Complete thesis - Murdoch University

Guideline 11 the underlying and enduring principles of software engineering should beemphasised, rather than details of the latest or specific toolsGuideline 14 the curriculum should have a significant real-world basisGuideline 17 software engineering education in the 21st century needs to move beyondthe lecture format: it is therefore important to encourage consideration of a variety ofteaching and learning approaches.(LeBlanc and Sobel, 2004)A set of example curricula and courses that can be used to teach the knowledge described inthe SEEK (taking into consideration the guidelines) is also provided. The expectation is thatcourses from other sources (such as CC-CS) are also included. SE322-req Requirementsis the core SE course about software requirements, with a coverage of 18 SEEK hours. Theseare made up as follows:Table 2.19: RE component of CC-SESEEK Topic:HoursTypes of models 9 core hours of 12Requirements fundamentals 1 core hour of 3Eliciting requirements 2 core hours of 4Requirements specification anddocumentation 4 core hours of 6Requirements validation 1 core hour of 3Requirements management 1 core hour of 3In addition, and as acknowledgement that SE curricula must not only teach facts but alsoensure that students achieve a level of skill at doing particular tasks required of the practicingSE, earlier version of CC-SE described exercises that will enable them to build up the requisitelevel of skill (Diaz-Herrera and Hilburn, 2003), with the additional acknowledgement thatmost will be problem-solving in nature and with the constraint that these are provided onlyfor higher level topics (those that have a Bloom’s taxonomy category of ‘a’ (Application) inSEEK). Unfortunately, most sample exercises focus on technical competence (eg create classdiagrams of a variety of domains and systems; create state diagrams and other behaviouralmodels of a variety of systems; elicit requirements for a variety of problems; write goodquality requirements documents).The value of this document is that it describes sample curricula in terms of patterns for introductorycourses, intermediate software engineering courses, and other courses, respectively.While acknowledging the infancy of undergraduate SE education in the US, and thereforetheir increased value in this context, the approach taken addresses issues of adaptation, not82