Software Engineering 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering a volume of the Computing Curricula Series
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Software Engineering 2014 Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering A Volume of the Computing Curricula Series 23 February 2015 . Joint Task Force on Computing Curricula IEEE Computer Society Association for Computing Machinery
Rich LeBlanc, ACM, Georgia Institute of Technology, U.S. Ann Sobel, IEEE-CS, Miami University, U.S.
Ann Sobel, Miami University, U.S. Pedagogy Focus Group Co-Chairs Mordechai Ben-Menachem, Ben-Gurion University, Israel Timothy C. Lethbridge, University of Ottawa, Canada
Jorge L. Díaz-Herrera, Rochester Institute of Technology, U.S. Thomas B. Hilburn, Embry-Riddle Aeronautical University, U.S.
ACM: Andrew McGettrick, University of Strathclyde, U.K. ACM SIGSOFT: Joanne M. Atlee, University of Waterloo, Canada ACM Two-Year College Education: Elizabeth K. Hawthorne, Union County College, U.S. Australian Computer Society: John Leaney, University of Technology Sydney, Australia British Computer Society: David Budgen, Keele University, U.K. Information Processing Society of Japan: Yoshihiro Matsumoto, Musashi Institute of Technology, Japan IEEE-CS Technical Committee on Software Engineering: J. Barrie Thompson, University of Sunderland, U.K. SE2014 Revision ProcessThis updated version of the curriculum guidelines was created by a joint effort of the ACM and the IEEE-Computer Society:
Acknowledgements The National Science Foundation, the Association of Computing Machinery, and the IEEE Computer Society have supported the development of this document and its predecessor, SE2004. We thank the many reviewers and technical experts who provided feedback and advice for this update, starting with those who contributed suggestions for improvements to SE2004. An online anonymous survey on that subject yielded 477 responses from software engineering educators and practitioners in 42 different countries. In addition to those participants we thank Jo Atlee and Renee McCauley for their assistance in assessing and planning the revision effort that followed. We thank the many participants at workshops and feedback sessions at SIGCSE 2013, CSEE&T 2013 and ICSE 2013. Their comments were particularly helpful in confirming the revisions that had already been made, and in suggesting additional improvements that we have incorporated into the final document. We are especially thankful for the extensive comments offered by expert reviewers Dennis Frailey, Tom Hilburn, Rich LeBlanc, Andrew McGettrick and Nancy Mead. We thank Steve Chenoweth from Rose-Hulman Institute of Technology, Sarah Lee from Mississippi State University, and Frank Tsui of Southern Polytechnic State University for providing examples of software engineering courses and curricula. We hope that this collection of examples will grow larger on the accompanying website provided by the ACM Education Board. We are grateful for the expert assistance provided by the IEEE-CS Technical Publications staff in producing a more coherent and consistent document. Finally, we thank the members of the ACM and IEEE-CS education boards who supported this effort, especially Andrew McGettrick from the Association for Computing Machinery and Tom Hilburn from the IEEE Computer Society who initiated the project. Table of ContentsPreface 2 Acknowledgements 4 Chapter 1.Introduction 6 Purpose of this Volume 6 Where This Volume Fits in the Computing Curriculum Context 6 Development Process of the SE 2014 Volume 7 Changes from the Previous Version 7 Structure of the Volume 8 The Software Engineering Discipline 9 Defining Software Engineering 9 1.The Evolution of Software Engineering 11 The Reference Disciplines for Software Engineering 13 B.3.Engineers emphasize the use of a disciplined process when creating and implementing designs and can operate effectively as part of a team in doing so. 14 B.4.Engineers can have multiple roles: research, development, design, production, testing, construction, operations, and management in addition to others such as sales, consulting, and teaching. 14 B.5.Engineers use tools to apply processes systematically. Therefore, the choice and use of appropriate tools is a key aspect of engineering. 14 B.6.Engineers, via their professional societies, advance by the development and validation of principles, standards, and best practices. 14 B.7.Engineers reuse designs and design artifacts. 14 Professional Practice 16 Foundations and Related Work 18 Guiding Principles 19 Expected Student Outcomes 19 SE 2014 Principles 20 SE 2014 Goals for the Guidelines 22 Overview of Software Engineering Education Knowledge 23 Process of Determining the SEEK 23 Knowledge Areas, Units, and Topics 23 Core Material 23 Unit of Time 24 Relationship of the SEEK to the Curriculum 24 Selection of Knowledge Areas 25 SE Education Knowledge Areas 25 Computing Essentials 27 Mathematical and Engineering Fundamentals 28 Professional Practice 29 Software Modeling and Analysis 30 Requirements Analysis and Specification 30 Software Design 31 Software Verification and Validation 32 Software Process 33 Software Quality 34 Security 35 Guidelines for SE Curriculum Design and Delivery 37 Developing and Teaching the Curriculum 37 Constructing the Curriculum 38 Attributes and Attitudes That Should Pervade the Curriculum and Its Delivery 40 General Strategies for Software Engineering Pedagogy 46 Concluding Comment 49 Designing an Undergraduate Degree Program 50 Factors to Consider When Designing a Degree Program 50 The Capstone Project 54 Patterns for Delivery 55 Adaptation to Alternative Environments 57 Alternate Teaching Environments 57 Issues Related to Alternate Institutional Models 59 Programs for Associate-Degree Granting Institutions in the United States and Community Colleges in Canada 61 Program Implementation and Assessment 62 Curriculum Resources and Infrastructure 62 Assessment and Accreditation Issues 63 SE in Relation to Other Computing-Related Disciplines 64 References 65 B.23.Curriculum Examples 68 B.23.Curriculum Examples 68 B.24.Mississippi State University 69 B.24.Mississippi State University 69 B.25.Rose-Hulman Institute of Technology 75 B.25.Rose-Hulman Institute of Technology 75 B.26.Course Examples 82 B.26.Course Examples 82 B.27.Management of Software Projects (MSU) 83 B.28.Software Requirements Engineering (RHIT) 85 B.29.Software Project Management (RHIT) 92 B.30.Formal Methods (RHIT) 97 B.31.Software Design (RHIT) 101 B.32.Software Construction & Evolution (RHIT) 107 B.33.Software Quality Assurance (RHIT) 113 B.34.Software Architecture (RHIT) 117 B.35.Software Testing and Quality Assurance (SPSU) 122 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. 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