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Software engineering programmes are not computer science programmes
Annals of Software Engineering, 1998Programmes in “Software Engineering” have become a source of contention in many universities. Some Computer Science departments, many of which have used that phrase to describe individual courses for decades, claim software engineering as part of their discipline.
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The integration of software engineering into a computer science curriculum
1995This paper discusses ideas and techniques for integrating software engineering concepts and practices into an undergraduate computer science curriculum. Discussion is focused on concepts that are related to the following aspects of software engineering: the need for software engineering, characteristics of good software, the software development ...
Thomas B. Hilburn +2 more
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Software engineering is Not computer science
1989One of the many confusing issues in today's software world is the use of many names that describe different aspects of the software sciences, but which have widely overlapping activities. One such area is the distinction between computer science and software engineering.
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Software engineering in a BS in computer science
2006This position paper outlines the rationale for and the approach used at the University of Hawaii at Hilo to further augment the ACM/IEEE computer science curriculum for software engineering considerations.
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Software Engineering Practice in Computer Science Courses
19th Australian Conference on Software Engineering (aswec 2008), 2008This paper seeks to combine a traditional computer science course with software engineering process. A computer science course such as computer graphics, digital image processing, compiler or operating systems gives a chance to students working in a group to write a realistic large project of almost 3000 lines and make it function correctly. The course
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Teaching software engineering in the computer science curriculum
ACM SIGCSE Bulletin, 2003The goals of computer science department and software engineering courses are not always clear as they could be, and exactly how much of a computer science curriculum should be spent on software engineering topics at the expense of topics with more immediate relevance to computer science majors is far from clear. Computer science students are sometimes
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Integration of computer security into the software engineering and computer science programs
Journal of Systems and Software, 1999Abstract This paper presents a role for computer security education in a computer science curriculum and argues that it should become a standard course offering at both the undergraduate and graduate levels of instruction. Computer security instruction requires a fundamental computer science foundation and integrates nicely into the junior or senior ...
Rayford B. Vaughn, Julian E. Boggess III
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Basic research in computer science and software engineering at SKLCS
Frontiers of Computer Science in China, 2008The State Key Laboratory of Computer Science (SKLCS) is committed to basic research in computer science and software engineering. The research topics of the laboratory include: concurrency theory, theory and algorithms for real-time systems, formal specifications based on context-free grammars, semantics of programming languages, model checking ...
Jian Zhang 0001 +9 more
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Pragmatic Software Engineering for Computational Science
2012The purpose of this chapter is to introduce scientific software developers to software engineering tools and techniques that will save them much blood, sweat, and tears and allow them to demonstrate the quality of their software. By introducing ideas around the software development life cycle, source code analysis, documentation, and testing, and ...
David Worth, Chris Greenough, Shawn Chin
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The influence of software intangibility on computer science and software engineering education
ACM SIGSOFT Software Engineering Notes, 2007In this short essay I will discuss how the fact that software is an intangible object influences Computer Science (CS) and Software Engineering (SE) education. Based on several observations that result from this analysis (Part A), I will then highlight the importance of teaching soft ideas in the framework of CS and SE education (Part B).
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