Software Engineering 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering a volume of the Computing Curricula Series
Download 1.43 Mb.
|
- Navigate this page:
- Overview of Software Engineering Education Knowledge
- Knowledge Areas, Units, and Topics
- Core Material
SE 2014 Goals for the GuidelinesFor both the original guidelines and these revisions, there have been a number of overarching goals that relate to the scope of the curriculum guidelines. [International Relevance] SE 2014 must strive to be international in scope. Although curricular requirements and structures may differ from country to country, SE 2014 must be useful to computing educators throughout the world. Where appropriate, every effort should be made to ensure that the curriculum recommendations are sensitive to national and cultural differences so that they will be widely applicable throughout the world. The involvement by national computing societies and volunteers from all countries should be actively sought and welcomed. [Range of Perspectives] The development of SE 2014 must be broadly based. To be successful, the process of creating software engineering education recommendations must consider the many perspectives represented by software engineering educators and by industry, commerce, and government professionals. [Professionalism] SE 2014 must include exposure to aspects of professional practice as an integral component of the undergraduate curriculum. The professional practice of software engineering encompasses a range of issues and activities, including problem solving, project management, ethical and legal concerns, written and oral communication, teamwork, and remaining current in a rapidly changing discipline. [Guidance on Implementation] SE 2014 must include discussions of strategies and tactics for implementation, along with high-level recommendations. Although it is important for SE 2014 to articulate a broad vision of software engineering education, the success of any curriculum depends heavily on implementation details. SE 2014 must provide institutions with advice on the practical concerns of setting up a degree program.
This chapter describes the body of knowledge that is appropriate for an undergraduate program in software engineering. The knowledge is designated as the Software Engineering Education Knowledge (SEEK). Process of Determining the SEEKThe original SEEK described in SE2004 was based on the model used to construct the body of knowledge for computer science in the CCCS volume. Some minor updates have been made to that model, but its basic structure remains the same. A survey was conducted to determine needed improvements, and several workshops and informal discussion sessions were held to collect input from the software engineering community. Knowledge Areas, Units, and TopicsKnowledge is a term used to describe the whole spectrum of content for the discipline: information, terminology, artifacts, data, roles, methods, models, procedures, techniques, practices, processes, and literature. The SEEK is organized hierarchically into three levels. The highest level of the hierarchy is the education knowledge area, representing a particular subdiscipline of software engineering that is generally recognized as a significant part of the software engineering knowledge that an undergraduate should know. Knowledge areas are high-level structural elements used for organizing, classifying, and describing software engineering knowledge. Each area is identified by an abbreviation, such as PRF for professional practice. Each area is broken down into smaller divisions called units, which represent individual thematic modules within an area. Adding a two- or three-letter suffix to the area identifies each unit—for example, PRF.com is a professional practice unit on communication skills. Each unit is further subdivided into a set of topics, which are the lowest level of the hierarchy. Core MaterialIn determining the SEEK, it is recognized that software engineering, as a discipline, is relatively immature and that common agreement on the definition of an education body of knowledge is evolving. The SEEK developed and presented in this document is based on previous studies and commentaries on the recommended content for the discipline. It was specifically designed to support the development of undergraduate software engineering curricula and, therefore, does not include all the knowledge that would exist in a more generalized body of knowledge representation. Hence, a body of core knowledge has been defined. The SEEK core consists of the essential material that professionals teaching software engineering agree is necessary for anyone to obtain an undergraduate degree in this field. By insisting on a broad consensus on the core’s definition, it is hoped the core will be as small as possible, giving institutions the freedom to tailor the elective components of the curriculum in ways that meet individual program needs. The following points should be emphasized to clarify the relationship between the SEEK and the ultimate goal of providing undergraduate software engineering curriculum recommendations: The core is not a complete curriculum. Because the core is defined as minimal, it does not, by itself, constitute a complete undergraduate curriculum. Every undergraduate program will include additional units, both within and outside the software engineering body of knowledge, which this document does not attempt to address. Core units should span a student’s entire education program. Although many of the units defined as core are introductory, there are also some core units that clearly must be covered only after students have developed significant background in the field. For example, topics such as project planning and tracking, requirements elicitation, and abstract high-level modeling may require knowledge and sophistication that lower-division students do not possess. Similarly, introductory courses may include elective units (additional material that falls outside the core). The designation “core” simply means required and says nothing about the level of the course in which it appears. Directory: cms cms -> Security Survey cms -> 1. naclo 2015 – North American Computational Linguistics Olympiad cms -> 1. naclo 2017 – North American Computational Linguistics Olympiad cms -> Chem I honors Unit 2 Notes: Numbers in Chemistry Measurement cms -> Sanderson High School ap human Geography Summer Assignment 2016 cms -> Find fantastic ousd elementary music programs cms -> Tiger Leaps Progress Update from Tenafly High School March 28, 2012 English cms -> Lorain county board of commissioners cms -> Haiti Relief – esf 15 Support Organization Situation Report # 17 1/28/10 Download 1.43 Mb. Share with your friends:
|