Fourth-generation languages. Volume I: principles
Fourth-generation languages. Volume I: principles
Information systems development: principles of computer-aided software engineering
Information systems development: principles of computer-aided software engineering
Communications of the ACM
The SEI education program: the challenge of teaching future software engineers
Communications of the ACM
Software engineering
Communications of the ACM - Special issue: Soviet computing
The SEI undergraduate curriculum in software engineering
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
Software risk management
Software engineering (3rd ed.): a practitioner's approach
Software engineering (3rd ed.): a practitioner's approach
Software engineering (2nd ed.): a programming approach
Software engineering (2nd ed.): a programming approach
Software and the factory paradigm
Software Engineering Journal - Special issue on software process and its support
Developing an undergraduate software engineering program in a liberal arts college
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
The New Software Engineering
An Introduction to Information Engineering: From Strategic Planning to Information Systems
An Introduction to Information Engineering: From Strategic Planning to Information Systems
Software Engineering Project Management
Software Engineering Project Management
Software Development with Z: A Practical Approach to Formal Methods in Software Engineering
Software Development with Z: A Practical Approach to Formal Methods in Software Engineering
Legal Status of Software Engineering
Computer
Transition to object orientation in software engineering education
SEEP '96 Proceedings of the 1996 International Conference on Software Engineering: Education and Practice (SE:EP '96)
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Achieving balance is an issue that faces all curriculum designers. The complexity of the software process demands a pluralistic approach to systems development. This pluralism must also be reflected in the education and training of future software engineers. How can we integrate the diverse views into a unified curriculum framework? How can we cover all topics that are deemed essential for the discipline. We must balance specialised software engineering topics with fundamental topics in computer science and we must also balance the variety of software engineering topics amongst themselves within the relatively short three-year undergraduate curriculum. Very often, what is left out is just as important as what is left in. This paper describes the process and outcomes of a recent attempt at Southern Cross University to develop a balanced software engineering course. Comparisons were made between this implementation and the ACM/IEEE model curriculum and other related efforts.