Secure Software Engineering Education: Knowledge Area, Curriculum and Resources

This paper reviews current efforts and resources in secure software engineering education, with the goal of providing guidance for educators to make use of these resources in developing secure software engineering curriculum. These resources include Common Body of Knowledge, reference curriculum, sample curriculum materials, hands-on exercises, and resources developed by industry and open source community. The relationship among the Common Body of Knowledge proposed by the Department of Homeland Security, the Software Engineering Institute at Carnegie Mellon University, and ACM/IEEE are discussed. The recent practices on secure software engineering education, including secure software engineering related programs, courses, and course modules are reviewed. The course modules are categorized into four categories to facilitate the adoption of these course modules. Available hands-on exercises developed for teaching software security are described and mapped to the taxonomy of coding errors. The rich resources including various secure software development processes, methods and tools developed by industry and open source community are surveyed. A road map is provided to organize these resources and guide educators in adopting these resources and integrating them into their courses

Extracting a Body of Knowledge as a First Step Towards Defining a United Software Engineering Curriculum Guideline

In general, the computing field is a rapidly changing environment, and as such, software engineering education must be able to adjust quickly to new needs. Industry adapts to technologies as fast as it can, but the critical issue is a need for recent graduates with the necessary expertise and knowledge of new trends, technologies, and practical experience. The industries that employ graduates of computing degree programs aim to hire those who are familiar with the latest technical traits, tools, and methodologies to meet these needs, and the software engineering curriculum needs to respond quickly to these needs. Still, unfortunately, software engineering curriculums cannot change and adopt new technologies fast. Modifying the curriculum to serve industry needs better is a long and tedious process in an academic setting. It is essential to give software engineers top-notch education and training to make sure they have the information and abilities needed to succeed in their careers. In addition, there are multiple computing curriculum recommendations endorsed by computing professional organizations that provide guidelines for curriculum design. The work proposed for this research plans to develop a method of extracting a body of knowledge and generating an ontology using Natural Language Processing algorithms. This will automate the process of extracting information from curriculum guidelines and models and storing that information in one unified ontology. It is then envisioned that the resulting ontology will be used in future research to assist in creating or validating a Software Engineering curriculum to ensure that all knowledge areas are covered and that the outcomes match the established guidelines and models. This automated extracting a body of knowledge process is the first and fundamental step in defining the United Software engineering Curriculum Guideline

A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications

This Innovative Practice Full Paper presents our methodology and tools for introducing competition in the electrical engineering curriculum to accelerate education and innovation in wireless communications. Software radio or software-defined radio (SDR) enables wireless technology, systems and standards education where the student acts as the radio developer or engineer. This is still a huge endeavor because of the complexity of current wireless systems and the diverse student backgrounds. We suggest creating a competition among student teams to potentiate creativity while leveraging the SDR development methodology and open-source tools to facilitate cooperation. The proposed student challenge follows the European UEFA Champions League format, which includes a qualification phase followed by the elimination round or playoffs. The students are tasked to build an SDR transmitter and receiver following the guidelines of the long-term evolution standard. The metric is system performance. After completing this course, the students will be able to (1) analyze alternative radio design options and argue about their benefits and drawbacks and (2) contribute to the evolution of wireless standards. We discuss our experiences and lessons learned with particular focus on the suitability of the proposed teaching and evaluation methodology and conclude that competition in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018

KURIKUL ZA PRAKTIČNO VISOKO OBRAZOVANJE PROGRAMSKIH INŽENJERA

Software engineering is the fastest-evolving engineering discipline and most of the tasks of software development organizations are diverse in nature. Various studies have shown that there is a wide gap between software industry needs and education for prospective software engineers. It is the responsibility of Software engineering education to prepare SE professionals by providing them with the skills to meet the expectations of the software industry. SE curriculum should correspond to the industry needs, and only then can Universities produce highly skilled professionals, who can meet the needs of software industry. During the last decade, software engineering education (SEE) has been emerging as an independent and mature discipline. Accordingly, various studies are being conducted to provide guidelines for SEE curriculum design. This paper summarizes the need for software industry related courses and discusses the significance of industry oriented software engineering education to meet the educational objectives of all stakeholders. The software industry oriented curriculum for undergraduate and graduate levels is discussed. An industry oriented graduate level (master’s level) software engineering course which includes foundational and applied courses to provide effective training for future software engineers is also proposed.  This will lead to an increase in their employment prospects in the industrial and allied sectors.Programsko inženjerstvo je najbrže rastuća disciplina inženjerstva i većina zadataka kojima se bave institucije zadužene za razvoj računalnih programa različite su prirode. Razna istraživanja pokazala su da postoji široki jaz između potreba industrije računalnih programa s jedne strane i obrazovanja budućih programskih inženjera s druge strane. Dužnost je obrazovanja u području programskog inženjerstva dobro pripremiti stručne programske inženjere na način da im se omogući uvježbavanje vještina koje odgovaraju potrebama industrije računalnih programa. Kurikul za programsko inženjerstvo trebao bi odgovarati potrebama industrije i tek će tada sveučilišta biti u mogućnosti osposobljavati visoko kvalitetne stručnjake koji mogu zadovoljiti potrebe industrije. Tijekom posljednjeg desetljeća obrazovanje u području programskog inženjerstva javlja se kao samostalna i zrela disciplina. Shodno tomu, provode se razna istraživanja da bi se osmislile smjernice za izradu kurikula za programsko inženjerstvo. Ovaj rad predstavlja potrebu za kolegijima usko povezanima s industrijom računalnih programa i raspravlja o važnosti praktičnog obrazovanja programskih inženjera da bi se udovoljilo obrazovnim potrebama svih sudionika u tom procesu. Raspravlja se o kurikulu s bitnim elementima praktične nastave na dodiplomskom i diplomskom stupnju obrazovanja. Diplomski studij (magistarski studij) programskog inženjerstva koji uključuje stručnu praksu također se predlaže jer integrira i osnovne teorijske i praktične predmete kojima se postiže uspješno obučavanje programskih inženjera. To će dovesti do boljih izgleda za njihovo zapošljavanje u industrijskim i sličnim sektorima

