A Technical History of the SEI

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Conference on Software Engineering Education and Training The Challenge: A Forum for Software Engineering Education Advances and Collaboration Although software engineering education had emerged in a variety of programs, including the Wang Institute, IBM Software Engineering Institute, Seattle University, and Texas Christian University, there was little effort towards establishing a consistent curriculum. Not only was there no curriculum, there was no established mechanism for exchanging information about advances related to the course content, the courses themselves, or the teaching experiences, and no standard way to encourage professional collaboration. If the SEI was to successfully “influence software engineering curricula development throughout the education community” (SEI Charter 1984), it needed to lead the establishment of such a mechanism. A Solution: The Premier Conference on Software Engineering Education In 1986, the SEI conducted an invitation-only workshop on software engineering education [Gibbs 1987]. One of the outgrowths of this workshop was the first Conference on Software Engineering Education (CSEE), which took place in 1987 [Fairley 1989]. The conference was sponsored by the SEI with refereed papers and published proceedings by Springer Verlag. The major conference roles, including the chair and many of the program committee members, were SEI staff members. Along with the conference, a faculty development workshop was conducted to introduce new SEI curriculum modules and educational materials. In effect, the conference was established by the SEI to answer a need in the community, but it was largely run by SEI staff [Mead 2009]. One bold move in the early days of the conference series was to move the conference out of Pittsburgh and away from the SEI. After many years in Pittsburgh, the first venture to another location was the 1992 conference in San Diego. This particular conference, the 6th CSEE, was chaired by an SEI staff member and boasted an attendance of more than 200. In the early 1990s, the CSEE also became the catalyst for an e-newsletter, the Forum for the Advancement of Software Engineering Education (FASE). Over the years, it provided informal information to software engineering educators on a periodic basis. It continues to provide announcements and articles to its audience, which is worldwide. The WGSEET was also an outgrowth of the conference. The working group met twice yearly between 1995 and 2000, producing a number of education reports and other artifacts [Mead 2009]. The conference transitioned from an SEI conference to an IEEE conference in 1996. This was a substantial step, as it involved replacing the events planning staff at the SEI with volunteers and securing IEEE sponsorship. It also meant that the conference would ultimately have to function as an independent financial entity, without support from the SEI. The SEI Education Program director was the first steering committee chair. She recruited steering committee members and developed the first formal charter for the conference. Several steering committee chairs have subsequently been appointed. Since this transition, the proceedings have been published by IEEE, and the conference chairs have been volunteers outside the SEI. With more community involvement, the program committee became much more diverse. CMU/SEI-2016-SR-027 | SOFTWARE ENGINEERING INSTITUTE | CARNEGIE MELLON UNIVERSITY 80 Distribution Statement A: Approved for Public Release; Distribution is Unlimited
The CSEE conference series also broadened its focus to include a visible component on training; as of 1997, it became known as the Conference on Software Engineering Education and Training (CSEET). This addition reflected not so much a change of emphasis as recognition of the fact that education and training have always gone hand-in-hand. Starting in 2003, the conference has been periodically held in international locations, including Spain, Canada, Ireland, India, and China. This reflects the greater penetration of software engineering education in the international community. On occasion, CSEET has been co-located with other software engineering and education conferences, including the International Conference on Software Engineering (ICSE), the Innovation and Technology in Computer Science Education Conference (ItiCSE), and the ACM Special Interest Group on Computer Science Education (SIGCSE). The View from Others The CSEET has since evolved to include the ASEET, the Academy for Software Engineering Educators and Trainers. This addition to the conference supports the idea of mentoring as a way of growing the skills that are needed for professional software engineering education. In 2008, there were around 30 participants, and the speakers included leading software engineering educators as instructors. ASEET has continued to be part of the CSEET conference since then. The Consequence: Growth of Conferences and Tracks on Software Engineering Education The number of conferences and conference tracks related to software engineering education has grown. The ACM Special Interest Group on Computer Science Education has long sponsored a conference series [SIGCSE 2008] that has contained software engineering content from time