An Empirical Evaluation of Three Defect-Detection Techniques
Proceedings of the 5th European Software Engineering Conference
The Rational Unified Process: An Introduction
The Rational Unified Process: An Introduction
Agile Project Management With Scrum
Agile Project Management With Scrum
Virtual Software Engineering Laboratories in Support of Trade-off Analyses
Software Quality Control
Defining and Deploying Software Processes
Defining and Deploying Software Processes
Distributed development: an education perspective on the global studio project
Proceedings of the 28th international conference on Software engineering
Process Assessment and ISO/IEC 15504: A Reference Book
Process Assessment and ISO/IEC 15504: A Reference Book
Teaching disciplined software development
Journal of Systems and Software
Experiences and results from tailoring and deploying a large process standard in a company
Software Process: Improvement and Practice
Psp(sm): a self-improvement process for software engineers
Psp(sm): a self-improvement process for software engineers
Project-Driven Teaching Model for Software Project Management Course
CSSE '08 Proceedings of the 2008 International Conference on Computer Science and Software Engineering - Volume 05
CMMI: Improving Software and Systems Development Processes Using Capability Maturity Model Integration
Rationale modeling for software process evolution
Software Process: Improvement and Practice
Teaching software engineering: a practical approach
ACM SIGSOFT Software Engineering Notes
Measuring complexity, effectiveness and efficiency in software course projects
Proceedings of the 32nd ACM/IEEE International Conference on Software Engineering - Volume 1
Simulating Global Software Development in a Course Environment
ICGSE '10 Proceedings of the 2010 5th IEEE International Conference on Global Software Engineering
ITIL Lifecycle Suite 2011 Edition
ITIL Lifecycle Suite 2011 Edition
GloSE-Lab: Teaching Global Software Engineering
ICGSE '11 Proceedings of the 2011 IEEE Sixth International Conference on Global Software Engineering
The software process: global goals
SPW'05 Proceedings of the 2005 international conference on Unifying the Software Process Spectrum
Integrated software process and product lines
SPW'05 Proceedings of the 2005 international conference on Unifying the Software Process Spectrum
Teaching software engineering and software project management: an integrated and practical approach
Proceedings of the 34th International Conference on Software Engineering
Software Process Definition and Management
Software Process Definition and Management
A Practical Approach to Align Research with Master's Level Courses
CSE '12 Proceedings of the 2012 IEEE 15th International Conference on Computational Science and Engineering
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Most university curricula consider software pro- cesses to be on the fringes of software engineering (SE). Students are told there exists a plethora of software processes ranging from RUP over V-shaped processes to agile methods. Furthermore, the usual students programming tasks are of a size that either one student or a small group of students can manage the work. Comprehensive processes being essential for large companies in terms of reflecting the organization struc- ture, coordinating teams, or interfaces to business processes such as contracting or sales, are complex and hard to teach in a lecture, and, therefore, often out of scope. We experienced tutorials on using Java or C#, or on developing applications for the iPhone to gather more attention by students, simply speaking, as these are more fun for them. So, why should students spend their time in software processes? From our experiences and the discussions with a variety of industrial partners, we learned that students often face trouble when taking their first real jobs, even if the company is organized in a lean or agile shape. Therefore, we propose to include software processes more explicitly into the SE curricula. We designed and implemented a course at Masters level in which students learn why software processes are necessary, and how they can be analyzed, designed, implemented, and continuously improved. In this paper, we present our courses structure, its goals, and corresponding teaching methods. We evaluate the course and further discuss our experiences so that lecturers and researchers can directly use our lessons learned in their own curricula.