KURIKUL ZA PRAKTIČNO VISOKO OBRAZOVANJE PROGRAMSKIH INŽENJERA

Software engineering is the fastest-evolving engineering discipline and most of the tasks of software development organizations are diverse in nature. Various studies have shown that there is a wide gap between software industry needs and education for prospective software engineers. It is the responsibility of Software engineering education to prepare SE professionals by providing them with the skills to meet the expectations of the software industry. SE curriculum should correspond to the industry needs, and only then can Universities produce highly skilled professionals, who can meet the needs of software industry. During the last decade, software engineering education (SEE) has been emerging as an independent and mature discipline. Accordingly, various studies are being conducted to provide guidelines for SEE curriculum design. This paper summarizes the need for software industry related courses and discusses the significance of industry oriented software engineering education to meet the educational objectives of all stakeholders. The software industry oriented curriculum for undergraduate and graduate levels is discussed. An industry oriented graduate level (master’s level) software engineering course which includes foundational and applied courses to provide effective training for future software engineers is also proposed.  This will lead to an increase in their employment prospects in the industrial and allied sectors.Programsko inženjerstvo je najbrže rastuća disciplina inženjerstva i većina zadataka kojima se bave institucije zadužene za razvoj računalnih programa različite su prirode. Razna istraživanja pokazala su da postoji široki jaz između potreba industrije računalnih programa s jedne strane i obrazovanja budućih programskih inženjera s druge strane. Dužnost je obrazovanja u području programskog inženjerstva dobro pripremiti stručne programske inženjere na način da im se omogući uvježbavanje vještina koje odgovaraju potrebama industrije računalnih programa. Kurikul za programsko inženjerstvo trebao bi odgovarati potrebama industrije i tek će tada sveučilišta biti u mogućnosti osposobljavati visoko kvalitetne stručnjake koji mogu zadovoljiti potrebe industrije. Tijekom posljednjeg desetljeća obrazovanje u području programskog inženjerstva javlja se kao samostalna i zrela disciplina. Shodno tomu, provode se razna istraživanja da bi se osmislile smjernice za izradu kurikula za programsko inženjerstvo. Ovaj rad predstavlja potrebu za kolegijima usko povezanima s industrijom računalnih programa i raspravlja o važnosti praktičnog obrazovanja programskih inženjera da bi se udovoljilo obrazovnim potrebama svih sudionika u tom procesu. Raspravlja se o kurikulu s bitnim elementima praktične nastave na dodiplomskom i diplomskom stupnju obrazovanja. Diplomski studij (magistarski studij) programskog inženjerstva koji uključuje stručnu praksu također se predlaže jer integrira i osnovne teorijske i praktične predmete kojima se postiže uspješno obučavanje programskih inženjera. To će dovesti do boljih izgleda za njihovo zapošljavanje u industrijskim i sličnim sektorima

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Computer game development education at university

This paper articulates some of the challenges for computer game development courses at university level. A typical course development of this type is described. The need to include creative methods alongside more formal software development methodologies as core elements of computer game education is proposed and placed within the context of an industry specific framework. The evolutionary nature of the computer game industry requires that computer game development programmes at university should be equally evolutionary and adaptable to change

Security and computer forensics in web engineering education

The integration of security and forensics into Web Engineering curricula is imperative! Poor security in web-based applications is continuing to cost organizations millions and the losses are still increasing annually. Security is frequently taught as a stand-alone course, assuming that security can be 'bolted on' to a web application at some point. Security issues must be integrated into Web Engineering processes right from the beginning to create secure solutions and therefore security should be an integral part of a Web Engineering curriculum. One aspect of Computer forensics investigates failures in security. Hence, students should be aware of the issues in forensics and how to respond when security failures occur; collecting evidence is particularly difficult for Web-based applications