The objective of the panel is to discuss how to enhance diversity in software engineering programs. Brief possition statements from the panelists are provided. A complete record of the panel discussion was not made available for publication as part of the conference proceedings.

Abstract This manuscript surveys a variety of topics related to the security of connected vehicles and their associated services, often referred to as telematics. Current challenges as well as emerging and future security risks are discussed. A number of specific technologies and implementations are discussed, such as Next Generation Telematics Patterns, KeeLoq, vehicular ad hoc networks, and controller area network. Principles and practices are outlined to counter or minimize risks associated with the existing and potential attack vectors as well as reducing risks both on the internal vehicle network and the telematics service delivery platforms. Copyright © 2016 John Wiley & Sons, Ltd.

ABSTRACT The increasing frequency and malevolence of online security threats require that we consider new approaches to this problem. The existing literature focuses on the Web security problem from the server‐side perspective. In contrast, we explore it from the client‐side, considering the major types of threats. After a short threat summary, we discuss related research and existing countermeasures. We then examine intuitive human‐oriented trust models and posit a flexible, multilayer framework to facilitate automated client‐side decision making. The proposed suggestions are not intrusive and do not require advanced technical knowledge from end users. Copyright © 2011 John Wiley & Sons, Ltd.

With the growing number of mega services and cloud computing platforms, many industrial organizations are building distributed data centers and are populating them at increasing rates. At the same time, the field of complex event processing(CEP) is gaining popularity as its value is realized for real-time monitoring of these large distributed systems. Traditionally, the CEP system and core event passing infrastructure are created independent of one another. In this paper we propose that including an event based communication system with integrated support for CEP will provide certain benefits at many levels.

Abstract Architecture‐based metrics can provide valuable information on whether or not one can localize the effects of modification (such as adjusting data flows or control flows) in software and can therefore be used to prevent the changes from adversely affecting other software components. This paper proposes an architecture‐centric metric using entropy for assessing structural dependencies among software components. The proposed metric is based on a mathematical model representing the maintainability snapshot of a system. The introduced architectural‐level metric includes measures for coupling and cohesion. From this model, the relative maintainability of a component, referred to as a maintainability profile, can be developed to identify architectural decisions that are detrimental to the maintainability of a system. Copyright © 2008 John Wiley & Sons, Ltd.

The contributions of Nancy R. Mead have greatly shaped what software engineering education and training (SWEET) is today. This paper contains three tributes to Dr. Mead, each focusing on a different aspect of her legacy. The first tribute provides an overall view of her work in the SWEET field. The second essay describes her research contributions in SWEET. The final section discusses her role in the development of this conference and the challenges of building upon the solid foundations that Nancy Mead has provided the field.

Coercing new programmers to adopt disciplined development practices such as thorough unit testing is a challenging endeavor. Test-driven development (TDD) has been proposed as a solution to improve both software design and testing. Test-driven learning (TDL) has been proposed as a pedagogical approach for teaching TDD without imposing significant additional instruction time.

This paper reports on a pilot project that incorporated small empirical studies in three industry short courses. These laboratory experiments were one component of a larger leveled study on the effects of test-driven development (TDD) on internal software quality. The approach is proposed to have pedagogical value to student-developers by improving their understanding and appreciation for empirical evidence, to instructors by providing feedback through surveys and exercises, and to the community at large by reporting results of the studies. Pre-experiment surveys in the three pilot experiments revealed large differences in programmer opinions of TDD. Possible correlations to development environment and programmer experience will be proposed. Post-experiment surveys revealed improvements in programmer opinions of TDD following the experiment exercises. Crafting sufficiently small but interesting assignments proved to be challenging. Few complete solutions were submitted and some developers were unwilling to submit their partial solutions. Positive observations will be made regarding the use of experiments in short courses. For instance, participating in the study encourages analytical thinking, prompts developers to evaluate alternative approaches, and instills the value of empirical evidence. Ethical concerns regarding threats to validity are raised and addressed. The authors find that ethical considerations not only support performing such studies, but encourage it as the duty of software professionals.