to time. The ITiCSE conference [ITiCSE 2008] has also contained software engineering content. The series of Conferences on the Teaching of Computing (CTC) in Ireland had a considerable amount of software engineering content. More recently, ICSE has included a software engineering education track [ICSE 2008]. In 2000, a Carnegie Mellon professor presented a discussion of the future of software engineering education as part of a special track at ICSE [Shaw 2000]. Frontiers in Education (FIE) has always included software engineering content. The SEI Contribution CSEET has had a significant impact on the advancement of software engineering education and training. It has provided a forum for educators and software engineering professionals to interact about the preparation for software engineering practice: reporting on the state of the field, presenting new and innovative approaches, sharing experiences, and debating the best way forward. – Tom Hilburn, Embry-Riddle Aeronautical University CSEET has served as a focus for discussions that have led to such important milestones as the IEEE/ACM SE2004 undergraduate curriculum, and the GSwERC Graduate Software Engineering Reference Curriculum. – Tim Lethbridge, University of Ottawa Based on the results of the initial SEI workshop on software engineering education, the CSEE conference series was founded under SEI leadership. At the time, CSEE was the only conference focused on software engineering education, and it helped the software engineering education community to communicate, improve, and evolve. The conference later transitioned to a community- CMU/SEI-2016-SR-027 | SOFTWARE ENGINEERING INSTITUTE | CARNEGIE MELLON UNIVERSITY 81 Distribution Statement A: Approved for Public Release; Distribution is Unlimited
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A Technical History of the SEI Larr
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Table of Contents Foreword Preface
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The Consequence: Undergraduate Soft
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References 131 Expanding the CMMI P
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The Challenge: Configuration Suppor
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References 275 Operational Support
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Foreword Angel Jordan University Pr
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to the SEI on a part-time basis as
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Blaise Durante Deputy Assistant Sec
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synergy between the TRA team’s ob
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Preface This report chronicles the
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Abstract This report chronicles the
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1 Introduction CMU/SEI-2016-SR-027
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Introduction In December 1984, the
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promulgate use of modern techniques
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Interpreting the Charter In creatin
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of Defense and flag officers from t
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(CRADA) funding is available to exp
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Another effective mechanism has bee
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2 Real-Time Embedded Systems Engine
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Figure 3: Real-Time Embedded System
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Introduction to Real-Time Embedded
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in those developments. The SEI was,
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general-purpose techniques but with
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Summary DoD systems have traditiona
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Ada/Real-Time Embedded Systems Test
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enchmark. Results of testbed experi
Page 56 and 57: Distributed Ada Real-Time Kernel Th
Page 58 and 59: Ada Adoption Handbook The Challenge
Page 60 and 61: [Hefley 1992] Hefley, William; Fore
Page 62 and 63: processor utilization. The sample a
Page 64 and 65: References [AFSAB 1988] Air Force S
Page 66 and 67: also known as using simplicity to c
Page 68 and 69: Software for Heterogeneous Machines
Page 70 and 71: [Barbacci 1986b] Barbacci, Mario &
Page 72 and 73: The increase in processing capacity
Page 74 and 75: [Lakshmanan 2011] Lakshmanan, Karth
Page 76 and 77: analysis as well as model tuning fo
Page 78 and 79: References [Hansen 2004] Hansen, J.
Page 80 and 81: or asynchronous networked computer
Page 82 and 83: 3 Education and Training CMU/SEI-20
Page 84: Figure 4: Education and Training Ti
Page 87 and 88: making materials available to allow
Page 89 and 90: course offering, while at other uni
Page 91 and 92: [DoD 1984] Statement of Work for Im
Page 93 and 94: The curriculum guidelines also sugg
Page 95 and 96: Undergraduate Software Engineering
Page 97 and 98: SEI adapted the Personal Software P
Page 99 and 100: Software Assurance Curriculum for C
Page 101 and 102: how they relate to business needs.
