Abstract is missing.
- Foreword [doi]
- University meets industry: Calling in real stakeholdersBirgit Penzenstadler, Martin Mahaux, Patrick Heymans. 1-10 [doi]
- Cooperating with a non-governmental organization to teach gathering and implementation of requirementsGregor Gabrysiak, Regina Hebig, Lukas Pirl, Holger Giese. 11-20 [doi]
- A look at software engineering risks in a team project courseSupannika Koolmanojwong, Barry W. Boehm. 21-30 [doi]
- Teaching advanced software design in team-based project courseStan Jarzabek. 31-40 [doi]
- A competitive-collaborative approach for introducing software engineering in a CS2 classSwapneel Sheth, Jonathan Bell, Gail E. Kaiser. 41-50 [doi]
- Understanding individual contribution and collaboration in student software teamsFabio Rocha, Eleni Stroulia. 51-60 [doi]
- Teaching software design with social engagementDamian Andrew Tamburri, Maryam Razavian, Patricia Lago. 61-69 [doi]
- Introducing tool-supported architecture review into software design educationYuanfang Cai, Rick Kazman, Ciera Jaspan, Jonathan Aldrich. 70-79 [doi]
- Archinotes: A tool for assisting software architecture coursesJuan Sebastian Urrego, Darío Correal. 80-88 [doi]
- Teaching object-orientation with smartphones as digital CRC cardsRainer Lutz, Sascha Schäfer 0001, Stephan Diehl. 89-98 [doi]
- Motivating and orienting novice students to value introductory software engineeringDaniel Port, Chris Rachal, Jia Liu. 99-108 [doi]
- Using GSwE2009 in the creation and modification of graduate software engineering programs and related curriculaMark A. Ardis, Shawn Bohner, Lucia Camilloni, Diego Vallespir, Sylvia Ilieva. 109-118 [doi]
- The software assurance competency model: A roadmap to enhance individual professional capabilityNancy R. Mead, Daniel Shoemaker. 119-128 [doi]
- Applying competitive bidding games in software process educationGuoping Rong, He Zhang, Dong Shao. 129-138 [doi]
- Using Distributed Software Development in the improvement of communication and collaboration skills in SE courses: An observational studyLuiz Leandro Fortaleza, Sérgio Roberto Costa Vieira, Olavo Olimpio Matos Junior, Rafael Prikladnicki, Tayana Conte. 139-148 [doi]
- Picking the right project: Assigning student teams in a GSD courseIvana Bosnic, Igor Cavrak, Marin Orlic, Mario Zagar. 149-158 [doi]
- Scrum in a software engineering course: An in-depth praxis reportAndreas Scharf, Andreas Koch. 159-168 [doi]
- Academic education of software engineering practices: towards planning and improving capstone courses based upon intensive coaching and team routinesChristoph Johann Stettina, Zhao Zhou, Thomas Back, Bernhard R. Katzy. 169-178 [doi]
- Teaching agile software development at university level: Values, management, and craftsmanshipMartin Kropp, Andreas Meier. 179-188 [doi]
- A double comparative study: Process models and student skillsPaolo Ciancarini, Caroline Dos, Sara Zuppiroli. 189-198 [doi]
- Explorable Code SlidesMichael Fritz, Benjamin Biegel, Stephan Diehl. 199-208 [doi]
- A spirit of camaraderie: The impact of pair programming on retentionZhen Li, Christopher Plaue, Eileen Kraemer. 209-218 [doi]
- Designing Grace: Can an introductory programming language support the teaching of software engineering?James Noble, Michael Homer, Kim B. Bruce, Andrew P. Black. 219-228 [doi]
- Specification and reasoning in SE projects using a Web IDECharles T. Cook, Svetlana Drachova-Strang, Yu-Shan Sun, Murali Sitaraman, Jeffrey C. Carver, Joseph E. Hollingsworth. 229-238 [doi]
- An empirical study of the effects of personality on software testingTanjila Kanij, Robert Merkel, John Grundy. 239-248 [doi]
- Automated evaluation of regular lab assignments: A bittersweet experience?Pavel Jezek, Michal Malohlava, Tomás Pop. 249-258 [doi]