Test-driven development (TDD) has garnered considerable attention in professional settings and has made some inroads into software engineering and computer science education. A series of leveled experiments were conducted with students in beginning undergraduate programming courses through upper-level undergraduate, graduate, and professional training courses. This paper reports that mature programmers who try TDD are more likely to choose TDD over a similar test-last approach. Additionally this research reveals differences in programmer acceptance of TDD between beginning programmers who were reluctant to adopt TDD and more mature programmers who were more willing to adopt TDD. Attention is given to confounding factors, and future studies aimed at resolving these factors are identified. Finally proposals are made to improve early programmer acceptance of TDD.

Test-driven development (TDD) is an agile software development strategy that addresses both design and testing. This paper describes a controlled experiment that examines the effects of TDD on internal software design quality. The experiment was conducted with undergraduate students in a software engineering course. Students in three groups completed semester-long programming projects using either an iterative test-first (TDD), iterative test-last, or linear test-last approach. Results from this study indicate that TDD can be an effective software design approach improving both code-centric aspects such as object decomposition, test coverage, and external quality, and developer-centric aspects including productivity and confidence. In addition, iterative development approaches that include automated testing demonstrated benefits over a more traditional linear approach with manual tests. This study demonstrates the viability of teaching TDD with minimal effort in the context of a relatively traditional development approach. Potential dangers with TDD are identified regarding programmer motivation and discipline. Pedagogical implications and instructional techniques which may foster TDD adoption will also be referenced

Test-driven learning (TDL) is an approach to teaching computer programming that involves introducing and exploring new concepts through automated unit tests. TDL offers the potential of teaching testing for free, of improving programmer comprehension and ability, and of improving software quality both in terms of design quality and reduced defect density.This paper introduces test-driven learning as a pedagogical tool. It will provide examples of how TDL can be incorporated at multiple levels in computer science and software engineering curriculum for beginning through professional programmers. In addition, the relationships between TDL and test-driven development will be explored.Initial evidence indicates that TDL can improve student comprehension of new concepts while improving their testing skills with no additional instruction time. In addition, by learning to construct programs in a test-driven manner, students are expected to be more likely to develop their own code with a test-driven approach, likely resulting in improved software designs and quality.

Summary form only given, as follows. The complete presentation was not made available for publication as part of the conference proceedings. The workshop has three objectives: To address the question: what constitutes research in software engineering education (SEE)? What areas of SEE needs to be systematically investigated? Methods of course delivery? Industrial needs? Curriculum improvement? Furthermore, how should the result of such investigation to be evaluated and most effectively organized? To address the question: what are the best outlets, beyond CSEE&T, for publishing the result of research in SEE? In particular, does the SEE community need its own SEE journal? To discuss synergy between research in SEE and research in related disciplines. What learning theories, teaching frameworks, and training practices from other disciplines can be transitioned into the SEE? We will discuss each of the above items in turn. Furthermore, we will review the researchers guide prepared for this conference. Participants will be asked to suggest improvements to it and to comment on how it has affected the quality and rigor of the research presented at the conference.

Abstract Generic programming has been defined as ‘programming with concepts’ where a concept refers to a family of abstractions. The criteria for generic programming include independence of collections from data types, independence of algorithms that operate on the collection, and the adaptability of the collections. This paper examines and evaluates the support for generic programming in the Java Development Kit (JDK) in comparison to C++'s Standard Template Library (STL). The evaluation will consider both the ‘qualitative’ factors as well as certain ‘quantitative’ factors (i.e. factors that can be measured). The qualitative factors that are considered include: 1. a comparison of the structure and APIs; 2. homogeneity versus heterogeneity; and 3. ease of use (including ease of converting to collection classes, ease of changing collection type, and ease of error handling). The quantitative factors include: 1. compiled size; 2. runtime memory usage; and 3. performance. The results of our evaluative comparisons based on the above factors and certain other criteria are presented at the end. Based on the results, we conclude that the support provided for generic programming in C++'s STL is superior to that provided by JDK. Copyright © 2003 John Wiley & Sons, Ltd.

