Software engineering education: a roadmap
Proceedings of the Conference on The Future of Software Engineering
Communications of the ACM
Prospects for an Engineering Discipline of Software
IEEE Software
Counterpoint-SE Education: What Academia Can Do
IEEE Software
Death March
Is software engineering for everyone?
Proceedings of the 2nd annual conference on Mid-south college computing
Guest editorial: the new context for software engineering education and training
Journal of Systems and Software - Special issue: The new context for software engineering education and training
Integrating formalism into undergraduate software engineering
Journal of Systems and Software - Special issue: The new context for software engineering education and training
Reflections on Software Engineering Education
IEEE Software
Reflections on software engineering education
ICSE'05 Proceedings of the 2005 international conference on Software Engineering Education in the Modern Age
Analogical Thinking Based Instruction Method in IT Professional Education
International Journal of Human Capital and Information Technology Professionals
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New software engineering programs are popular but controversial. Offering such degrees has been the subject of hype by some who believe a new SE program will address industrial software development problems (failing to realize exactly what a new program should offer and when it is most appropriate to be offered). New programs have also received deep criticism and subjective evaluation by many traditional computer scientists who see them merely as an opportunity to provide industrial training in programming (but who fail to understand the complexities of software). In many ways, the current situation involving SE programs mirrors that of their computer science counterparts in the 1960s and 1970s. While three or four decades ago electrical engineering and mathematics faculty resisted the growth of computer science degree programs, current computer science faculty are often treating SE in the same manner. This article highlights and addresses some of the most commonly held myths (both favorable and unfavorable) about the real and perceived purpose of introducing a new SE degree program. Those who plan to introduce such a degree program should understand the facts instead of basing their decision on these myths.