Advancing Software Engineering Professional Education

Stevens Inst. of Technol., Hoboken, NJ, USA
IEEE Software (Impact Factor: 1.05). 09/2011; 28(4):58 - 63. DOI: 10.1109/MS.2010.133
Source: IEEE Xplore


The importance and complexity of software systems require software engineers who possess the appropriate skills, knowledge, and experience to develop, maintain, and acquire such systems. Graduate education is key in advancing professional software engineering. The "Graduate Software Engineering 2009 (GSwE2009): Curriculum Guidelines for Graduate Degree Programs in Software Engineering" is a new reference curriculum for master's programs. It features the GSwE2009 guiding principles, preparatory knowledge, student outcomes, curriculum architecture, and a core body of knowledge.

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Available from: Mary Shaw, Jan 27, 2014
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    • "Additionally, these applications are highly complex and sometimes span more than a million lines of code. Managing the complexity of developing and maintaining such kind of software is indeed a difficult task and requires practitioners with sound software engineering knowledge operating at a high skill level [4]. Some critical projects in CT DC IN are in maintenance phase. "
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    ABSTRACT: 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.
    International Conference on Software Engineering; 07/2012
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    • "GRCSE development has depended on many sources, detailed in the GRCSE list of references. Two sources strongly influenced the organization and methodology of GRCSE: an International Council on Systems Engineering (INCOSE) published reference curriculum framework for a graduate program in SE [4], and the Graduate Software Engineering 2009 (GSwE2009) [5], sponsored by DOD and now supported by the Association for Computing Machinery (ACM) and the Institute for Electrical and Electronics Engineers (IEEE) Computer Society. Also, at the beginning of GRCSE development the project team conducted an international survey of Master of SE (MSE) programs, soliciting information about the MSE programs' attributes, outcomes, admission requirements, and curriculum structure and content. "
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    ABSTRACT: This paper discusses a model for developing a master's degree curriculum for systems engineering professionals. The model provides guidelines and recommendations that can be used for developing a new program or for modifying an existing program. The model was developed as part of the BKCASE (Body of Knowledge and Curriculum to Advance Systems Engineering) project to develop a guide to the Systems Engineering Body of Knowledge (SEBoK) and a Graduate Reference Curriculum for Systems Engineering (GRCSE). This paper describes the content of the SEBoK used to drive the core body of knowledge in a systems engineering program, and discusses the GRCSE purpose, organization, content, development process, and implementation.
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    ABSTRACT: Software engineering (SE) education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for SE education curriculum design. This paper presents software engineering education evolvement in Turkey, present SE education scenario in different universities along with the significance of software technology parks in relevance to software engineering education. The objective of this paper is to provide an assessment of SE curriculum in Turkish Universities with respect to IEEE/ACM guidelines given in SEEK (2004). This study will provide a guideline to universities conducting an SE programme at undergraduate level to align their course curriculum with IEEE/ACM guidelines (SEEK, 2004).
    Odgojne Znanosti 08/2011; 13(1):188-219. · 0.22 Impact Factor
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