necessity of formal methods education has developed from its increasing assimilation into systems development within industry. Organizations responsible for a wide range of applications have found it necessary to find an improved means of intellectual control over their complex system development and that formal methods can meet this need. To this end, the International Survey of Industrial Applications of Formal Methods concluded and recommended: The current educational base in the US is weak in teaching formal methods in the context of software engineering . . . There is a clear need for improved integration of formal methods techniques with other software engineering practices[2]There exists a number of articles in the current literature expressing the belief that the current educational program offered for a computer science degree does not stress the fundamental mathematical and engineering principles that should form the basis of software engineering[3,4,5,6]. theory learned in mathematics and science classes is applied in other engineering classes, but unfortunately has not been applied in software engineering. inability to apply logic in practical circumstances prevents the student from doing the systematic analysis necessary to solve practical problems.For these reasons, it is desirable to include the definition and application of a formal method into the undergraduate curriculum with the goal of increasing the complex problem solving skills of the software engineer. Formal analysis should be introduced early into the undergraduate curriculum to ensure substantial learning, use, and training in formal methods application.

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The 12th Conference on Software Engineering Education and Training (CSEE&T '99), held immediately before SIGCSE '99 in New Orleans, continued a tradition of offering direction, promoting innovation and collaboration, and stimulating new instructional approaches to software engineering education and training. CSEE&T is the only conference devoted entirely to the improvement of software engineering education and training.CSEE&T '99 focused on a different theme each day:• Professional Issues• Training Curricula and Distance Education• Undergraduate and Graduate CurriculaCSEE&T '99 also included several half-day workshops designed to provide a forum participants to exchange opinions on topics on software engineering research and practice, and related education and training issues.This panel will report on the activities of CSEE&T '99 for the benefit of those at SIGCSE that could not attend both conferences. Some of the issues related to CSEE&T '99 that will be addressed by the panelists:• Current trends in software engineering education that were presented;• The status of the development of software engineering as a discipline, especially with regard to curriculum models, accreditation, and licensing, and how that may affect computer science programs;• Good pedagogical techniques/tools/projects that were identified;• Areas of controversy concerning software engineering that were addressed;• Areas that were discussed where software engineering education needs improvement; and• Reasons why it would be beneficial for SIGCSE attendees to also attend CSEE&T in future years.CSEE&T was first held in 1987, and was then called the Conference on Software Engineering Education. It has been held annually since that time, except for a one-year skip in 1993. Until 1992, the conference was located in Pittsburgh, and is now held in various parts of the United States. In 1997, the name of the conference was changed to the Conference on Software Education and Training, to reflect the growing interest in training and industry/university collaboration issues at the conference.CSEE&T was originally sponsored by the Software Engineering Institute (SEI) of Carnegie Mellon University. In 1996, SEI and the IEEE Computer Society jointly sponsored the conference, with IEEE-CS taking over complete sponsorship in 1997. The conference is still partially supported by the SEI, and is held in cooperation with ACM SIGCSE. (The conference has been held in the same city immediately before the SIGCSE Symposium on Computer Science Education since 1998.) When under SEI sponsorship, the conference chairs and most of the program committee were associated with the institute, while the organizers of the conference are now drawn from the entire software engineering education and training community. The Conference Proceedings were originally published by Springer-Verlag, and since 1996 by IEEE-CS.

No abstract available.

We provide an efficient algorithm for computing the candidate keys of a relational database schema. The algorithm exploits the ‘arrangement’ of attributes in the functional dependencies to determine which attributes are essential and useful for determining the keys and which attributes should not be considered. A more generalized algorithm using attribute graphs is then provided which allows a uniform and simplified solution to find all possible keys of a relational database schema when the attribute graph of Functional Dependencies (FDs) is not strongly connected.

No abstract available.

article Free Access Share on Towards more formalism in software engineering education Author: Hossein Saiedian Dept. of Computer Science, University of Nebraska, Omaha, NE Dept. of Computer Science, University of Nebraska, Omaha, NEView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 25Issue 1March 1993 pp 193–197https://doi.org/10.1145/169073.169405Online:01 March 1993Publication History 8citation216DownloadsMetricsTotal Citations8Total Downloads216Last 12 Months1Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

There are various approaches to teaching a database management systems (DBMS) course Machinery.