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ORCID26th CSEE&T 2013: San Francisco, CA, USA
- Tony Cowling, Shawn A. Bohner, Mark A. Ardis:
26th International Conference on Software Engineering Education and Training, CSEE&T 2013, San Francisco, CA, USA, May 19-21, 2013. IEEE 2013 - Foreword.
Requirements and Risks
- Birgit Penzenstadler
, Martin Mahaux, Patrick Heymans:
University meets industry: Calling in real stakeholders. 1-10 - Gregor Gabrysiak, Regina Hebig, Lukas Pirl, Holger Giese:
Cooperating with a non-governmental organization to teach gathering and implementation of requirements. 11-20 - Supannika Koolmanojwong, Barry W. Boehm:
A look at software engineering risks in a team project course. 21-30
Team Projects
- Stan Jarzabek:
Teaching advanced software design in team-based project course. 31-40 - Swapneel Sheth, Jonathan Bell, Gail E. Kaiser:
A competitive-collaborative approach for introducing software engineering in a CS2 class. 41-50 - Fabio Rocha, Eleni Stroulia:
Understanding individual contribution and collaboration in student software teams. 51-60
Architecture and Design
- Damian A. Tamburri, Maryam Razavian, Patricia Lago:
Teaching software design with social engagement. 61-69 - Yuanfang Cai, Rick Kazman, Ciera Jaspan, Jonathan Aldrich:
Introducing tool-supported architecture review into software design education. 70-79 - Juan Sebastian Urrego, Darío Correal:
Archinotes: A tool for assisting software architecture courses. 80-88 - Rainer Lutz, Sascha Schäfer, Stephan Diehl:
Teaching object-orientation with smartphones as digital CRC cards. 89-98
Introductory and Specialized Curricula
- Daniel Port, Chris Rachal, Jia Liu:
Motivating and orienting novice students to value introductory software engineering. 99-108 - Mark A. Ardis, Shawn A. Bohner, Lucia Camilloni, Diego Vallespir, Sylvia Ilieva:
Using GSwE2009 in the creation and modification of graduate software engineering programs and related curricula. 109-118 - Nancy R. Mead, Daniel Shoemaker:
The software assurance competency model: A roadmap to enhance individual professional capability. 119-128
Processes and Distributed Development
- Guoping Rong, He Zhang, Dong Shao:
Applying competitive bidding games in software process education. 129-138 - Luiz Leandro Fortaleza, Sérgio Roberto Costa Vieira, Olavo Olimpio Matos Junior, Rafael Prikladnicki, Tayana Conte:
Using Distributed Software Development in the improvement of communication and collaboration skills in SE courses: An observational study. 139-148 - Ivana Bosnic, Igor Cavrak, Marin Orlic, Mario Zagar:
Picking the right project: Assigning student teams in a GSD course. 149-158
Agile Methods
- Andreas Scharf, Andreas Koch:
Scrum in a software engineering course: An in-depth praxis report. 159-168 - Christoph Johann Stettina, Zhao Zhou, Thomas Bäck, Bernhard R. Katzy:
Academic education of software engineering practices: towards planning and improving capstone courses based upon intensive coaching and team routines. 169-178 - Martin Kropp, Andreas Meier:
Teaching agile software development at university level: Values, management, and craftsmanship. 179-188 - Paolo Ciancarini, Caroline Dos, Sara Zuppiroli:
A double comparative study: Process models and student skills. 189-198
Programming within Software Engineering
- Michael Fritz, Benjamin Biegel, Stephan Diehl:
Explorable Code Slides. 199-208 - Zhen Li, Christopher Plaue, Eileen T. Kraemer:
A spirit of camaraderie: The impact of pair programming on retention. 209-218 - James Noble, Michael Homer, Kim B. Bruce, Andrew P. Black:
Designing Grace: Can an introductory programming language support the teaching of software engineering? 219-228
Formal Methods, Testing and Evaluation
- Charles T. Cook, Svetlana Drachova-Strang, Yu-Shan Sun, Murali Sitaraman, Jeffrey C. Carver, Joseph E. Hollingsworth:
Specification and reasoning in SE projects using a Web IDE. 229-238 - Tanjila Kanij, Robert G. Merkel, John Grundy:
