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This paper describes the development of an undergraduate degree programme in software engineering over the ten year period from 1988 to 1998. Particular emphasis is given to the fundamental principles that have been established to guide the creation and evolution of this programme during this period, and to ensure that it has been distinctively a course in software engineering rather than in any other branch of computing. To this end, the fundamental engineering characteristics of the programme are compared with those of undergraduate courses in other branches of engineering. Desirable future developments in this programme are then discussed, and finally the different principles identified in the paper are evaluated. [ABSTRACT FROM AUTHOR]

In this paper we describe and review the course plan and syllabus we use in a course on formal methods in software engineering currently included in the degree in Informatics of the Faculty of Sciences at the University of Bologna. The course matches the theory of formal methods with their practice based on actual tool usage. In fact, the course is centered upon a project whose main goal is to let students learn some formal specification techniques, all supported by specific tools. The students use well-known notations for both requirements specification and formal design. The formal methods we use are based on the Z notation for requirements specification and on the Larch family of languages for design specifications. [ABSTRACT FROM AUTHOR]

The successful evolution of a negotiated learning practice in software engineering team projects is described. The background to negotiated learning practices is reviewed and it is noted that a concern for process issues might be related to software quality management concerns. Negotiated learning was used to develop learning autonomy and to encourage process improvement. The integration of learning contracts and existing software engineering quality management techniques has produced an approach which has enabled teams of students to effectively define and reflect on systems development and learning processes. Individual assessment was enhanced by including processes for the visibility and traceability of contributions in the negotiation process. The gradual evolution of the practice is described with some detail of the current context provided. Evaluations have indicated that teams can become more actively engaged in learning and develop reflective skills in a structured manner by exploiting mechanisms for negotiation. [ABSTRACT FROM AUTHOR]