Laurie Honour Werth

Software tools at the University: Why, What and How

The Computer Sciences department is currently involved in various tool technology transfer activities including the use, development, enhancement and evaluation of CASE software as class projects, and a software engineering laboratory for the synthesis of software. Industry cooperation efforts include continuing education courses, beta testing, and joint projects in which university and industry personnel share hardware and software as well as expertise. These endeavors are described briefly and a short synopsis of benefits, problem areas and some possible solutions provided.

An Adventure in Software Process Improvement

Software process improvement concepts, applied in an effort to increase productivity and quality in industry, are also needed in the academic environment. By teaching process improvement we can prepare students for the future and simultaneously improve our own understanding and teaching of the software engineering.

Survey of software engineering education

This study summarizes the software engineering course offerings of nearly one hundred universities responding to a recent survey. Information to determine the current state of software engineering education is tabulated and analyzed in order to support curriculum development and to determine deficiencies and future needs.Characteristics of the institutions are used to compare relative numbers, types and academic levels of course offerings. A history of course startups provides insight into the growth and direction of new classes. Instructor background is examined to determine current and future faculty support needs. Similarly, the use and availability of textbooks, automated tools, and other teaching materials are investigated for cours support requirements. Information on course format and project organization provides additional understanding of the structure of current software engineering courses.

Preparing students for programming-in-the-large

A variety of applications to improve the use of software tools are described with emphasis placed on using tools as software engineering projects. Tool use incorporates quantitative and qualitative benefits, while better preparing students to meet the increasing demands of programming-in-the-large. Improved university-industry cooperation and resource-sharing are other advantages. Some inexpensive approaches to major problems are suggested together with future directions.

Directions in software engineering education

The authors briefly review the history and literature of computing education. The goal is to point out resources for those who would like to gain a perspective on these issues. The authors consider broader issues of software engineering education. Four of these issues are: (a) the definition of software engineering and its relationship to other disciplines; (b) the content of software engineering programs; (c) the organization of computing education at the university; and (d) the relationship of computing education with the applications of computing. These issues are discussed.<<ETX>>

Certification and licensing for software professionals and organizations

The push for regulating the software industry increases whenever tales of software problems or some new snag in the sociable fabric arises as a result of computing is reported in the media. We begin with a brief definition of professionalism, followed by a discussion of common methods for certifying both individual software developers and software development organizations. The work of the Joint IEEE-CS/ACM Steering Committee to Develop Software Engineering as a Profession is examined. Issues of the various stakeholders are described briefly, followed by some conclusions for software engineering educators.

Teaching Object-Oriented Programming Using the Macintosh MPW/MacApp Environment

Experience with object-oriented systems can be provided using the powerful Macintosh™ environment. Adding to and modifying the MacApp™ application framework using ObjectPascal provides a learning-by-example solution to the difficulty of teaching Object Oriented Programming and Design,

Licensing software professionals: where are we?

The two major professional organizations, IEEE-CS and ACM, have been working for some time to lay the foundation for improving professionalism in the discipline. When the Texas Society for Professional Engineering passed a resolution this summer to begin licensing software engineers in the second largest state in the Union, efforts intensified. Although it is still early in the process, academics need to understand the issues surrounding the licensing of software professionals.We begin with definitions of professionalism and licensing for software professionals. Major issues for industry, academic and professional organization stakeholders are briefly summarized and discussed. Information resources for educators are provided.

Fourth international workshop on software engineering education (IWSEE 4)

Iu the last 20 years there has been a good deal of discussion of Approach 1, Software Engineering academic degree programs. However, there continue to be relatively few of these programs, though they are more popular in some countries than others. One of the key goals of the workshop was to discuss the reasous why this has ha=edIn addition, the Workshop focused on how Approaches 2-4 are used to compensate for the lack of Software Engineering academic degree programs, and especially, how option 2 is implemented in various schools and countries.

Roundtable on structure editing (panel session): teachers' experiences using Carnegie Mellon's GENIE programming environments

Chair: Dennis R. Goldenson, Carnegie Mellon University, Pittsburgh, Pennsylvania Panel: Michael Brown, Kiskiminetas Springs School, Saltsberg, Pennsylvania Jane Bruemmer, Park Hill Senior High School, Kansas City, Missouri Nathan Hull, New York University Roy Jones, Stanford University Joseph Krnoch, Washington High School, Milwaukee, Wisconsin Bruce McClellan, North High School, Minneapolis, Minnesota Philip Miller, Carnegie Mellon University Mark Stehlik, Carnegie Mellon University Laurie Werth, The University of Texas at Austin