著名大学的MSE教育(美,英,加,澳,新,爱),CMU对MSE的明确定义及ME中外比较

llljj

CONCLUSIONS
Currently, education in the software engineering discipline in
United States is still primarily focused at Master’s level.
There are 43 Master’s programs specifically with the
“software engineering” title, along with many other programs
with related names and similar objectives. These programs
are still primarily oriented towards working professionals
(often who do not have an undergraduate degree in a
computing discipline), with over half of the programs
requiring or recommending prior software development work
experience and over 75% requiring or having the option of a
capstone software project.
Over 60% of the programs are delivered solely through
the traditional classroom experience; however, 16 of the
schools do have an online component or degree option, which
allows more flexibility for the working professional.
A majority of the programs have courses in the core
knowledge areas of requirements, architecture and design,
project management and quality assurance. Courses are
available in a number of application domain areas, most
significantly real-time embedded systems.
Although undergraduate software engineering degrees in
the United States have emerged over the past decade, many in
the industry still feel software engineering education at the
graduate level provides a better balance of breadth and depth
in the various computing subjects needed for effective
software development.
It appears that Master’s degrees in software engineering
will continue to be viable in foreseeable future. However, the
directions in which such programs evolve may well depend
upon how quickly the number of undergraduate programs
expand, as well as how much the research and knowledge
bases of the discipline expand to allow for more PhD-level
software engineering programs.
ACKNOWLEDGMENT
The authors wish to thank Dennis Frailey for his invaluable
comments concerning the value of software engineering
Master’s degrees, and how they compare to their
undergraduate counterparts.
REFERENCES
[1] Ardis, Mark A. and Ford, Gary A., 1989 SEI Report on Graduate
Software Engineering Education, Carnegie Mellon TR CMU/SEI-89-
TR-21, June 1989.
[2] Bagert, Donald J., “Education and Training in Software Engineering”,
Encyclopedia of Software Engineering, Second Edition, John Wiley and
Sons, 2002, pp. 452-465.
[3] Bagert, Donald J. and Ardis, Mark A, “Software Engineering
Baccalaureate Programs in The United States: An Overview”,
Proceedings of the Frontiers in Education Conference, Boulder,
Colorado, USA, 5-8 November 2003, pp. S3C-1 to S3C-6.
[4] Bagert, Donald J. and Chenoweth, Stephen V., “Future Growth of
Software Engineering Baccalaureate Programs in the United States”,
Proceedings of the ASEE Annual Conference, 12-15 June 2005,
Portland, Oregon, USA.
[5] Bourque, Pierre and Dupuis, Robert (ed.), Guide to the Software
Engineering Body of Knowledge, 2004 edition, IEEE Computer Society,
Los Alamitos, California, USA, 2004.
[6] Clements, Shannon, MSE Focus Groups Summary, Office of
Institutional Research, Planning and Assessment, Rose-Hulman Institute
of Technology, Terre Haute, Indiana, USA, 15 February 2005, 10 pp.
[7] Ford, Gary A., 1991 SEI Report on Graduate Software Engineering
Education, CMU/SEI-91-TR-2, Carnegie Mellon University, Pittsburgh,
Pennsylvania, USA, 1991.
[8] Ford, Gary A. and Gibbs, Norman E., A Mature Profession of Software
Engineering, Technical Report CMU/SEI-96-TR-004, Software
Engineering Institute, Carnegie Mellon University, Pittsburgh, PA,
1996.
[9] Knoke, Peter J., "Graduate SE Program Survey Results And
Evaluation", Forum for Advancing Software engineering Education
(FASE), Vol. 8, No. 9, (September 1998). (electronic newsletter)
<http://www.cs.ttu.edu/fase/v8n09.txt>
[10] Joint Task Force on Computing Curricula, Software Engineering 2004:
Curriculum Guidelines for Undergraduate Degree Programs in
Software Engineering, IEEE Computer Society and Association for
Computing Machinery, 23 August 2004.
[11] Modesitt, Kenneth L., Bagert, Donald J., Werth, Laurie and Knoke,
Peter J., "Annual Survey of International Software Engineering
Academic Programs - Progress Report Number 2," Forum for Advancing
Software engineering Education (FASE), Vol. 10, No. 11 (November
2000). (electronic newsletter) <http://www.cs.ttu.edu/fase/v10n11.txt>
[12] Tomayko, James E., “Forging a Discipline: An Outline History of
Software Engineering Education”, Annals of Software Engineering, Vol.
6, pp. 3-18, 1998.
[13] Website - http://www.abet.org/accrediteac.asp (Search by Discipline
“Software”).
[14] Website - http://www.bls.gov.
[15] Website - http://www.bls.gov/oco/ocos042.htm.
[16] Website - http://www.petersons.com.

pandaking

大家都看看吧,与世界接轨么.呵呵

LinXH

好久没来看看了。

LLLJJ辛苦了！

我们的MSE比国外的还有明显的差距。

llljj

原帖由 LinXH 于 2006-6-12 09:00 PM 发表
好久没来看看了。

LLLJJ辛苦了！

我们的MSE比国外的还有明显的差距。

兄弟很就没见啊，毕业了吧:）

yangki

没有全看完，但是总觉得对自己的要求也应该与国际接轨。

askazhy

该如何申请入学呢?

xufei19880420

dfewfewfew

wbgx2003

Thank you ! This is very usefull for me!

iampengpeng

国外的“软件工程硕士”和国内完全不是一回事，以LZ举的CMU为例，MSE基本有小组PROJECT贯穿始终，以区别于CS的独立研究，基本是一年INTENSIVE WORK，做的工程是很复杂的，而国内大多MSE只是交钱就等着拿学位，没得到什么，学位含金量低

xiaobie

Thank you!