Current university students are often referred to as the ³Net Generation² characterized by the fact they have never known life without the Internet.  Their early and ubiquitous exposure to technology has defined their styles, their modes of communication, their learning preferences, their social preferences, and their entertainment preferences.  Additionally, the realities of the software industry for which the net generation need to prepare have shifted from that of the foundational beliefs and practices of many software engineering educators.  Over 1100 people attended the Agile 2006 conference – approximately 99% of the attendees were practitioners and only 1% were educators.  Are we still primarily teaching student waterfall development while much of industry has moved on to agile development?  Gartner has projected the world market for open source software to grow to $35B by 2008.  How do we need to change our curriculum to prepare students to develop open source software?  The number of security attacks on software is growing exponentially each year.  Do we teach students to build security into their software and to implement software consistent with privacy policies?  Increasingly, software development teams are geographically distributed as teams are disbursed throughout the globe and as telecommuting is on the rise.  Are students learning about communication and coordination practices for working in these distributed teams? As educators, how do we adjust our teaching to meet the personal preferences and technical challenges of the net generation of software engineers?  

Topics for presentation at CSEET 2008 include, but are not limited to, the following:

• Education and training in agile development process
• Open source software development
• Distributed development practices
• Dealing with compliance and certification issues, such as Sarbanes Oxley, CMMI, and privacy legislation
• Economics and business considerations in software engineering courses
• Empirical methods in the classroom
• Building security into software
• Establishing the social relevance of software engineering
• Dealing with declines in women, minority, and student in general
• Government initiatives related to Software Engineering education

Research and experience papers as well as proposals for panels, workshops and tutorials addressing these or related topics are invited.