Welcome to CSEE&T! May 19-21, 2013

Check out pictures from the conference on our Facebook page!

Please fill out our survey at the end of the conference!

SE Education and Training: maintaining quality in an uncertain future.


Call for Participation [PDF]

The rapid and continuing growth of the software industry creates opportunities and challenges for software engineering education. For example, how can educators effectively meet the need for large numbers of software engineers? How can we tailor the training of the software engineers to industrial needs at different levels? How can we introduce experience from industry into the curriculum? Also, how can software engineering principles be integrated with each country's special culture?

  • The incorporation of leading edge research developments into academic programs.
  • Ensuring academic programs match actual "Real-World "needs.

In addition to these two specific academic themes we also invite submissions that address other particular elements of: Current and future issues in Software Engineering education and training. To support these themes the conference will feature:

  • academic research papers
  • in-depth teaching/training experience reports
  • short papers
  • “work in progress” reports
  • highly collaborative workshops
  • panel sessions
  • practice and methods presentations, and tutorials
  • posters

It is also intended that authors of selected papers and reports will be given the opportunity to extend their papers for publication in a major educational journal.

Keynote Speakers

Armando Fox


Armando Fox is Professor in Residence in UC Berkeley's Computer Science Division as well as the Academic Director of the Berkeley Resource Center for Online Education (BRCOE). He co-designed and co-taught Berkeley's first Massive Open Online Course on Engineering Software-as-a-Service, currently offered through EdX, through which over 10,000 students worldwide have earned certificates of mastery. He also serves on EdX's Technical Advisory Committee, helping to set the technical direction of their open MOOC platform. His computer science research in the Berkeley Parallel Computing Laboratory focuses on highly productive parallel programming and, more recently, online education. At Stanford he received teaching and mentoring awards from the Associated Students of Stanford University, the Society of Women Engineers, and Tau Beta Pi Engineering Honor Society. He has been a "Scientific American 50" researcher, an NSF CAREER award recipient, a Gilbreth Lecturer at the National Academy of Engineering, a keynote speaker at the Richard Tapia Celebration of Diversity in Computing, and an ACM Distinguished Scientist. In previous lives he helped design the Intel Pentium Pro microprocessor and founded a successful startup to commercialize his UC Berkeley Ph.D. research on mobile computing. He received his other degrees in electrical engineering and computer science from MIT and the University of Illinois. He is also a classically-trained musician and performer, an avid musical theater fan and freelance Music Director, and bilingual/bicultural (Cuban-American) New Yorker living in San Francisco.

Title: Myths About MOOCs and Agile - Slides from the keynote

While the media's infatuation with MOOCs continues unabated, legislation around MOOCs is racing ahead of pedagogical practice, and a recent opinion piece expresses grave concerns about their role ("Will MOOCs Destroy Academia?", Moshe Vardi, CACM 55(11), Nov. 2012). In the first part of this talk, I will try to bust a few MOOC myths by presenting provocative, if anecdotal, evidence that appropriate use of MOOC technology can *improve* on-campus teaching, increase student throughput while actually increasing course quality, and help instructors reinvigorate their teaching.

The second part of the talk is a case study based on UC Berkeley's Software Engineering course, in which students use Agile approaches and leverage EdX MOOC technology (Berkeley's first and Coursera's first) in an open-ended design project. We agree with many of our colleagues that Agile is superior to disciplined or "Plan-and-Document" methodologies for such projects. Yet the new 2013 ACM/IEEE curriculum standard for software engineering, which places heavy emphasis on such projects, is heavily focused on Plan-and-Document terminology. Hence our question: If instructors follow the field's guidelines and use Agile in a classroom project, can their course fulfill the requirements of the new curriculum standard? Happily, the nonobvious answer is "yes"; I'll explain why, and the role of MOOCs in improving our on-campus course and enabling other instructors to replicate and build on our work.

Tom Hilburn


Dr. Thomas B. Hilburn is a Professor Emeritus of Software Engineering at Embry-Riddle Aeronautical University and was a Visiting Scientist at the Software Engineering Institute, Carnegie-Mellon from 1997 – 2009. He has worked on software engineering development, research, and education projects with the FAA, General Electric, Lockheed-Martin, the Harris Corp, the MITRE Corporation, DOD, FIPSE, the SEI, the NSF, the ACM and the IEEE Computer Society. He is an IEEE Certified Software Developer, an IEEE Software Engineering Certified Instructor, and has chaired committees on the Professional Activities Board and the Educational Activities Board of the IEEE Computer Society.

Preparing Students for Professional Practice - Slides

In 1992, Peter Denning wrote in a CACM column that “Employers and business executives complain that graduates lack practical competence”. He went on to catalogue the deficiencies of our computing programs in preparing their graduates for professional practice. This poses some questions for computing educators: Have we made progress on this issue in the last twenty years? If not, why not? If so, how much and how did we do it? What part has CSSE&T played in addressing the issue of preparing students for professional practice? How about ABET? What more can we do?

This presentation reviews our progress, or lack of progress, in addressing Denning’s concerns, and offers ideas for improving the way we prepare students for professional practice. Problems related to program objectives, curriculum, faculty, pedagogy and infrastructure are discussed and possible solutions are offered.

ICSE 2013

35th International Conference on Software Engineering


The International Conference on Software Engineering, ICSE, provides programs where researchers, practitioners, and educators present, discuss, and debate the most recent innovations, trends, experiences, and challenges in the field of software engineering. ICSE 2013, the 35th in the conference series, encourages contributors from academia, industry, and government to share leading-edge software engineering ideas with inspirational leaders in the field. All events are at the Hyatt Regency San Francisco, right in the heart of the Embaradero District, in view of the San Francisco Bay and the Golden Gate bridge. --ICSE 2013 website