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CSEE&T 2013 : 26th Conference on Software Engineering Education and Training

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Link: http://conferences.computer.org/cseet/2013/
 
When May 19, 2013 - May 21, 2013
Where San Francisco, USA
Submission Deadline Jan 28, 2013
Notification Due Mar 8, 2013
Final Version Due Mar 25, 2013
Categories    software engineering
 

Call For Papers

Call for Papers: 26th Conference on Software Engineering Education and Training (CSEE&T 2013)


May 19-21, 2013
Co-located with ICSE 2013
San Francisco, California, U.S.A.
Conference homepage: http://conferences.computer.org/cseet/2013/


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

The first software engineering courses were taught more than 40 years ago, and the first software engineering curricula were developed around 35 years ago, long before the Web, mobile apps, online education and materials, and even before most PC’s, networks, and object-oriented development. Since then the curricula, the courses and the ways of delivering them have all developed enormously, to a point where the key issue is not “can we do this?” but “how can we do it even better?”.

At the same time, it is already clear that both education and training for SE face enormous challenges for the future. Today’s innovative applications scale to millions of concurrent users, run on a wide variety of devices, are distributed across geographically-distributed machines, make use of many open source components, and are (or at least need to be) protected against unprecedented types of security threats. Existing texts and curricula rarely address the material needed by the software engineers who in one domain would build the next Google, Facebook, Twitter, Angry Birds, Paypal, Amazon.com, or in a different domain would develop an autonomous vehicle. Indeed, much existing educational material hardly recognizes the impact of different domains on the development methods that should be
used.

As well as these challenges, today’s education and training on software topics has moved far beyond the traditional classroom. More than 23,000 people recently completed an online course on artificial intelligence, and new companies have been formed to use video technology to deliver such courses, even introductory courses in programming. Books are being redesigned for online use, eliminating the traditional linear printed page. Vast numbers of software engineers use both print and online materials to acquire just-in-time knowledge about various aspects of software development. Many established companies offer extensive training that combines software engineering techniques with product training. Finally, many universities are expanding their capabilities to deliver software engineering education to distributed classrooms.

The main theme for the 2013 Conference on Software Engineering Education and Training is therefore to explore how our profession can respond to the challenge of maintaining the quality that has already been achieved in the face of such potential disruptions, which are transforming the software business and opening up new possibilities for education and training. To achieve this, we seek contributions that present research results addressing aspects of achieving high quality in current practices for education and training, particularly if these contributions can also consider how the methods being described might be "future-proofed". Alongside this, for this conference we are reinterpreting the "Academy for SE Education and Training" as a change academy, for which we invite position papers that will contribute to any of the proposed academy sessions, which will then each run as some form of panel session based round the accepted position papers.

Hence, as in the recent past, CSEE&T will feature:
• academic research papers (which may include in-depth experience reports);
• short papers, particularly covering “work in progress”, which will be presented as posters;
• industrial training experience reports;
• highly collaborative workshops;
• panel sessions, both those forming the academy and others proposed by contributors;
• practice and methods presentations and tutorials.

Guidelines for each of these categories of contribution are given below.

Topics of Interest
We invite quality, original submissions that address the conference themes or related topics. These could cover curriculum development, empirical studies, personal or institutional experiences, conceptual or theoretical work. The following is a list of possible areas for exploration and sharing – all in the context of software engineering education & training and how they impact on it. This list is by no means exhaustive and authors are welcome to submit papers in areas not covered here, provided that they are consistent with the central themes of the conference.
• modern development methods, and particularly agile or lean methods;
• mobile apps vs. desktop applications, and other examples of specific application domains;
• development and deployment in the cloud;
• global software engineering projects, including social and cultural issues;
• tools and environments, including open source and commercial products;
• the internet of things;
• user experience and its impact on development methods;
• application tuning for performance, including power consumption, scalability
and other key properties;
• the use of social media;
• industry-academia collaboration;
• entrepreneurship and software business issues;
• technology in support of education and training.

Guidelines
Formatting and submission requirements are given below. All submissions should be original and should not have been published previously or currently be under consideration for publication elsewhere. Prior to preparing papers for submission, potential authors should read the CSEE&T Researchers Guide.

Preference will be given to submissions that either describe experiences and/or provide sound scientific data, as compared with ones that simply present untested ideas or that deal with well-established approaches which have been thoroughly covered in previous conferences. At the same time, though, “vision” papers are welcome if they present sound argumentation, based on solid references, concerning provocative issues.

Academic Research Papers (ARP) 10 pages maximum
Authors are invited to submit papers describing original academic research in relevant areas of Software Engineering education and training. Papers presenting actual research results, or in-depth analyses of experience with delivering courses, or describing theoretical or empirical research, new techniques and tools, novel interpretation and in-depth case studies, are all welcome.

Paper submissions will be reviewed and evaluated based on originality, technical quality and relevance to the field of software engineering education in accordance with IEEE requirements. It is important that all papers in this category should clearly relate the work being described to the relevant literature, should evaluate carefully the work that is being reported, and in drawing conclusions should focus on ones that would be applicable by others working in related areas.

One author from each accepted paper is required to register as a delegate and to present the paper at the conference.

Short Papers (SP) 5 pages maximum
Short paper submissions that address software engineering education and training topics are also invited. They are intended particularly for reports of less substantial work, or of work that is still in progress (such as experiences with a particular educational tool or support environment), or they may discuss a promising idea at an early stage, or an idea that may lack complete evaluation. Even so, it is important that short papers should still clearly relate the work being described to the relevant literature, should attempt to evaluate as far as possible the work being reported, and in drawing conclusions should focus on ones that might be of interest to others working in related areas.

