Software Engineering Education CFP


Interdisciplinary Topics in Software Engineering Education


We are living in a world being led by technology which is ever-changing. Our students are coming to the university with different backgrounds than ever before, and their attitudes and habits are changing year by year. They are extensive users of social media, they expect to be linked globally, and they often believe that available information is accurate, secure and timely. And, on the other hand, our graduates are going on to work in industry which has also to cope with other requirements such as regulation, globalisation and recession.

As educators, we need to consider how we can combine the attributes of the changing student society with the requirements from the employers. Many software engineering educators are using innovative methods with their classes to exploit student attributes, thus enhancing their students’ education. Others are using innovative methods mapped from industry, thus bringing relevant software engineering methods to the classroom. Some of these methods work, some of them don’t!

In the ICSE 2013 Education Track, we want software engineering educators to learn from each other through presentation of cases which worked and which did not work. We are interested in hearing how interdisciplinary topics and new software engineering paradigms are being introduced and taught in the classroom situation. We will use research papers, technical briefings, assignment synopses and panel sessions to present cases from software engineering educators.


The ICSE 2013 Education Track is looking for contributions from software engineering educators in which the teaching of interdisciplinary topics in software engineering education and new software engineering paradigms are presented. Submissions written jointly with those from other disciplines, such as Social Science, Health Informatics, Education and Pedagogy, are particularly welcomed.

Topics include but are not restricted to:
  • Making students aware of requirements for specific domains so we ensure that they understand the business and regulatory requirements which now exist in domains such as healthcare, biotechnology, finance and automotive;
  • Enhancing students’ creativity (arty side!) which combine software engineering with other disciplines such as music, art and psychology, which support growth industries such as gaming, music technology, interactive media;
  • Teaching outside the normal classroom or laboratory setting, such as educational collaborations with industry, community groups and public service organisations enhancing student learning;
  • Integrating software engineering research into teaching;
  • Ensuring that our graduated students meet industry needs through the understanding of development practices for different environments;
  • Teaching students new paradigms, such as cloud computing or global software development;
  • Educating the educators, introducing innovative methods which can be used to keep the educators up to date;
  • Socially relevant assignments that demonstrate how software engineering contributes to society. Today's students want to have a feeling that their work is practical and, especially, to help society and the environment;  
  • Software Engineering competitions, whether these are related to course-based assignments or to competitions run by external organisations such as industry.

We solicit high-quality submissions for this track:

  • Full papers, up to 10 pages, documenting results and findings, where the research presented has followed established research methods;
  • Technical briefings and demonstrations, up to 4 pages, which describe new ideas that may not be fully validated, but are worth sharing with the community;
  • Assignment synopses, up to 4 pages, which describe assignments which have worked within software engineering classes, particularly those that demonstrate social relevance. Submissions should describe the assignment, learning objectives and teaching materials and should provide a URL for the assignment where the assignment and grading criteria are provided such that another educator could easily use the assignment;
  • Panel session proposals, up to 4 pages, which describe the topic to be discussed and include an argument as to why this topic will be of interest and present a proposed panel membership.


All papers will be reviewed by at least three members of the Software Engineering Education Program Committee. Submission must not have been previously published or concurrently submitted elsewhere. Submissions will be evaluated on the basis of originality, significance of contribution, applicability, validation, relation to the goals listed above, quality of presentation, and discussion to related work.

Important Dates

Paper submission November 2, 2012
Notification January 21, 2013
Camera ready version March 1, 2013
ICSE 2013 Education Track May 22-24, 2013


All papers must conform at the time of submission to the ICSE 2013 formatting and submission instructions. Please note page limits for each submission type under the "Scope" section above. Page limits include all text, references, appendices, and figures. Papers must be submitted electronically by November 2, 2012. Accepted papers will appear in the Software Engineering Education Proceedings of the ICSE 2013 conference and the ACM and IEEE digital libraries.

SEE Program Co-Chairs

Ita Richardson, Lero, University of Limerick, Ireland
Laurie Williams, North Carolina State University, U.S.A.

Program Committee

Janet Burge, Miami University, U.S.A.
Steve Easterbrook, University of Toronto, Canada
Rong Guoping, Nanjing University, China
Sarah Heckman, North Carolina State University, U.S.A.
Hannu Jaakkola, University of Tampere, Finland
Mehdi Jazayeri, University of Lugano, Switzerland
Patricia Lago, VU University, The Netherlands
Jochen Ludewig, University of Stuttgart, Germany
Fergal McCaffery, Dundalk Institute of Technology, Ireland
Allen Milewski, Monmouth University, U.S.A.
Hausi Müller, University of Victoria, Canada
Elisabetta di Nitto, Politecnico di Milano, Italy
Daniel Port, University of Hawaii, U.S.A.
Rafael Prikladnicki, FACIN/PUCRS, Brazil
Debra Richardson, University of California - Irvine, U.S.A.
Stephen Seidman, Texas State University, U.S.A.
Mark Sherriff, University of Virginia, U.S.A.
Darja Smite, Blekinge Institute of Technology, Sweden
J. Barrie Thompson, University of Sunderland, U.K.
Guilherme Travassos, COPPE/UFRJ, Brazil
Xiaofeng Wang, University of Bolzano, Italy
Norha M. Villegas, Icesi University, Colombia