- The cost of problem-based learning: An example in information systems engineeringVincent Ribaud, Philippe Saliou. 259-263 [doi]
- Team characteristics for maximizing the educational effectiveness of practical lectures on software intensive systems developmentShota Inaga, Hironori Washizaki, Yusuke Yoshida, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, Manabu Tamaki, Toshikazu Kanou. 264-268 [doi]
- Towards a model of faculty development for FOSS in educationHeidi J. C. Ellis, Mel Chua, Gregory W. Hislop, Michelle Purcell, Sebastian Dziallas. 269-273 [doi]
- Toward infusing modular and reflective design learning throughout the curriculumJohn C. Georgas. 274-278 [doi]
- Analyzing coordination among students in a software engineering project courseBonnie MacKellar. 279-283 [doi]
- Guidance for exploratory testing through problem framesShreya Kumar, Charles Wallace. 284-288 [doi]
- Test-driven learning in high school computer scienceRyan Stejskal, Harvey P. Siy. 289-293 [doi]
- Bringing undergraduates to the web: Baby steps in webifying a software engineering curriculumMatti Luukkainen, Arto Vihavainen. 294-298 [doi]
- A project spine for software engineering curricular designKevin Gary, Timothy E. Lindquist, Srividya K. Bansal, Arbi Ghazarian. 299-303 [doi]
- Essence: A framework to help bridge the gap between software engineering education and industry needsPan Wei Ng, Shihong Huang. 304-308 [doi]
- Teaching software processes to professionals: The approach taken by an evening master's degree programYadran Eterovic, Gemma Grau, Jorge Bozo. 309-313 [doi]
- Software engineering projects with social significance: An experience report at a minority universityDebzani Deb, Luel Gonzales, Michael Geda. 314-318 [doi]
- Killer App: A Eurogame about software qualityJames H. Andrews. 319-323 [doi]
- What makes it hard to teach software engineering to end users? some directions from adaptive and personalized learningSridhar Chimalakonda, Kesav V. Nori. 324-328 [doi]
- Model-driven development and the future of software engineering educationTony Cowling. 329-331 [doi]
- Education impact of evolutionary software developmentVaclav Rajlich. 332-334 [doi]
- What should students learn in their first (and often only) software engineering course?James Vallino. 335-337 [doi]
- Software engineering in CS 2013Richard LeBlanc. 338-340 [doi]
- Undergraduates and research: Motivations, challenges, and the path forwardW. Eric Wong, Junhua Ding, Gene Fiorini, Christian Hansen. 341-345 [doi]
- Software engineering education via the use of corporate-sponsored projects: A panel discussion of the approaches, benefits, and challenges for industry-academic collaborationLinda Werner, Geoff Kuenning, Mark J. Sebern, James Vallino, W. Eric Wong. 346-350 [doi]
- Recent Trends in Graduate Software EngineeringMark A. Ardis, Shawn Bohner, Dick Fairley, Dennis Frailey, Thomas B. Hilburn, Gregory W. Hislop, Todd Sedano. 351-355 [doi]
- Workshop on revisions to SE 2004Mark A. Ardis, David Budgen, Gregory W. Hislop, Jeff Offutt, Mark J. Sebern, Willem Visser. 356-358 [doi]
- Project selection for student involvement in humanitarian FOSSHeidi J. C. Ellis, Gregory W. Hislop, Michelle Purcell. 359-361 [doi]
- Teaching software development processes by simulation: Wuality assurance as a factor of successAndreas Bollin, Elke Hochmüller, Ladislav Samuelis. 362-364 [doi]
- Positive transitions from the classroom to the cubicle: Creating strategies for augmenting professional development in the software engineering curriculumC. Shaun Longstreet, Kendra M. L. Cooper. 365-367 [doi]
- Software enterprise pedagogy for project-based coursesKevin A. Gary, Srividya K. Bansal, Arbi Ghazarian. 368-370 [doi]
- Adding software testing to programming assignmentsStephen H. Edwards. 371-373 [doi]