An empirical study of the effects of personality on software testing. 239-248 - Pavel Jezek, Michal Malohlava, Tomás Pop:
Automated evaluation of regular lab assignments: A bittersweet experience? 249-258
Short Papers
- Vincent Ribaud, Philippe Saliou:
The cost of problem-based learning: An example in information systems engineering. 259-263 - Shota Inaga, Hironori Washizaki, Yusuke Yoshida, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, Manabu Tamaki, Toshikazu Kanou:
Team characteristics for maximizing the educational effectiveness of practical lectures on software intensive systems development. 264-268 - Heidi J. C. Ellis, Mel Chua, Gregory W. Hislop, Michelle Purcell, Sebastian Dziallas:
Towards a model of faculty development for FOSS in education. 269-273 - John C. Georgas:
Toward infusing modular and reflective design learning throughout the curriculum. 274-278 - Bonnie K. MacKellar:
Analyzing coordination among students in a software engineering project course. 279-283 - Shreya Kumar, Charles Wallace:
Guidance for exploratory testing through problem frames. 284-288 - Ryan Stejskal, Harvey P. Siy:
Test-driven learning in high school computer science. 289-293 - Matti Luukkainen, Arto Vihavainen:
Bringing undergraduates to the web: Baby steps in webifying a software engineering curriculum. 294-298 - Kevin Gary, Timothy E. Lindquist, Srividya K. Bansal, Arbi Ghazarian:
A project spine for software engineering curricular design. 299-303 - Pan-Wei Ng, Shihong Huang:
Essence: A framework to help bridge the gap between software engineering education and industry needs. 304-308 - Yadran Eterovic, Gemma Grau, Jorge Bozo:
Teaching software processes to professionals: The approach taken by an evening master's degree program. 309-313 - Debzani Deb, Luel Gonzales, Michael Geda:
Software engineering projects with social significance: An experience report at a minority university. 314-318 - James H. Andrews:
Killer App: A Eurogame about software quality. 319-323 - Sridhar Chimalakonda, Kesav V. Nori:
What makes it hard to teach software engineering to end users? some directions from adaptive and personalized learning. 324-328
ASEE&T Position Papers
- Tony Cowling:
Model-driven development and the future of software engineering education. 329-331 - Václav Rajlich:
Education impact of evolutionary software development. 332-334 - James R. Vallino:
What should students learn in their first (and often only) software engineering course? 335-337 - Richard LeBlanc:
Software engineering in CS 2013. 338-340
Panel Sessions
- W. Eric Wong, Junhua Ding, Gene Fiorini, Christian K. Hansen:
Undergraduates and research: Motivations, challenges, and the path forward. 341-345 - Linda L. Werner, Geoff Kuenning, Mark J. Sebern, James R. Vallino, W. Eric Wong:
Software engineering education via the use of corporate-sponsored projects: A panel discussion of the approaches, benefits, and challenges for industry-academic collaboration. 346-350 - Mark A. Ardis, Shawn A. Bohner, Dick Fairley, Dennis J. Frailey, Thomas B. Hilburn, Gregory W. Hislop, Todd Sedano:
Recent Trends in Graduate Software Engineering. 351-355
Workshop
- Mark A. Ardis, David Budgen, Gregory W. Hislop, Jeff Offutt, Mark J. Sebern, Willem Visser:
Workshop on revisions to SE 2004. 356-358
Tutorials
- Heidi J. C. Ellis, Gregory W. Hislop, Michelle Purcell:
Project selection for student involvement in humanitarian FOSS. 359-361 - Andreas Bollin, Elke Hochmüller, Ladislav Samuelis:
Teaching software development processes by simulation: Wuality assurance as a factor of success. 362-364 - C. Shaun Longstreet, Kendra M. L. Cooper:
Positive transitions from the classroom to the cubicle: Creating strategies for augmenting professional development in the software engineering curriculum. 365-367 - Kevin A. Gary, Srividya K. Bansal, Arbi Ghazarian:
Software enterprise pedagogy for project-based courses. 368-370 - Stephen H. Edwards:
Adding software testing to programming assignments. 371-373
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