A Technical History of the SEI

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Model Curriculum for Master of Software Engineering Degree The Challenge: The Need for a Standard Software Engineering Curriculum One of the outcomes of the NATO workshop [Naur 1969] that coined the term “software engineering” was an interest in developing new educational programs, especially for working professionals. However, new programs were slow to appear. One problem was the lack of a standard curriculum. In the late 1970s, the IEEE Computer Society formed a Subcommittee on Model Curricula in Software Engineering [Fairley 1978]. This effort was influenced by earlier work on software engineering education that focused on the skills needed by practicing software engineers [Freeman 1976]. Unfortunately, the IEEE Computer Society never officially endorsed the proposed curriculum from this committee. However, committee members helped start Master of Software Engineering (MSE) programs at Seattle University and Wang Institute of Graduate Studies using the material from the committee’s report [Ardis 1987]. A Solution: Creation of the SEI Master of Software Engineering Curriculum Guidelines In 1987, the SEI published some guidelines for graduate programs [Ford 1987] that specified important topics to include in an MSE curriculum. It also provided advice on educational objectives, prerequisites, electives, and needed resources. That report served as a specification for graduate software engineering programs, but it did not propose any specific courses or suggest how they might be taught. In the winter of 1988, the SEI held a workshop of leading software engineering educators to design a recommended curriculum for an MSE degree. They assumed that such a program would consist of about 10 to 12 courses: six or seven required courses, another three or four electives, with the remainder devoted to project work. The members of the workshop first estimated the size of each of the 20 topics from the specification, then partitioned them into six core courses: 1. Software Systems Engineering 2. Specification of Software Systems 3. Principles and Applications of Software Design 4. Software Generation and Maintenance 5. Software Verification and Validation 6. Software Project Management Preliminary descriptions of each of the courses were written during the workshop. After the workshop, a subset of the participants prepared detailed descriptions of the core courses. For each course, they created a catalog description, a statement of educational objectives, an outline of topics, and other supporting material. The student-expected outcomes and required classroom times were also provided for each major topic. All the core courses were independent, with none being a prerequisite for any of the others. CMU/SEI-2016-SR-027 | SOFTWARE ENGINEERING INSTITUTE | CARNEGIE MELLON UNIVERSITY 66 Distribution Statement A: Approved for Public Release; Distribution is Unlimited
The curriculum guidelines also suggested that about 20-40 percent of an MSE program should consist of electives, and another 30 percent should be project work. Rather than recommend any particular project course design, the guidelines described alternatives used by some of the existing software engineering programs. Finally, the curriculum guidelines recommended prerequisite knowledge needed by students entering MSE programs, consisting of material in discrete mathematics and computer science topics. The SEI curriculum recommendations were published at the annual Conference on Software Engineering Education and Training [Ardis 1989], a series started by the SEI that continues today with its own independent steering committee and sponsorship. Some additional material was added to the guidelines in later years, primarily summaries of the courses as they were taught in the Carnegie Mellon MSE program. In 2009, an update to the guidelines [Pyster 2009] was published by an international project. Those guidelines have been adopted by the ACM and the IEEE Computer Society as part of their computing curricula series. The Consequence: New Academic Programs Established After the SEI guidelines were published, several other schools created their own graduate software engineering programs. In fact, the number of programs nearly doubled in the first three years after the publication of the guidelines. Most of those programs followed the recommended guidelines. Another outgrowth of the curriculum project was the development of curriculum modules and educational materials that helped to transition the MSE curriculum and support faculty members who wished to offer software engineering courses. This mentoring relationship helped to transition the MSE curriculum and to establish many of the software engineering degree programs that exist today. More than 50 graduate master’s programs have been created; they produced more than 700 graduates in 2004 alone [Ardis 2005]. The SEI Contribution The SEI education effort provided needed leadership during the early years of curriculum development in software engineering education. In addition to publishing the first set of curriculum guidelines, the SEI created many early educational resources, such as curriculum modules. These were disseminated at the annual CSEET. Similar to its work in other areas, the SEI engaged the academic community in creating the materials and leveraged and amplified technology transition with government and industry by making materials available to allow other organizations to teach material it has developed. For instance, the Air Force Institute for Technology (AFIT) sent six officers from its faculty to the SEI as resident affiliates to adapt the SEI MSE program. AFIT then offered software engineering education as part of its continuing education program. References [Ardis 1987] Ardis, Mark. “The Evolution of Wang Institute’s Master of Software Engineering Program.” IEEE Transactions on Software Engineering 13, 11 (November 1987): 1149-1155. CMU/SEI-2016-SR-027 | SOFTWARE ENGINEERING INSTITUTE | CARNEGIE MELLON UNIVERSITY 67 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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Page 44 and 45: Introduction to Real-Time Embedded
Page 46 and 47: in those developments. The SEI was,
Page 48 and 49: general-purpose techniques but with
Page 50 and 51: Summary DoD systems have traditiona
Page 52 and 53: Ada/Real-Time Embedded Systems Test
Page 54 and 55: 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: [DoD 1984] Statement of Work for Im
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 and 106: The SEI curriculum and others’ co
Page 107 and 108: The CSEE conference series also bro
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
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opinion leaders and senior managers
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[Hayes 1995] Hayes, William & Zubro
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move from maturity level to maturit
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The People Capability Maturity Mode
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The SEI Contribution As is the case
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and security process improvement. T
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[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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