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One of the most intractable problems in software is getting engineers to consistently use effective methods. The Software Engineering Institute (SEI) has worked on this problem for a number of years and has developed effective methods for addressing it. This paper describes these methods and shows what they have accomplished with several hundred students and working engineers. After first describing the problem of changing engineers' practices, the paper discusses the logic engineers typically follow in deciding what methods to use. Next is a description of the Personal Software Process (PSP) and the Team Software Process (TSP). Finally, the implications of SEI's experiences with the PSP and TSP are described, with particular emphasis on software engineering and computer science education. [ABSTRACT FROM AUTHOR]

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]

A project course in software engineering is often part of the curriculum in computer engineering or computer science. This paper studies the relationship between academic and industrial projects in software engineering. The purpose is to compare the practices followed in a project-course approach with the practices of professional software engineers. The approach is to compare the measurements obtained from academic and industrial projects. The critical factors regarding the process, the people and the project are discussed. The structure of the software processes and the measurement tools are presented. The data analyses show that the academic projects are found to be strongly dominated by programming activities. Based on the data from the industrial projects, we formulate seven recommendations to improve the software engineering practices in academic projects. They are related to management, predevelopment, development, testing, reviews documentation and team activities. The concluding remarks discuss some of the actions that could be taken to improve academic projects. [ABSTRACT FROM AUTHOR]