Agile modeling: effective practices for extreme programming and the unified process
Agile modeling: effective practices for extreme programming and the unified process
Software Engineering Using the Upedu
Software Engineering Using the Upedu
Guide to the Software Engineering Body of Knowledge - SWEBOK
Guide to the Software Engineering Body of Knowledge - SWEBOK
The Rational Unified Process: An Introduction
The Rational Unified Process: An Introduction
Teaching software engineering using a traceability-based development methodology
Journal of Computing Sciences in Colleges
The challenges of software engineering education
Proceedings of the 27th international conference on Software engineering
Software engineering for undergraduates
Proceedings of the 28th international conference on Software engineering
Dimensions of software engineering course design
Proceedings of the 28th international conference on Software engineering
Teaching framework for software development methods
Proceedings of the 28th international conference on Software engineering
An experience report on the design and delivery of two new software design courses
Proceedings of the 40th ACM technical symposium on Computer science education
SW development projects in academia
Proceedings of the 14th Western Canadian Conference on Computing Education
Software Estimation Best Practices, Tools & Techniques: A Complete Guide for Software Project Estimators
Software Engineering
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Software Engineering course design for undergraduates has been a challenging task in many campuses, especially for those that do not have large enrollment. This is not only because the course has too many topics to be covered in one semester, even two semesters, but also because it crosses many different disciplines such as computer science, engineering, management, and staffing. In this paper, a course framework is designed for the undergraduate software engineering in a context with small enrollment in terms of the Software Engineering core and elective requirements in CC2001 [1] as well as ABET 2010 [2] and SE2004 [3]. Based on the author's experience, the course design decisions are made against the dimensions presented in [4]. The topics covered in the course design as well as the course curriculum are presented. Activities and requirements of term-long team projects are illustrated to reflect the topics covered in the lecture and synchronized with the lecture progressing.