One author from each accepted paper is required to register as a delegate, and to present the paper as a poster at the conference. This presentation should provide an opportunity for authors to receive constructive input that could enhance their on-going work, and so in evaluating these submissions weight will be given to the extent to which they might generate such constructive input.

Industrial Training Experience Reports (TER) 6 pages maximum
Reports from industry of their experience with delivering software engineering training are also invited. It is recognized that many of those engaged in industrial training may not be accustomed to writing conventional academic papers about their experiences, but may still have valuable lessons to pass on. This category of submission is intended specifically for such authors, and while they are encouraged to identify points where their work links to established literature or practice, they are not required to include formal literature reviews in these reports. It is, however, important that authors should still attempt to evaluate as far as possible the experience being reported, and in drawing conclusions should focus on ones that might be of interest to others working in related areas.

One author from each accepted paper is required to register as a delegate and to present the paper at the conference: possibly in shorter sessions than those that will be allocated to academic research papers.

Highly Collaborative Workshops (HCW)
It is intended that the conference will include a number of open workshops, each of 3 hours duration. The workshops enable groups of like-minded participants to exchange experiences and viewpoints in a sharply focused manner.

Workshop organizers should have a strategy for managing attendance based on objective criteria, for example, through a short refereed position paper. Other approaches are permitted as long as they are clearly specified in the workshop's call for participation. Workshop organizers are responsible for authoring a call for participation and for advertising their workshops in appropriate places to attract attendees.

The proposal for a workshop (in not more than 3 pages) should include the following:
• Workshop title, objectives
• Relevance of the workshop to the conference
• Key organizer's name, affiliation and a brief biography, plus the names,
affiliations and brief biographies of those who will assist the organizer
in the organization and conduct of the workshop (typically 1 to 4 such
assistants should be sufficient)
• Strategy for publication of the workshop and expected number of participants
• Details of any requests for pre-workshop input (e.g. position papers) and
how such will be moderated and used
• Workshop activities and format
• Any formal workshop outputs
• How the success will be judged

Organizers of the accepted workshops will be required to submit a paper indicating the theme, format and activities of the workshop plus any appropriate background information. This along with any accepted position papers will be included in the Proceedings of the Conference.

The organizers’ paper (which should include any necessary support materials) and each of the position papers should individually not exceed 5 pages. The total page length devoted to the workshop in the proceedings will be limited to 25 pages. All attendees at a workshop, including the organizer for the workshop plus any attending assistants, must be registered conference delegates.

Academy Panel Sessions (ASEET)
At previous conferences the “Academy for SE Education and Training” has focused on exploring key aspects of SE education in a way that has been particularly relevant to comparatively junior faculty. For this conference, however, we are re-interpreting it as a “change academy”, exploring how likely changes in both SE practice and educational practice are likely to affect all working in the field, based round the following questions (where in each case the term “students of software engineering” should be interpreted widely as meaning anyone interested in learning about aspects of software engineering, in any environment).

1. If the construction phase can be completely automated, what do we need
to teach students of software engineering about it?
2. What do we need to teach students of software engineering about development
processes and their management, in a world where all projects have to
be increasingly agile?
3. Since the focus of system development is shifting from constructing
entities that are comparatively closed to managing the evolution of a
web of interconnected parts, what do we need to teach students of software
engineering about the way in which the software engineering task is changing?
4. Since changing requirements are a consequence of changes to the businesses
that are giving rise to the requirements, what do we need to teach students
of software engineering about the natures of these businesses?
5. If engineering is supposed to involve applying science, what aspects of
science (from both the hard and the soft sciences) do we need to teach to
students of software engineering if in the future they are to do a proper
job of engineering software systems?

For the academy, therefore, we invite position papers from individual authors that address any of these five questions. Authors of accepted position papers will form panels for the various academy sessions, which will address these issues along with any other related ones that may be raised by the position papers. The academy panel sessions will be structured to allow the audience to interact with the panel members, so as to provide an engaging, informative and entertaining discussion of the issues that are raised.

Position papers should be structured essentially as extended abstracts, but should preferably include at least a few key references to support their argument, and should have a maximum length of three pages. Accepted position papers will appear in the proceedings, and their authors are required to register as delegates and to contribute to the panel for their respective academy session at the conference.

Other Panel Sessions (PS)
In general, panel sessions allow the audience to interact with panel members to provide an engaging, informative and entertaining discussion of a timely topic from multiple perspectives. As well as the academy panel sessions, we invite proposals for other panel sessions. Such a proposal should be submitted by the proposed moderator of the session, and should detail the topic and objectives for the session, indicating how it is expected to meet the needs of the conference audience. It should also include brief biographies and position statements from each of the proposed panelists, and a brief biography of the proposed moderator.

The total submission for a panel session should not exceed 5 pages, and the submissions for accepted panels will appear in the proceedings. The moderator and each of the panelists for an accepted panel session are required to register as delegates and to contribute to the panel session at the conference.



Format and Submission Procedures
For 2013 CSEE&T will continue to use the "6 x 9" single column format for its proceedings. All submissions must conform to this format, and must be within the page lengths specified above for the class of submission. The requirements for this format, along with an MS Word Template and a Latex style file for it, and instructions for the production of camera-ready copy, can all be found at: http://www.conferencepublishing.com/Instructions.php?Event=CSEET13 .

Papers must be submitted electronically through EasyChair at: http://www.easychair.org/conferences/?conf=cseet2013 .

Important Dates
These dates apply to all types of submissions.


Submission deadline : 28 January 2013
Notification of reviewing decisions : 8 March 2013
All camera-ready versions due : 25 March 2013
CSEE&T Conference : 19-21 May 2013

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