecurity concerns throughout the development process. Students analyze the risk of each threatdocumented in the threat model, then use the evaluations to design appropriate security measuressuch as access control and encryption. Implementation is guided by

Conference Session

Software Engineering Curriculum Components

Collection

2006 Annual Conference & Exposition

Authors

Deepti Suri, Milwaukee School of Engineering; Mark Sebern, Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

have been allocated for the lab (iii) our choice of projects (iv) ourexpectation of students’ or any combination of these. We have presented the current state ofaffairs in an effort to share our experiences, successes and challenges with other SE educators.We hope that they will do the same and many collaborative opportunities will arise as a result.6. References [1] CMMI Product Development Team, “CMMISM for Systems Engineering/Software Engineering/Integrated Product and Process Development, Version .02: Continuous Representation”, Technical Report CMU/SEI- 2000-TR-031, Software Engineering Institute, Pittsburgh, PA, USA, 2000. [2] Groth, P. G. and Robertson, E.L., “It’s All About Process: Project-Oriented Teaching of

Conference Session

Software Engineering Curriculum Support

Collection

2006 Annual Conference & Exposition

Authors

Joseph Clifton, University of Wisconsin-Platteville

Tagged Divisions

Software Engineering Constituent Committee

computing curricula in a varietyof ways. Authors have written about integrating software testing throughout their curriculum andusing software development methods such as Extreme Programming2, 3, 4. Papers have beenwritten on how some software engineering techniques, such as pair programming, can helpincrease retention, particularly of female students7, 8.This paper suggests that other software engineering practices can be used to help increase thesuccess rates in lower division courses, which should translate into increased retention rates. Inparticular, use of detailed work plans and periodically monitored time logs and version controlcheck-ins is examined. The underlying assumption is that students need to be encouraged to startprograms early

Conference Session

Software Engineering Curriculum Support

Collection

2006 Annual Conference & Exposition

Authors

Sheryl Duggins, Southern Polytechnic State University

Tagged Divisions

Software Engineering Constituent Committee

.2. The Role of ProcessOne fundamental idea that is crucial to include in our software engineering curriculum is the roleof process. We teach our students the importance of process in software engineering; however,we typically fail to incorporate the very fabric of process in the way we teach our students 1.Quality Assurance (QA) is based on the idea that improving the process by which a product isdeveloped will result in an improved product 2. The initial work in this area, known as TotalQuality Management (TQM), was done by Deming 3 and was applied to the manufacturing Page 11.154.3community. Since his initial contribution, QA has been

Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

J. Scott Hawker, Rochester Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

. Page 11.1261.1© American Society for Engineering Education, 2006 The Collaborative eNotebook: a Collaborative Learning and Knowledge Management TestbedAbstractWe envision an eNotebook, a software system that enables students and instructors to managetheir learning content across the software engineering curriculum, and to organize the content inmultiple ways. We also envision this as a Collaborative eNotebook, which students andinstructors use as they collaborate to create, share, and add to this content, and collaborate asthey create, share, and add to ways to organize the content. This paper describes the features of aCollaborative eNotebook; it describes a design that integrates existing technologies from

Conference Session

Tools and Support for Software Education

Collection

2006 Annual Conference & Exposition

Authors

Barbara Gannod, Arizona State University; Kevin Gary, Arizona State University; Harry Koehnemann, Arizona State University

Tagged Divisions

Software Engineering Constituent Committee

(ASUP), we have adopted a highly iterative, immersive approach to teaching softwareengineering. This approach, dubbed “The Software Enterprise”, is a four semester coursesequence taken by juniors and seniors (and in some cases graduate students). The coursesequence leads students through “Tools and Process”, “Construction and Transition”, “Inceptionand Elaboration”, and “Project and Process”. By the conclusion of the Enterprise sequence,students have an appreciation for the role of software process, the challenges of softwaremaintenance, the impact of open source, the pros and cons of off-the-shelf software integration,business considerations in building software, and other practical aspects of softwaredevelopment. Table 1 summarizes the topics

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Martin Zhao, Mercer University; Laurie White, Mercer University

Tagged Divisions

Software Engineering Constituent Committee

integrate knowledge gained from the required core courses offered in afour-year period. According to CC2001 1, this course is supposed to cover software systemdesign, software processes, key activities in software development lifecycle, and software projectmanagement. The traditional approach to teaching a Software Engineering course, as reflected inclassical textbooks 11, 10, usually starts with an introduction to software process models, which isthen followed with discussions on highlevel activities in various phases of a generic softwarelifecycle template that can accommodate all possible programming paradigms. Although updatedmany times since their original editions, those texts are not well adapted to the latest paradigmchanges (such as object

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan

Tagged Divisions

Software Engineering Constituent Committee

similar to that used to specify any other type of software product. However, unlikemost software products, games have an entertainment dimension. People play computer gamesbecause games are fun.8The International Game Developers Association (IGDA) proposed a curriculum framework foruniversity level training in game development.5 The core topic areas from the IGDArecommendations appear in Table 1. Many of these topics involve the application of skills taughtin software engineering courses. Page 11.660.2 Table 1: IGDA Curriculum Framework Core Topic Key Elements Critical Game Studies game

Conference Session

Software Engineering Teaching Methods and Practice

Collection

2006 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Mark C Johnson, Purdue University

Tagged Divisions

Software Engineering Constituent Committee

, 2001. [4] E. J. Braude. Software Engineering: An Object-Oriented Perspective. Wiley, 2001. [5] T. Y. Chen and P.-L. Poon. Experience with Teaching Black-Box Testing in a Computer Science/Software Engineering Curriculum. IEEE Transactions on Education, 47(1):42–50, February 2004. [6] A. Clements. Constructing a Computing Competition to Teach Teamwork. In Frontiers in Education, pages F1F–6, 2003. [7] R. Delisle. How To Use Problem Based Learning in the Classroom. Association for Supervision and Curriculum Development, 1997. [8] J. Dewey. Democracy in Education. MacMillian, 1963. [9] A. Fekete, T. Greening, and J. Kingston. Conveying Technical Content in a Curriculum Using Problem Based Learning. In Australasian Conference on