This paper has two objectives; discussing how to teach eXtreme Programming (XP) and how to teach it remotely as a way to enlarge critically small departments. We show how to teach XP using class projects. We also discuss some of the problems brought to effective distance education by this method and their solutions. We essentially find in this case study that XP can be studied remotely and that distance education can be used to ''staff" software engineering programs

This paper highlights the teaching of human aspects of software engineering, by presenting a course that deals with this topic. Specifically, this paper outlines the course's objective and structure, and, as the CfP asks, suggests two challenges an instructor of software engineering faces today.

This research examines the structural complexity of software and, specifically, the potential interaction of the two dominant dimensions of structural complexity, coupling and cohesion. Analysis based on an information processing view of developer cognition results in a theoretically driven model with cohesion as a moderator for a main effect of coupling on effort. An empirical test of the model was devised in a software maintenance context utilizing both procedural and object-oriented tasks, with professional software engineers as participants. The results support the model in that there was a significant interaction effect between coupling and cohesion on effort, even though there was no main effect for either coupling or cohesion. The implication of this result is that, when designing, implementing, and maintaining software to control complexity, both coupling and cohesion should be considered jointly, instead of independently. By providing guidance on structuring software for software professionals and researchers, these results enable software to continue as the solution of choice for a wider range of richer, more complex problems.

We illustrate how reflection is introduced into the teaching and learning of the human aspects of software engineering. We start with explaining the rationale for a reflective mode of thinking and its fitness to the field of software engineering. Then we outline in detail the agenda of a course that deals with human aspects of software engineering. It is suggested that the intertwining of a reflective mode of thinking into the education of software engineers in general and especially into a course that focuses on human aspects of software engineering enhance students' understanding of the essence of the discipline as well as their professional performance in the field.

1. Overview The purpose of this tutorial is two-fold: find out how software architecture is taught today in some of the leading software engineering programs, and explore the SEI's contribution via The first half of the tutorial shall consist of representatives from the three programs invited presenting detailed descriptions of their architecture courses. Individual course details will include their objectives, content organization, and assignments. Attendees should know how architecture is presently taught and by what methods. The second half recounts the SEI work on quality attributes. Arguments as to why these attributes are important and an overview of SEI identification methods will be presented. 2. Motivation Most of the courses focus on functional attributes and how they drive the shape of the architecture. We would expect some of the attributes such as performance, modifiability, usability (in fact, all -ilities) to be included in the courses presented, but the SEI emphasizes the need for attributes analysis during software decomposition. Results from focusing on attributes appear in several volumes in the Addison-Wesley SEI Series and many reports. See www.sei.cmu.edu for more information on these. Basically, functional attributes are what shall be done. They are driven by the requirements. One result of an architecture that reflects them is requirements accomplishment. Quality attributes usually cannot be measured. However, they can be identified and prioritized. SEI architectural teams often make certain that candidate architectures do not preclude implementing SEI has also developed several attribute identification tools, such as the QAW (Quality Attribute Workshop), ATAM (Attribute Tradeoff Analysis Method), and some others.

The Software Engineering Institute (SEI) at Carnegie Mellon University started its first contract with a carte blanche opportunity and generous funding to improve the state of software engineering education. Norm Gibbs, the first Director of Education at the SEI guided efforts is thus area. One of his innovations, discussed here, were the "curriculum modules" encapsulating software engineering knowledge.

The authors conducted an experiment in applying components of the Personal Software Processsm (PSP) described in Humphrey[2,3] to a large group of CS1 students. Half of the students were taught selected PSP principles and the other half were asked only to keep track of total time spent on programming assignments. Results indicate that PSP is of value not only to software professionals involved in large projects, or to students in a software engineering school, but also to novices at the CS1 level, regardless of their background.

Traditional methods of teaching software engineering at the undergraduate and graduate levels lack full effectiveness due to the method of organization of the courses and compressed time schedules.This paper presents a studio approach to teaching large-scale, quality sof~are development that uses the technique of reflective practice in a highly interactive learning environment over a sixteen-month period.The results of a prototype offering of this course are described and analyzed.

No abstract available.