Engineers to energy
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The document outlines a project to better align engineering career requirements with education. It proposes using a standardized job description resource to define career requirements, then aligning those requirements to technical education curricula, certifications, and career placements. The goal is to build regional talent pipelines by leveraging social media and web technologies to classify career data and improve how education prepares students for industry needs.
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1) Establishing a board of directors at the CS department with industry and community leaders to help develop the curriculum and strategic plans.
2) Having CS professors do 6-month sabbaticals at local industry to stay up-to-date and conceive new projects for students.
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0018-916200$10.00 © 2000 IEEE May 2000 35C O V E R F E
0018-9162/00/$10.00 © 2000 IEEE May 2000 35
C O V E R F E A T U R E
The Push to
Make Software
Engineering
Respectable
S
oftware engineering (SE) is maturing as a dis-
cipline and profession, but three decades after
the first NATO Conference on Software
Engineering, it is still not regarded as a legit-
imate, respectable engineering profession. In
1995, Gary Ford and Norman Gibbs of the Software
Engineering Institute evaluated what it means for a
profession to be mature and how SE was doing.1 Their
extensive and fascinating study found that, relative to
other fields and engineering branches, most elements
that make SE a profession were quite immature.
Five years later, SE has countless practitioners (a.k.a.
software developers), thousands of articles, dozens of
conferences and workshops, and a respectable number
of education and training programs. The computer sci-
ence (CS) and SE communities (educators, researchers,
practitioners, and professional societies) are further
along in defining a body of knowledge, code of ethics,
accreditation guidelines, and licensing programs.
But despite all this progress, SE, while recognizable, is
still immature—as evidenced by the significant gap
between vision, education, and standard practice. The
reasons are legion, but they boil down to one simple fact:
The field is still young. There just hasn’t been enough
time to gain widespread community consensus on issues,
to stabilize a core body of knowledge, and to develop a
large enough pool (several generations) of experienced
practitioners and educators. The rapid changes in this
field make the road to maturity even rougher.
Although we believe time will eventually mature SE,
a calculated push can accelerate the maturation process.
By “push,” we mean defining, accrediting, and evalu-
ating new curricula that stress CS and SE fundamentals
and practice, focus on lifelong learning and team expe-
rience, and increase the role of the professional societies
in accreditation, certification, and licensing efforts.
Although the push will not overcome all issues, it will
go far in addressing the most knotty ones.
Establishing SE programs is fraught with economic,
political, and pedagogic challenges—notably how to
divorce SE (or if it should be divorced) from existing
CS and computer engineering (CE) curricula. Any
solutions will have to come from deeper, more exten-
sive industrial-academic-professional society partner-
ships. This is key.
We have spent some time considering the reasons for
SE’s immaturity. All of us are heavily involved in both
industry and academia and have been active in profes-
sional societies that aim to promote SE as a profession.
Promotion efforts are by no means limited to the US,
but because our experience is primarily with US activ-
ities, that is our focus in this article. Our main goal is
to explore, from a multifaceted perspective, why we
are where we are now and how we can move forward.
WHAT MAKES A PROFESSION MATURE?
As T ...
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0018-916200$10.00 © 2000 IEEE May 2000 35C O V E R F E
0018-9162/00/$10.00 © 2000 IEEE May 2000 35
C O V E R F E A T U R E
The Push to
Make Software
Engineering
Respectable
S
oftware engineering (SE) is maturing as a dis-
cipline and profession, but three decades after
the first NATO Conference on Software
Engineering, it is still not regarded as a legit-
imate, respectable engineering profession. In
1995, Gary Ford and Norman Gibbs of the Software
Engineering Institute evaluated what it means for a
profession to be mature and how SE was doing.1 Their
extensive and fascinating study found that, relative to
other fields and engineering branches, most elements
that make SE a profession were quite immature.
Five years later, SE has countless practitioners (a.k.a.
software developers), thousands of articles, dozens of
conferences and workshops, and a respectable number
of education and training programs. The computer sci-
ence (CS) and SE communities (educators, researchers,
practitioners, and professional societies) are further
along in defining a body of knowledge, code of ethics,
accreditation guidelines, and licensing programs.
But despite all this progress, SE, while recognizable, is
still immature—as evidenced by the significant gap
between vision, education, and standard practice. The
reasons are legion, but they boil down to one simple fact:
The field is still young. There just hasn’t been enough
time to gain widespread community consensus on issues,
to stabilize a core body of knowledge, and to develop a
large enough pool (several generations) of experienced
practitioners and educators. The rapid changes in this
field make the road to maturity even rougher.
Although we believe time will eventually mature SE,
a calculated push can accelerate the maturation process.
By “push,” we mean defining, accrediting, and evalu-
ating new curricula that stress CS and SE fundamentals
and practice, focus on lifelong learning and team expe-
rience, and increase the role of the professional societies
in accreditation, certification, and licensing efforts.
Although the push will not overcome all issues, it will
go far in addressing the most knotty ones.
Establishing SE programs is fraught with economic,
political, and pedagogic challenges—notably how to
divorce SE (or if it should be divorced) from existing
CS and computer engineering (CE) curricula. Any
solutions will have to come from deeper, more exten-
sive industrial-academic-professional society partner-
ships. This is key.
We have spent some time considering the reasons for
SE’s immaturity. All of us are heavily involved in both
industry and academia and have been active in profes-
sional societies that aim to promote SE as a profession.
Promotion efforts are by no means limited to the US,
but because our experience is primarily with US activ-
ities, that is our focus in this article. Our main goal is
to explore, from a multifaceted perspective, why we
are where we are now and how we can move forward.
WHAT MAKES A PROFESSION MATURE?
As T ...
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0018-916200$10.00 © 2000 IEEE May 2000 35C O V E R F E
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- 3. 3 Experience
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