Higher Education in Computing (ESC) has changed significantly in the last decade, addressing the competencies development as a mix of knowledge, skills, and attitudes demanded by complex problem-solving in real-world situations. Pressured by the constant evolution of technology, the importance of the human aspects in technological projects, and the demand for qualified professionals much greater than the supply, the reference curricula have shifted from specialized and content-based training to training focused on practice and competencies development. In this context, active learning approaches based on practical experiences, such as PBL (Problem-Based Learning), can be used as an educational strategy in line with the new guidelines for teaching computing. PBL also faces challenges; therefore, it is not always possible to fully implement it. These challenges involve new elements to the learning environment concerning human resources, practical and stimulating activities, continuous assessment process, infrastructure aligned with the labor market, and, almost always, curricular reforms, considering that problem-solving is multidisciplinary. As it is not always possible to have the ideal environment for PBL, institutions have implemented creative models, allowing a change in educational strategy even without significant structural and organizational changes in their curricula. This study describes the design and implementation of an interdisciplinary PBL experience in an adverse context with low resources. For this, real problems integrate three disciplines of an undergraduate curriculum in Information Systems (IS), offered in the same timeline: Enterprise Management Systems (EMS), Project Management (PM), and Business Process Management (BPM). These subjects are independent within the curriculum; therefore, interdisciplinarity is implemented on the initiative of the three teachers. To resolve problems through interdisciplinary projects, a collaborative teaching plan is carried out by professors of the three disciplines, PBL tutors, and IT managers in the role of real clients of the projects. As a research method, we used the PDCA process (Plan-Do-Check-Act) to describe the experience planning and its conduction, results, and lessons learned. As a main contribution, we highlight the interdisciplinary proposal of PBL based on collaboration between teachers and a case study showing how to use this proposal. This report argues that we can implement new successful PBL experiences, using the results of the current study as an argument for the broader adoption of PBL in CHE.

Privacy has become a concern in Agile Software Development (ASD), either to satisfy users' needs or to comply with privacy laws. However, recent studies have shown that ASD approaches still neglect non-functional requirements (NFRs), as is the privacy case. This concern and new data protection laws that came into force recently led companies to face the challenges to understand the laws and to comply with them. In addition, research has shown that many developers do not have sufficient knowledge about how to develop privacy-sensitive software. Motivated by this scenario, this tutorial aims to draw attention to the need to understand privacy from the beginning of the software development lifecycle. Initially, we will present an overview of privacy, as well as several privacy principles. Later, we will show the main data protection laws (In-depth detailing of the General Data Protection Regulation - GDPR). Then, we will discuss how to read and evaluate privacy policies. Finally, we will present an approach for specifying privacy requirements in ASD called Privacy Criteria Method (PCM). At the end of the tutorial, participants will be able to have a critical and technical view of privacy when performing the requirements specification activity.

Context: Software is an important part in safety-critical system (SCS) development since it is becoming a major source of hazards. Requirements-related hazards have been associated with many accidents and safety incidents. Requirements issues tend to be mitigated in companies with high processes maturity levels since they do their business in a systematic, consistent and proactive approach. However, requirements engineers need systematic guidance to consider safety concerns early in the development process. Goal: the paper investigates which safety practices are suitable to be used in the Requirements Engineering (RE) process for SCS and how to design a safety maturity model for this area. Method: we followed the design science methodology to propose Uni-REPM SCS, a safety module for Unified Requirements Engineering Process Maturity Model (Uni-REPM). We also conducted a static validation with two practitioners and nine academic experts to evaluate its coverage, correctness, usefulness, and applicability. Results: The module has seven main processes, fourteen sub-processes and 148 practices that form the basis of safety processes maturity. Moreover, we describe its usage through a tool. Conclusions: The validation indicates a good coverage of practices and well receptivity by the experts. Finally, the module can help companies in evaluating their current practices.

Context: Requirements issues tend to be mitigated in organizations with high process maturity levels since they do their business in a systematic, consistent and proactive approach. In a Safety-Critical System (SCS), requirements problems have been associated with accidents and safety incidents. Objective: This work investigates which safety practices/actions are suitable to be used in the Requirements Engineering (RE) process of SCS and how to design a safety maturity model for this area. Method: we adopted different empirical techniques to propose Uni-REPM SCS, which consists of a safety module to be included in the Unified Requirements Engineering Process Maturity Model (Uni-REPM). Results: The safety module has seven main processes, 14 sub-processes and 148 safety actions describing principles and practices that form the basis of safety processes maturity. Conclusions: Preliminary validation with two practitioners and nine academic experts indicates that the safety module can help organizations to evaluate their current safety practices with respect to their RE process. Moreover, it also offers a step-wise improvement strategy to raise their safety maturity level.

Creating and maintaining visual models is a time-consuming step in software engineering processes. In order to support the creation of some of these models, we have developed the Goal to Architecture tool (GATO). This web tool handles the creation and edition of goal models, as well as the derivation of statecharts. The particular variation of goal modelling supported by this tool contains four views: requirements view, design view, delegation view, and behavioural view.