Abstract is missing.
- The times, they are a changingDennis J. Frailey. 1-2 [doi]
- Industrial case studies in graduate requirements engineering courses: The impact on student motivationMarian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, Klaus Pohl. 3-12 [doi]
- Using business process models to foster competencies in requirements engineeringYvonne Sedelmaier, Dieter Landes. 13-22 [doi]
- Teaching modeling using Umple: Principles for the development of an effective toolTimothy C. Lethbridge. 23-28 [doi]
- Cloud Computing education strategiesHongyu Pei Breivold, Ivica Crnkovic. 29-38 [doi]
- The flipped classroom experiencePang Nai Kiat, Yap Tat Kwong. 39-43 [doi]
- The synergy of engineering and research aspects in Software Engineering EducationAbir Benabid, Ghada Al-Hudhud. 44-48 [doi]
- Increasing the effectiveness of teaching software engineering: A University and industry partnershipAldo Dagnino. 49-54 [doi]
- InspectorX: A game for software inspection training and learningHenrique Potter, Marcelo Schots, Leticia Duboc, Vera Werneck. 55-64 [doi]
- Teaching analysis of software designs using dependency graphsKevin Steppe. 65-73 [doi]
- Observations of a software engineering studio: Reflecting with the studio frameworkChristopher N. Bull, Jon Whittle. 74-83 [doi]
- Enhancing the software engineering curriculums: A case study of the Jordanian UniversitiesSamer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, Ayad Almasalmeh. 84-93 [doi]
- Automated mentor assignment in blended learning environmentsChris Boesch, Kevin Steppe. 94-98 [doi]
- Improving teamwork in students software projectsMaira Marques, Sergio F. Ochoa. 99-108 [doi]
- An experiment on teaching coordination in a globally distributed software engineering classMartín Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre, Rafael Prikladnicki, Elisabetta Di Nitto, Anthony Savidis. 109-118 [doi]
- The impacts of personal characteristic on educational effectiveness in controlled-project based learning on software intensive systems developmentYusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, Manabu Tamaki. 119-128 [doi]
- Where does experience matter in software process education? An experience reportGuoping Rong, He Zhang, Dong Shao. 129-138 [doi]
- Teaching and learning agile collaborationMartin Kropp, Andreas Meier, Magdalena Mateescu, Carmen G. Zahn. 139-148 [doi]
- Enhancing software engineering student team engagement in a high-intensity extreme programming course using gamificationBilal Sercan Akpolat, Wolfgang Slany. 149-153 [doi]
- Learning and working together as prerequisites for the development of high-quality softwareGabriele Frankl, Sofie Bitter, Bonifaz Kaufmann. 154-157 [doi]
- Improving model-based collaboration by social media integrationWolfgang Gaar, Egon Teiniker. 158-162 [doi]
- Win-for-all in software engineering education: Balancing social dilemmas to foster collaborationGabriele Frankl, Sofie Bitter, Bonifaz Kaufmann. 163-167 [doi]
- Technology-driven software engineering curriculum developmentEmanuel S. Grant, Venky Shankararaman. 168-170 [doi]
- Reshaping software engineering education towards 2020 engineersInggriani Liem, Yudistira Asnar, Saiful Akbar, Adi Mulyanto, Yani Widyani. 171-174 [doi]
- Teaching software product engineering in undergraduate computing curriculumY. Raghu Reddy, Kesav V. Nori. 175-178 [doi]
- Opportunities and challenges in using competencies during design and delivery of software engineering curriculumVenky Shankararaman, Joelle Ducrot. 179-182 [doi]
- Workshop on improving the CSEE&T submissions processMichael Barker. 183-185 [doi]
- Experience of teaching Executive Master's program in Software Engineering: Challenges, lessons learned, and path forwardW. Eric Wong. 186-187 [doi]
- Self-guided learning environment for undergraduate software engineeringJunhua Ding. 188-189 [doi]
- An active learning module for an introduction to software engineering courseA. Frank Ackerman. 190-191 [doi]
- The impact of SWEBOK Version 3 on software engineering education and trainingRichard E. Fairley, Pierre Bourque, John Keppler. 192-200 [doi]
- Top-10 risks in real-client software engineering class projectsSupannika Koolmanojwong. 201-202 [doi]
- Teaching semantic technologies as part of a software development programAndreas L. Opdahl. 203-204 [doi]
- Panel on industrial needs and educational responseRoland T. Mittermeir. 205-208 [doi]
- Combining software engineering education and empirical research via instrumented real-client team project coursesBarry W. Boehm, Supannika Koolmanojwong. 209-211 [doi]