The professors need to do their part in addressing the academia-industry 'gap'.However, doing so through their teaching, the professors face seemingly unavoidable limits and limitations, which can induce cognitive dissonance.This poster investigates and illustrates this phenomenon, and its implications, by means of a collection of metaphors and mind maps.

The women in software engineering continue to face a culture of discord that manifests itself in the form of underrepresentation, unpleasantness, and/or inequitableness.This somewhat dire situation was only exacerbated during the COVID-19 pandemic when the women in software engineering education and profession had to deal with multiple 'crisis'.The status quo is clearly unacceptable, not least because of pervasiveness of software in society.In that regard, relying on a multipronged approach grounded in a body of knowledge, ethicality, and history, this paper proposes certain basic steps in software engineering courses and projects that could be put into practice for improving "gender literacy" among students.These educational steps are illustrated by anecdotes and examples.

It is broadly accepted that requirements engineering is one of the most important phases of a software project, and requires tools to be effective.For a variety of reasons, paper as a tool has lasted for millennia and remains ubiquitous.This paper makes a case for a contextual, conscientious, and evidence-based use of paper in a competency-oriented approach to software requirements engineering education (REE).It argues that the prophecies for the obsolescence of paper are premature, there are unique benefits in the use of paper, and the decision to use paper should be based on [0, 1] rather than {0, 1}.In this regard, a need-centered conceptual model for human-paper interaction is proposed.The characteristics of paper that make it historically unique are reported and the affordances of paper relevant to REE are discussed.The REE-related activities that benefit from viewing paper as a boundary object and using different types of paper are highlighted and illustrated by means of examples.In advocating polyliteracy, the potential for a convergence of paper and digital media towards a harmonic coexistence is underscored.

The dire circumstances presented by the COVID-19 pandemic have had a severely debilitating global impact on education, and led to an urgent transition from the onsite environment (OSE) to the online environment (OLE) for teaching and learning. In that regard, this paper describes the experiences of us and students of our involvement in oral and written tests in multiple software engineering-related courses during 2020 and 2021. The challenges encountered along with the interventions are discussed, and educational lessons based on the reactions and responses of the students are given. The results of a preliminary survey of the students of their learning experience in the OLE are presented and, related to it, the comments from the students highlighting their preferences of the OSE or the OLE are included. The test procedures, processes, and/or practices herein are, in principle, generalizable and potentially applicable to other courses in computer science or software engineering, during emergency remote teaching or even otherwise.

This paper provides a summary of the proceedings of a panel on the Guide to the Software Engineering Body of Knowledge (SWEBOK) held under the auspices of the Thirty-Fourth International Conference on Software Engineering and Knowledge Engineering (SEKE 2022), as well as the discussion that ensued thereafter among the panelists. In this regard, a synopsis of the underlying motivation and structure of SWEBOK is given, and the means for integrating SWEBOK in software-intensive organizations and educational institutions offering software engineering-related courses are highlighted and illustrated by pedagogically-oriented examples.

The circumstances presented by the COVID-19 pandemic have had a severely debilitating impact on education, in general, and software engineering education, in particular.This paper describes the author's experience over three semesters in conducting oral and written tests in six software engineering-related courses with around 500 students overall.The technical as well as non-technical challenges encountered are discussed, and educational lessons based on the reactions and responses of students are given.The proposed concepts, decisions, and processes herein are effectively generalizable and potentially applicable to other types of courses and to (not necessarily pandemic-related) online teaching-related situations in general.

In recent years, software has increasingly become anthropomorphic, even autocratic.For example, software is being used exclusively for activities, such as decision-making, question-answering, or recommending, that in the past were either partly or entirely human.This has only contributed to the enduring issue of software ethics.In that regard, this paper models ethicality as a meta-quality attribute and proposes an ethically-sensitive, standards-based, technology-and-toolindependent, semi-formal framework, comprising interrelated conceptual (meta-)models that provide an understanding of ethicality, user story environment, and user story process.It outlines an approach of integrating ethicality naturally and systematically in the user story process, and provides illustrative and representative examples in support of this approach.Finally, it presents the results of a preliminary survey of students and professionals on their knowledge and experience of ethics in (agile) software projects.

To be successful in their program and in their subsequent professional commitments, the students of Requirements Engineering, in general, and Agile Requirements Engineering, in particular, need to acquire a certain set of cognitive, behavioral, social, and technical skills. These skills can be instilled through practice. The students also need to have a "toolbox" with a diverse collection of tools which complement each other. This poster aims to show that paper remains one of those tools which can help towards developing aforementioned skills within the framework of an active learning classroom environment. In that regard, the authors' approach is described, preliminary results of the authors' experience with the graduate students over the period of two semesters are presented, and recommendations for educators who may be interested in putting the approach into practice are given.

In the context of an agile project, negative interactions are addressed by equipping the 'conventional' positive user story engineering process with a number of conceptual models, including those for negative user story and negative role.The challenges inherent in eliciting negative uses, negative roles, and negative user stories are highlighted.The cost of engineering negative user stories is analyzed.The relationships among positive and negative user stories are considered.For illustration, a detailed example is presented.

The development of open source software (OSS), and their deployment by general public as well as by different types of organizations, has increased manifold over the past decade or so. In spite of the ubiquity of OSS, the quality of many OSS remains questionable. Testing provides a curative approach for OSS quality assurance, and a comprehensive approach to testing is a knowledge-intensive endeavor. The management of knowledge in the OSS test process forms a perpetual cycle of creation, dissemination, and acquisition of test knowledge.

An understanding of knowledge artifacts such as patterns is a necessary prerequisite for any subsequent action. In this article, as an initial step for formulating a theoretical basis for patterns, a conceptual model of primitive viewpoints is proposed and, by exploring one of the viewpoints, a conceptual model for stakeholders of a pattern is presented. This is followed by the description of a conceptual model of a process, namely P3, for the production of patterns. The workflows of P3 highlight, as appropriate, the interface of patterns to humans and/or machines. The implications of the Semantic Web and the Social Web towards P3 are briefly discussed.

Z is a formal specification language for describing sequential software systems. As the use of Z increases, the quality of Z specifications as effective means of communication arises. The aim of this paper is to contribute to a systematic assessment of the quality of Z specifications as perceived by their stakeholders. A pragmatic quality framework for Z specifications using notions from semiotics, cognitive psychology, and information system quality is proposed. The goals for pragmatic quality, and manageable criteria and mechanisms to address them in a feasible manner are identified. The utility and trade-offs of the mechanisms in achieving the quality goals of the framework are analyzed. Examples that lead to compromise of pragmatic quality in a Z specification, and techniques for improvement, are given.