Identifying the gaps between education and training
SIGCSE '89 Proceedings of the twentieth SIGCSE technical symposium on Computer science education
The culture of quality and software engineering education
ACM SIGCSE Bulletin
A software engineering “frosting” on a traditional CS-1 course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Incorporating re-use into a software engineering course with Ada
WADAS '93 Proceedings of the tenth annual Washington Ada symposium on Ada: Ada's role in software engineering
An evaluation of a CASE-based approach to teaching undergraduate software engineering
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Twenty dirty tricks to train software engineers
Proceedings of the 22nd international conference on Software engineering
IS '97: model curriculum and guidelines for undergraduate degree programs in information systems
IS '97 Guidelines for undergraduate degree programs on Model curriculum and guidelines for undergraduate degree programs in information systems
Introducing Software Engineers to the Real World
IEEE Software
Teaching software engineering and software project management: an integrated and practical approach
Proceedings of the 34th International Conference on Software Engineering
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A survey of undergraduate software engineering courses was conducted. The survey covered the issues of course level, course content, course organization, project characteristics, and department demographics. The descriptive statistics show that the typical course focuses on the software development life cycle and includes a project intended for actual use. The project is carried out by teams of students, with student leaders. A factor analysis disclosed that three different sorts of courses are currently being offered. The most predominant course is the Later-Life Cycle course, which focuses on the later stages of the software life cycle. Detailed design, coding, testing, and maintenance receive in-depth coverage in this style of course, and the student's grades are heavily dependent upon the project. The Early-Life-Cycle course emphasizes requirements analysis, specification, and system design. Written reports are an important component of this course, and the project is again a large portion of the students' grades. The third style of course is the Theoretical-Issues course. Software metrics, project management, and legal and ethical issues are covered. The students are upper level, and they use journal articles as a source of materials. The issues of suitable textbooks and sources of materials and training for teaching user-interface design surfaced as problem areas.