"Boring formal methods" or "Sherlock Holmes deduction methods"?

This paper provides an overview of common challenges in teaching of logic and formal methods to Computer Science and IT students. We discuss our experiences from the course IN3050: Applied Logic in Engineering, introduced as a "logic for everybody" elective course at at TU Munich, Germany, to engage pupils studying Computer Science, IT and engineering subjects on Bachelor and Master levels. Our goal was to overcome the bias that logic and formal methods are not only very complicated but also very boring to study and to apply. In this paper, we present the core structure of the course, provide examples of exercises and evaluate the course based on the students' surveys.Comment: Preprint. Accepted to the Software Technologies: Applications and Foundations (STAF 2016). Final version published by Springer International Publishing AG. arXiv admin note: substantial text overlap with arXiv:1602.0517

Integrating Security into the Undergraduate Software Engineering Curriculum

This research included a thorough examination of the existing software assurance or what is commonly called software security knowledge, methodologies and what information security technologies is currently being recommended by the information technology community. Finally it is demonstrated how this security knowledge could be incorporated into the curriculum for undergraduate software engineering

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

Addressing challenges to teach traditional and agile project management in academia

In order to prepare students for a professional IT career, most universities attempt to provide a current educational curriculum in the Project Management (PM) area to their students. This is usually based on the most promising methodologies used by the software industry. As instructors, we need to balance traditional methodologies focused on proven project planning and control processes leveraging widely accepted methods and tools along with the newer agile methodologies. Such new frameworks emphasize that software delivery should be done in a flexible and iterative manner and with significant collaboration with product owners and customers. In our experience agile methodologies have witnessed an exponential growth in many diverse software organizations, and the various agile PM tools and techniques will continue to see an increase in adoption in the software development sector. Reflecting on these changes, there is a critical need to accommodate best practices and current methodologies in our courses that deliver Project Management content. In this paper we analyse two of the most widely used methodologies for traditional and agile software development – the widely used ISO/PMBOK standard provided by the Project Management Institute and the well-accepted Scrum framework. We discuss how to overcome curriculum challenges and deliver a quality undergraduate PM course for a Computer Science and Information systems curricula. Based on our teaching experience in Europe and North America, we present a comprehensive comparison of the two approaches. Our research covers the main concepts, processes, and roles associated with the two PM frameworks and recommended learning outcomes. The paper should be of value to instructors who are keen to see their computing students graduate with a sound understanding of current PM methodologies and who can deliver real-world software products.Accepted manuscrip

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Aerospace Cyber-Physical Systems Education

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106495/1/AIAA2013-4809.pd

Information Systems Undergraduate Degree Project: Gaining a Better Understanding of the Final Year Project Module

The place of an individual project in the final year of Information Systems (IS) undergraduate degrees at UK universities is well established. In this paper we compare the final year project modules at four UK universities: the University of Brighton, the University of South Wales, University of West London and the University of Westminster. We find that the aims of the projects are similar, emphasising the application of the knowledge and skills from the taught element of their course in a complex development project, often including interactions with a real client. Although we show in this analysis that projects serve a similar purpose in the IS degree courses, the associated learning outcomes and the assessment practice varies across the institutions. We identify some gaps in the skills and abilities that are not being assessed. In further work we are planning to consult final year students undertaking their projects and their supervisors, in order to gain an understanding of how project assessment criteria are actually put to use

MSIS 2000: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

This article contains the official text of the MSIS 2000 model curriculum as approved by both the Association for Computing Machinery and the Association for Information Systems. It is presented here in its original form