Software engineering curriculum issues
Gwendolyn H. Walton
Abstract
Gwendolyn H. Walton
Abstract
A software engineering curriculum must provide the student with: a strong mathematical and theoretical base; problem solving and analysis skills; written and oral communication skills; knowledge of and experience in software engineering principles, processes, and products; knowledge of and experience in measurement, analysis, and control of software processes and products; and an understanding of applicable societal and ethical issues. To effectively address the needs of industry, software engineering education must include experience of applying software engineering principles to nontrivial problems. Here, the author describes how, in an environment of rapidly changing technology and limited educational budgets, delivering a sufficiently robust software engineering educational experience is a challenge.
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A software engineering curriculum must provide the student with: a strong mathematical and theoretical base; problem solving and analysis skills; written and oral communication skills; knowledge of and experience in software engineering principles, processes, and products; knowledge of and experience in measurement, analysis, and control of software processes and products; and an understanding of applicable societal and ethical issues. To effectively address the needs of industry, software engineering education must include experience of applying software engineering principles to nontrivial problems. Here, the author describes how, in an environment of rapidly changing technology and limited educational budgets, delivering a sufficiently robust software engineering educational experience is a challenge.
Key concepts: Software Engineering Process Group, Social software engineering, Software requirements, Software engineering, Curriculum, Personal software process, Software development, Computer science