Page 103 and 104: Survivability and Information Assur
Page 105: The SEI curriculum and others’ co
Page 109 and 110: CMU Master of Software Engineering
Page 111 and 112: Executive Education Program The Cha
Page 113 and 114: Professional Training The Challenge
Page 115 and 116: Education and Training Delivery Pla
Page 117 and 118: [Ardis 2005] Ardis, Mark. “An Inc
Page 119 and 120: practical for keeping content curre
Page 121 and 122: [Johnson 2012] Johnson, Col. Rivers
Page 123 and 124: 4 Management CMU/SEI-2016-SR-027 |
Page 125: Figure 5: Management Timeline CMU/S
Page 128 and 129: Introduction to Management When the
Page 130 and 131: neering CMM [SEI 1995] to describe
Page 132 and 133: under SEI stewardship in 2009. Deve
Page 134 and 135: References [Averill 1993] Averill,
Page 136 and 137: [SEI 1995] A Systems Engineering Ca
Page 138 and 139: The SEI developed a more explicit m
Page 140 and 141: [Humphrey 1988] Humphrey, Watts; Sw
Page 142 and 143: opinion leaders and senior managers
Page 144 and 145: [Hayes 1995] Hayes, William & Zubro
Page 146 and 147: move from maturity level to maturit
Page 148 and 149: The People Capability Maturity Mode
Page 150 and 151: The SEI Contribution As is the case
Page 152 and 153: and security process improvement. T
Page 154 and 155: [Caralli 2004] Caralli, Richard. Ma
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4.6.2.1 CMMI Constellations For CMM
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ity and widespread use of the CMMI
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Expanding the CMMI Product Suite to
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key leaders within that organizatio
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The Smart Grid The Challenge: The N
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ecoming more widespread. As utiliti
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Continuous Risk Management training
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[Alberts 2009] Alberts, Christopher
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The principal motivator for the dev
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References [Carleton 2010] Carleton
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Measurement and Analysis The Challe
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Carnegie Mellon University, 2002. h
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activities. The final set of activi
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[Rombach 1989] Rombach, H. Dieter &
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5 Security CMU/SEI-2016-SR-027 | SO
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Figure 6: Security Timeline CMU/SEI
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Introduction to Security In the ear
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The CERT/CC helps guard against dev
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The SEI concern about risks posed t
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Teams (FIRST), which was formed in
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[Killcrece 2008] Killcrece, Georgia
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The CERT/CC built on its vast colle
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Malicious Code Analysis The Challen
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have put advanced tools in the hand
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Secure Coding The Challenge: Preven
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end, the SEI has developed training
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Network Situational Awareness The C
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In 2007, the Comprehensive National
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study. In 2011, the DoD began fundi
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[CSO 2004] CSO Magazine, in coopera
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People who work in small organizati
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[Violino 2010] Violino, Bob. “IT
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Since its initial development in 20
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References [Alberts 2005] Alberts,
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6 Software Engineering Methods CMU/
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Introduction to Software Engineerin
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were delivered to Army and Air Forc
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Configuration Management The Challe
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The SEI Contribution The SEI recogn
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CASE Environments The Challenge: Ma
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The SEI Contribution The CASE work
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Software Technology Reference Guide
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Reengineering The Challenge: Legacy
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[Bergey 1999] Bergey, John; Smith,
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2. Influence is more important than
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[Brownsword 2004] Brownsword, Lisa;
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Developing Systems with Commercial
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The SEI Contribution When the SEI s
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[Tyson 2003] Tyson, Barbara; Albert
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system is safe); (2) evidence suppo
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7 Architecture CMU/SEI-2016-SR-027
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1984 1986 1988 1990 1992 1994 1996
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Introduction to Software Architectu
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cation description language, in the
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AFSC/ESD conducted a source selecti
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[Brown 1995] Brown, Alan; Carney, D
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Structural Modeling The Challenge:
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The SEI Contribution As a result of
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Federal Aviation Administration Stu
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evolving understanding of software
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The basic features of Serpent were
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Software Architecture Analysis Meth
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A survey of software architecture e
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Quality Attributes The Challenge: M
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[Barbacci 1995] Barbacci, Mario; Kl
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The Consequence: Effective Evaluati
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[Gallagher 2000] Gallagher, Brian.
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design with some variation built in
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Software Product Lines The Challeng
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A software product line curriculum.
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8 Forensics CMU/SEI-2016-SR-027 | S
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Figure 8: Forensics Timeline CMU/SE
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Introduction to Computer Forensics:
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ultimate contribution of SEI digita
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The SEI’s experience with cases s
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Digital Intelligence and Investigat
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that not only apply to the specific
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9 The Future of Software Engineerin
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A Vision of the Future of Software
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In each case, impact is achieved th
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e-estimation as a means to assess p
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and complexity of these systems are
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10 Conclusion CMU/SEI-2016-SR-027 |
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Highlighting 30 Years of Contributi
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developed network situational aware
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Direct Support to Government System
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In the course of these reviews, the
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Appendix Authors Contributing to th
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REPORT DOCUMENTATION PAGE Form Appr
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A Technical History of the SEI

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