The establishment of an appropriate software engineering training program

2005 ◽  
pp. 73-98
Author(s):  
R. D. Kelly ◽  
D. L. Lapay ◽  
F. S. Pitcairn
Keyword(s):  
Software Engineering ◽  
Training Program ◽  
Engineering Training

Design and Development of a Software Engineering Training Program

1988 ◽  
Author(s):  
L. A. Bartelme ◽  
N. W. Jensen ◽  
C. M. Knutson ◽  
H. E. Romanowsky
Keyword(s):  
Software Engineering ◽  
Training Program ◽  
Design And Development ◽  
Engineering Training

A software engineering training program for non-software engineers

1998 ◽  
Vol XVIII (5) ◽  
pp. 39-46
Author(s):  
Blaine W. Heinfeld ◽  
James L. Silver
Keyword(s):  
Software Engineering ◽  
Training Program ◽  
Software Engineers ◽  
Engineering Training

The Rockwell Avionics Group Software Engineering Training Program

2006 ◽  
pp. 131-140 ◽  
Author(s):  
H. E. Romanowsky ◽  
L. A. Bartelme ◽  
N. W. Jensen ◽  
C. M. Knutson
Keyword(s):  
Software Engineering ◽  
Training Program ◽  
Engineering Training

Experiences in Software Engineering Education

2014 ◽  
pp. 250-276
Author(s):  
Ezequiel Scott ◽  
Guillermo Rodríguez ◽  
Álvaro Soria ◽  
Marcelo Campo
Keyword(s):  
Software Engineering ◽  
Training Model ◽  
Academic Quality ◽  
Capstone Course ◽  
Software Engineering Education ◽  
Training Courses ◽  
Flexible Framework ◽  
Engineering Practices ◽  
Professional Contexts ◽  
Engineering Training

Software Engineering courses aim to train students to succeed in meeting the challenges within competitive and ever-changing professional contexts. Thus, undergraduate courses require continual revision and updating so as to cater for the demands of the software industry and guarantee academic quality. In this context, Scrum results in both a suitable and a flexible framework to train students in the implementation of professional software engineering practices. However, current approaches fail to provide guidance and assistance in applying Scrum, or a platform to address limitations in time, scope, and facilities within university premises. In this chapter, the authors present a software engineering training model based on the integration of the Agile Coach role and a virtual-reality platform called Virtual Scrum. The findings highlight the benefits of integrating this innovative model in a capstone course. Not only does this approach strengthen the acquisition of current software engineering practices but also opens new possibilities in the design of training courses.

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