IEEE Software

Software engineering educators need to provide environments where students learn about the size and complexity of modern software systems and the techniques available for managing these difficulties. Five universities used the personal software process to teach software engineering concepts in a variety of contexts.

We examine the prevailing software engineering (SE) body of knowledge and perspectives on SE education to construct a model comprising knowledge areas for SE professional development. We use this model and Benjamin Bloom's taxonomy to delineate knowledge areas that an apprenticeship could best handle. We then establish a framework for SE apprenticeship, which we use to examine practices for apprenticeship simulations in three academic institutions that offer computer science (CS), applied CS, or computing systems curricula.

New software engineering programs are popular but controversial, and they have been the subject of much hype. The article addresses the academic considerations involved in developing software engineering programs, describing seven common myths about software engineering and shedding light on the tradeoffs and decisions required.

To create a more realistic distributed collaborative environment, three Texas universities - Texas Christian University, the University of Texas at Arlington and Texas Tech University - developed an innovative method for teaching collaborative software development in distributed multidisciplinary environments.