04:00 - 04:30

• Using GSwE2009 for the Evaluation of a Master Degree in Software Engineering in the Universidad de la República

  This paper presents an adoption and adaptation of the Curriculum Guidelines for Graduate Degree Programs in Software Engineering (GSwE2009) proposed by the IEEE-CS and the ACM for the creation of a curriculum for a Master's degree in software engineering at the Universidad de la República (Uruguay). A method for evaluating contents and its application is also presented. This evaluation allows us to know the obtained thematic coverage, effort and balance. It also provides information that enables the detection of numerous opportunities for the improvement in the implementation of the program.

Lucía Camilloni; Diego Vallespir; Mark Ardis

Universidad de la República, Uruguay; Stevens Institute of Technology, USA

04:30 - 05:00

• System Thinking: Educating T-Shaped Software Engineers

  With respect to system thinking, a T-shaped person is one who has technical depth in at least one aspect of the system's content, and a workable level of understanding of a fair number of the other system aspects. Many pure computer science graduates are strongly I-shaped, with a great deal of depth in software technology, but little understanding of the other disciplines involved in such areas as business, medicine, transportation, or Internets of Things. This leaves them poorly prepared to participate in the increasing numbers of projects involving multi-discipline system thinking, and in strong need of software skills. We have developed and evolved an MS-level software engineering curriculum that enables CS majors to become considerably more T-shaped than when they entered. It includes courses in software management and economics, human-computer interaction, embedded software systems, systems and software requirements, architecture, and V&V, and a two-semester, real-client team project course that gives students experience in applying these skills. We find via feedback on the students' internships and job experiences that they and their employers have high rates of success in job offers and job performance.

Barry Boehm; Supannika Koolmanojwong Mobasser

USC, USA

05:00 - 05:30

• Transparently Teaching in the Context of Game-Based Learning: The Case of SimulES-W

  This work presents a pedagogical proposal, in the context of game-based learning (GBL), that uses the concept of Transparency Pedagogy. As such, it aims to improve the quality of teaching, and the relationship between student, teacher and teaching methods. Transparency is anchored in the principle of information disclosure. In pedagogy, transparency emerges as an important issue that proposes to raise student awareness about the educational processes. Using GBL as an educational strategy we managed to make the game, a software, transparent. That is we made the inner processes of the game known to the students. As such, besides learning by playing, students had access to the game design, through intentional modeling. We collected evidence that, by disclosure of the information about the design, students better performed on learning software engineering.

   

  Preprint available:

Elizabeth Suescún Monsalve; Julio Cesar Sampaio Do Prado Leite; Vera Maria B. Werneck

PUC-Rio, Brazil; UERJ, Brazil