Difference between revisions of "Day 1 - Tuesday, March 9th, 2010"
m |
m |
||
| Line 22: | Line 22: | ||
<p align="center"><b><font size="5" color="red">Keynote</font></b><b><font size="4" color="red"></font></b></p> | <p align="center"><b><font size="5" color="red">Keynote</font></b><b><font size="4" color="red"></font></b></p> | ||
| − | <p align="center"><b><font size="5" color="red">Dr. Alistair Cockburn </font></b></p> | + | <p align="center"><b><font size="5" color="red">Dr. Alistair Cockburn </font></b><BR>[Rangos 1 Auditorium]</p> |
</td> | </td> | ||
| Line 56: | Line 56: | ||
<td width="205"> | <td width="205"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Workplace_Issues_in_an_Undergraduate_Software_Engineering_Course Paper: Workplace Issues in an Undergraduate Software Engineering Course]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Workplace_Issues_in_an_Undergraduate_Software_Engineering_Course Paper: Workplace Issues in an Undergraduate Software Engineering Course]<BR>[Rangos1]</p> |
</td> | </td> | ||
<td width="174"> | <td width="174"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Fostering_UML_Modeling_Skills_and_Social_Skills_through_Programming_Education Paper: Fostering UML Modeling Skills and Social Skills through Programming Education]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Fostering_UML_Modeling_Skills_and_Social_Skills_through_Programming_Education Paper: Fostering UML Modeling Skills and Social Skills through Programming Education]<BR>[Rangos2]</p> |
</td> | </td> | ||
<td width="183"> | <td width="183"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#KAIST-CMU_MSE_Program_.E2.80.93_the_Past_and_the_Future Paper: KAIST-CMU MSE Program – the Past and the Future]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#KAIST-CMU_MSE_Program_.E2.80.93_the_Past_and_the_Future Paper: KAIST-CMU MSE Program<BR>– the Past and the Future]<BR>[Connan]</p> |
</td> | </td> | ||
| Line 73: | Line 73: | ||
<td width="205"> | <td width="205"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Component_Based_Software_Engineering_across_the_Curriculum Paper: Component Based Software Engineering Across the Curriculum]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Component_Based_Software_Engineering_across_the_Curriculum Paper: Component Based Software Engineering Across the Curriculum]<BR>[Rangos1]</p> |
</td> | </td> | ||
<td width="174"> | <td width="174"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Competency_Framework_for_Software_Engineers Paper: Competency Framework for Software Engineers]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Competency_Framework_for_Software_Engineers Paper: Competency Framework for Software Engineers]<BR>[Rangos2]</p> |
</td> | </td> | ||
<td width="183"> | <td width="183"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#PBL_Assessment_in_Software_Engineering Paper: PBL Assessment in Software Engineering]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#PBL_Assessment_in_Software_Engineering Paper: PBL Assessment in Software Engineering]<BR>[Connan]</p> |
</td> | </td> | ||
</tr> | </tr> | ||
| Line 88: | Line 88: | ||
<td width="205"> | <td width="205"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Stages_in_Teaching_Formal_Methods Paper: Stages in Teaching Formal Methods]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#Stages_in_Teaching_Formal_Methods Paper: Stages in Teaching Formal Methods]<BR>[Rangos1]</p> |
</td> | </td> | ||
<td width="174"> | <td width="174"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#The_Effects_of_Layout_on_Detecting_the_Role_of_Design_Patterns Paper: The Effects of Layout on Detecting the Role of Design Patterns]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#The_Effects_of_Layout_on_Detecting_the_Role_of_Design_Patterns Paper: The Effects of Layout on Detecting the Role of Design Patterns]<BR>[Rangos2]</p> |
</td> | </td> | ||
<td width="183"> | <td width="183"> | ||
| − | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#From_Student_to_Software_Engineer_in_the_Indian_IT_Industry:_A_Survey_of_Training Paper: From Student to Software Engineer in the Indian IT Industry: A Survey of Training]</p> | + | <p>[http://cseet2010.dei.uc.pt/index.php/Paper_Abstracts#From_Student_to_Software_Engineer_in_the_Indian_IT_Industry:_A_Survey_of_Training Paper: From Student to Software Engineer in the Indian IT Industry: A Survey of Training]<BR>[Connan]</p> |
</td> | </td> | ||
Revision as of 17:12, 1 March 2010
CSEE&T 2010 will be held at the Carnegie Mellon Campus/University Center
| 08:00 |
Welcome and registration |
||
| 08:30 |
Keynote Dr. Alistair Cockburn |
||
| 09:00 | |||
| 09:30 | |||
| 10:00 |
Coffee Break |
||
| 10:30 |
Paper: Workplace Issues in an Undergraduate Software Engineering Course |
Paper: Fostering UML Modeling Skills and Social Skills through Programming Education |
Paper: KAIST-CMU MSE Program |
| 11:00 |
Paper: Component Based Software Engineering Across the Curriculum |
||
| 11:30 |
Paper: The Effects of Layout on Detecting the Role of Design Patterns |
Paper: From Student to Software Engineer in the Indian IT Industry: A Survey of Training |
|
| 12:00 |
Lunch |
||
| 12:30 | |||
| 13:00 |
Workshop (Part 1): Gentle Intro to Learn by |
Workshop: Nano-Incremental Description: pdf |
Workshop (Part 1): Exploring Seven Principles Description: pdf |
| 13:30 | |||
| 14:00 | |||
| 14:30 |
Coffee Break |
||
| 15:00 |
Workshop (Part 2): Gentle Intro to Learn by |
Workshop: Improvisation for Description: pdf |
Workshop (Part 2): Exploring Seven Principles |
| 15:30 | |||
| 16:00 | |||
| 16:30 |
Coffee Break |
||
| 17:00 |
Workshop: Teaching with Tablet PCs |
||
| 17:30 | |||
| 18:00 | |||
| 18:30 | |||
| 19:00 |
Welcome Reception Schatz Dining Room, University Center |
||
| 19:30 | |||
| 20:00 | |||
| 20:30 | |||
| 21:00 | |||
