Software Engineering 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering a volume of the Computing Curricula Series
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- Relationship of the SEEK to the Curriculum
- Selection of Knowledge Areas
- SE Education Knowledge Areas
Unit of TimeTo ensure consistency with other curriculum reports, the SEEK uses lecture hours, abbreviated to hours, to quantify instructional time; this measure is generally understandable in (and transferable to) cross-cultural contexts. Thus, an hour corresponds to the time required to present the material in a traditional lecture-oriented format; it does not include any additional work that is associated with a lecture (such as self-study, laboratory sessions, and assessments). This choice of unit does not require or endorse the use of traditional lectures. Still, the time specifications should serve as a comparative measure in the sense that a five-hour unit will presumably take roughly five times as much time to cover as a one-hour unit, independent of the teaching style. Students are expected to spend a significant amount of additional time outside of class (approximately two to three times the in-class hours) developing facility with the material presented in class because mastery of some topics requires considerable practice and reflection on their part. For reference, a 15-week “semester” course with three 50-minute (“one hour”) lectures per week would represent approximately 45 hours. The 467 hours of content identified in the SEEK would thus represent about 10 such courses. Relationship of the SEEK to the CurriculumThe SEEK does not represent the curriculum, but rather it provides the foundation for the design, implementation, and delivery of the educational units that make up a software engineering curriculum. In particular, the organization and content of the knowledge areas and knowledge units should not be deemed to imply how the knowledge should be organized into education units or activities. The ordering of the knowledge areas, knowledge units, and topics in the SEEK is for the most part arbitrary and is not meant to imply a corresponding arrangement of topics in a curriculum. In the same way, the software engineering practices (such as requirements analysis, architecture, design, construction, and verification) described in the SEEK may be mapped into a variety of different software development processes (such as plan-driven, iterative, and agile). Furthermore, in a four-year undergraduate program structure that is common in the United States, the SEEK’s “content hour” total would be equivalent to about one-fourth of the overall curriculum content, leaving adequate time for additional software engineering material that can be tailored to the objectives and student outcomes of a specific program. Selection of Knowledge AreasThe SWEBOK Guide provided the starting point for determining knowledge areas of the original SE 2004 SEEK, with adjustments as needed to stress the fundamental principles, knowledge, and practices that underlie the software engineering discipline in a form suitable for undergraduate education. The current SEEK maintains the same essential structure, with modifications to address the continuing evolution of the discipline and to reflect the experience of existing undergraduate software engineering programs. SE Education Knowledge AreasThis section describes the 10 knowledge areas that make up the SEEK: computing essentials (CMP), mathematical and engineering fundamentals (FND), professional practice (PRF), software modeling and analysis (MAA), requirements analysis and specification (REQ), software design (DES), software verification & validation (VAV), software process (PRO), software quality (QUA), and security (SEC). The knowledge areas do not include material about continuous mathematics or the natural sciences; the needs in these areas will be discussed in other parts of this volume. For each knowledge area, there is a short description and then a table that delineates the units and topics for that area. Each knowledge unit includes recommended contact hours. For each topic, a Bloom taxonomy level (indicating what capability a graduate should possess) and the topic’s relevance (indicating whether the topic is essential or desirable) are designated. Table 1 summarizes the SEEK knowledge areas, with their sets of knowledge units, and lists the minimum number of hours recommended for each area and unit. The relatively small number of hours assigned to the software quality (QUA) and security (SEC) knowledge units reflects that these areas represent crosscutting concerns that are closely linked to topics in other knowledge units. They have been identified separately to increase their visibility and to recognize their importance across the entire extent of the software engineering discipline. The cognitive skill level for each topic is specified as follows: Knowledge (k): Remembering previously learned material. Test observation and recall of information; that is, “bring to mind the appropriate information” (such as dates, events, places, knowledge of major ideas, and mastery of subject matter). Comprehension (c): Understanding information and the meaning of material presented. For example, being able to translate knowledge to a new context, interpret facts, compare, contrast, order, group, infer causes, predict consequences, and so forth. Application (a): Using learned material in new and concrete situations. For example, using information, methods, concepts, and theories to solve problems requiring the skills or knowledge presented. A topic’s relevance to the core is designated in a similar manner: Essential (E): The topic is part of the core. Desirable (D): The topic is not part of the core, but it should be included in the core of a particular program if possible; otherwise, it should be considered part of elective materials. Related topics may differ in their cognitive level and relevance to the core.
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