Software engineering project courses where student teams are geographically distributed can effectively simulate the problems of globally distributed software development (DSD). However, this pedagogical model has proven difficult to adopt or sustain. It requires significant pedagogical resources and collaboration infrastructure. Institutionalizing such courses also requires compatible and reliable teaching partners. The purpose of this workshop is to continue building on our outreach efforts to foster a community of international faculty and institutions committed to developing, teaching and researching DSD. Foundational materials presented will include pedagogical materials and infrastructure developed and used in teaching DSD courses along with results and lessons learned. The third CTGDSD workshop will also focus on publishing workshop results and collaborating with the larger DSD community. Longrange goals include: lowering adoption barriers by providing common pedagogical materials, collaboration infrastructure, and a pool of potential teaching partners from around the globe.

Companies around the world routinely distribute their software development across different sites. Students, however, rarely get a chance to learn the potential problems that arise, and the potential solutions to those problems, when conducting distributed development. It is especially difficult to simulate the situation for students when development is distributed across time zones and cultures. We have developed a course that requires teams of students at widely separated universities to collaborate with each other to complete a software development project. Instances of the course have been presented four times using combinations of five different universities, and we are seeking to create a larger pool of universities interested in and capable of presenting it. This paper discusses our goals, the characteristics of the course and the results of teaching it, with a primary result that all the universities want to and will offer the course again.

Computer science graduates face unprecedented opportunities and unforeseen challenges in today's highly global economy. These students will have to work and to think with international perspectives and cultural awareness. In this paper, we report on our experiences organizing and teaching the Pacific Rim Summer Schools in Global Distributed Software Development. We describe the motivation for our focus, our summer school curricula and programs, provide information on the costs of organizing and running the summer schools, and examine the sustainability of our program. We conclude with a discussion of the role of such experiences in computer science curricula and in the education of American and international computer science professionals.

Software engineering project courses where student teams are geographically distributed can effectively simulate the problems of globally distributed software development (DSD). However, this pedagogical model has proven difficult to adopt or sustain. It requires significant pedagogical resources and collaboration infrastructure. Institutionalizing such courses also requires compatible and reliable teaching partners.

The Pioneers' Symposium provides a forum in which Software Engineering's next generation of researchers, faculty, and practitioners have the opportunity to interact with and learn from some of the field's pioneering thinkers. The invited speakers are individuals whose works are not only seminal, but have demonstrated enduring value to both the research and development communities. Attendees will have the opportunity to understand and discuss the speakers' views on (1) what software engineering professionals should know, (2) thinking critically about the field, and (2) what it takes to do work of lasting value.

Software product-line engineering can provide significant gains in quality and productivity through systematic reuse of software's conceptual structures. For embedded safety- or mission-critical systems, much of the development effort goes into understanding, specifying, and validating the requirements. If developers can reuse rather than re-do requirements for families of similar systems, we can improve productivity while significantly reducing the opportunity for requirements errors. The paper describes a systematic approach to developing a Product-line Requirements Specification (PRS) for such systems. The PRS explicitly represents the family's common requirements as well as the allowed variations that distinguish family members. When completed, the PRS definition also supports generation of well-formed software requirements specifications (SRS) for members of the product line. We describe a process for developing a PRS starting from an analysis of a program family's commonalities and variabilities. The approach is illustrated with examples from a case study of a real family of systems, the Rockwell Collins Commercial Flight Control System product-line.

Many educational institutions are developing graduate programs in software engineering targeted to working professionals. These educators face the dilemma of providing programs with both industrial relevance and academic excellence. This paper describes our experience and lessons learned in developing such a program, the Oregon Master of Software Engineering (OMSE). It describes a structured approach to curriculum design, curriculum design principles and methods that can be applied to develop a quality professional program.