Software Engineering Effective Teaching And Learning Approaches And Practices

Over the past decade, software engineering has developed into a highly respected field. Though computing and software engineering education continues to emerge as a prominent interest area of study, few books specifically focus on software engineering education itself. Software Engineering: Effective Teaching and Learning Approaches and Practices presents the latest developments in software engineering education, drawing contributions from over 20 software engineering educators from around the globe. Encompassing areas such as student assessment and learning, innovative teaching methods, and educational technology, this much-needed book greatly enhances libraries with its unique research content.

In the Guide to the Software Engineering Body of Knowledge (SWEBOK(R) Guide), the IEEE Computer Society establishes a baseline for the body of knowledge for the field of software engineering, and the work supports the Society's responsibility to promote the advancement of both theory and practice in this field. It should be noted that the Guide does not purport to define the body of knowledge but rather to serve as a compendium and guide to the knowledge that has been developing and evolving over the past four decades. Now in Version 3.0, the Guide's 15 knowledge areas summarize generally accepted topics and list references for detailed information. The editors for Version 3.0 of the SWEBOK(R) Guide are Pierre Bourque (Ecole de technologie superieure (ETS), Universite du Quebec) and Richard E. (Dick) Fairley (Software and Systems Engineering Associates (S2EA)).

This textbook provides a progressive approach to the teaching of software engineering. First, readers are introduced to the core concepts of the object-oriented methodology, which is used throughout the book to act as the foundation for software engineering and programming practices, and partly for the software engineering process itself. Then, the processes involved in software engineering are explained in more detail, especially methods and their applications in design, implementation, testing, and measurement, as they relate to software engineering projects. At last, readers are given the chance to practice these concepts by applying commonly used skills and tasks to a hands-on project. The impact of such a format is the potential for quicker and deeper understanding. Readers will master concepts and skills at the most basic levels before continuing to expand on and apply these lessons in later chapters.

Computer science graduates often find software engineering knowledge and skills are more in demand after they join the industry. However, given the lecture-based curriculum present in academia, it is not an easy undertaking to deliver industry-standard knowledge and skills in a software engineering classroom as such lectures hardly engage or convince students. Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills combines recent advances and best practices to improve the curriculum of software engineering education. This book is an essential reference source for researchers and educators seeking to bridge the gap between industry expectations and what academia can provide in software engineering education.

With the prevalence of cyber crime and cyber warfare, software developers must be vigilant in creating systems which are impervious to cyber attacks. Thus, security issues are an integral part of every phase of software development and an essential component of software design. Security-Aware Systems Applications and Software Development Methods facilitates the promotion and understanding of the technical as well as managerial issues related to secure software systems and their development practices. This book, targeted toward researchers, software engineers, and field experts, outlines cutting-edge industry solutions in software engineering and security research to help overcome contemporary challenges.

"Software engineering" is a term which was coined in the late 1960's as the theme for a workshop on the problems involved in producing software that could be developed economicaLly and would run reliably on real machines. Even now, software engineering is more of a wish than a reality, but the last few years have seen an increased awareness of the need to apply an engineering-type discipline to the design and construction of software systems. Many new proposals have been made for the management of software development and maintenance and many methodologies have been suggested for improving the programming process. As these problems and solutions become better understood, there is a growing need to teach these concepts to students and to practicing professionals. As a prelude to the educational process, it is necessary to gain an understanding of the software design and development process in industry and government, to define the appropriate job categories, and to identify the fundamental content areas of soft ware engineering. The need for quality education in software engineering is now recognized by practitioners and educators alike, and various educational endeavors in this area are now being formulated. Yet, discussions we had had over the past year or so led us to believe that there was insufficient contact between practitioners and educators, with the resultant danger that each group would go off in separate ways rather than working together.

Majoreconomicupheavalscanhavethesortofe?ectthatSchumpeterforesaw60 yearsagoascreativedestruction.Inscienceandtechnology,equivalentupheavals resultfromeitherscienti?crevolutions(asobservedbyKuhn)ortheintroduction of what Christensen calls disruptive technologies. And in software engineering, there has been no technology more disruptive than outsourcing. That it should so quickly reach maturity and an unparalleled scale is truly remarkable; that it should now be called to demonstrate its sustainability in the current ?nancial turmoil is the challenge that will prove whether and how it will endure. Early signs under even the bleak market conditions of the last 12 months are that it will not only survive, it will ?rmly establish its role across the world of business. Outsourcing throws into sharp focus the entire software engineering life- cle. Topics as diverse as requirements analysis, concurrency and model-checking need to ?nd a composite working partnership in software engineering practice. This con?uence arises from need, not dogma, and the solutions required are those that will have the right e?ect on the associated activities in the world of the application: e.g., reducing the time for a transaction or making the results of a complex analysis available in real-time. While the business of outsourcing continues to be studied, the engineering innovations that make it compelling are constantly changing. It is in this milieu that this series of conferences has placed itself.

An introductory course on Software Engineering remains one of the hardest subjects to teach largely because of the wide range of topics the area enc- passes. I have believed for some time that we often tend to teach too many concepts and topics in an introductory course resulting in shallow knowledge and little insight on application of these concepts. And Software Engineering is ?nally about application of concepts to e?ciently engineer good software solutions. Goals I believe that an introductory course on Software Engineering should focus on imparting to students the knowledge and skills that are needed to successfully execute a commercial project of a few person-months e?ort while employing proper practices and techniques. It is worth pointing out that a vast majority of the projects executed in the industry today fall in this scope—executed by a small team over a few months. I also believe that by carefully selecting the concepts and topics, we can, in the course of a semester, achieve this. This is the motivation of this book. The goal of this book is to introduce to the students a limited number of concepts and practices which will achieve the following two objectives: – Teach the student the skills needed to execute a smallish commercial project.