Conference Session

Software Engineering Outreach: Industry, K-12

Collection

2013 ASEE Annual Conference & Exposition

Authors

Massood Towhidnejad, Embry-Riddle Aeronautical Univ., Daytona Beach; Thomas B Hilburn, Embry-Riddle Aeronautical Univ., Daytona Beach; Richard E Fairley, Software and Systems Engineering Associates (S2EA)

Tagged Divisions

Software Engineering Constituent Committee

CBOK and its extensions, which arestrongly related to the CBOK, DOMAIN, DEPTH, SYS ENG, ETHICS, and RECONCILEoutcomes (see Table 3). Figure 2 depicts the organization of the Core BOK, with percentage ofcurriculum content designated for each core area. Notice that the CBOK occupies approximately50% of the curriculum allowing flexibility and specialization in curriculum design andsupporting its extension to support outcomes DOMAIN and DEPTH.The primary source for developing the CBOK was the SWEBOK4. Knowledge elements werealso derived from SE20045 and other sources6, 7, 8. In the study and analysis of these sources, itwas decided that although the SWEBOK organization and content would dominate, variouschanges in areas and topics were needed to

Conference Session

Software Engineering Outreach: Industry, K-12

Collection

2013 ASEE Annual Conference & Exposition

Authors

W Eric Wong, University of Texas, Dallas

Tagged Divisions

Software Engineering Constituent Committee

,but also evaluate the deliverables turned in by students, for a software engineering project course. Such apartnership has been very well received by both the students and the industry affiliates. Page 23.742.2 1In addition, a success in the software engineering project course is also critical for ABET accreditationof the Computer Science department and the Software Engineering Program at UTD. Through thiscourse, students have learned, practiced, and improved their skills in communication, teamwork, ethics,and professionalism, as well as received knowledge of contemporary issues