In today’s technological environment, models play a major role in understanding business needs, in requirements elicitation, and in software development. To facilitate these activities, in the past decades many modeling languages such as URN (for requirements), BPMN (for business process modeling) and the UML (for software development) were introduced both in the academia and in practice. Although the use of these models and modeling languages is gaining some traction in industry their use is still limited. Arguably, a contributory factor limiting the use of modeling is the lack of appropriate educational resources.
Although most computer science and software engineering curricula include some education in modeling software systems and therefore provide the basic building blocks for model-driven software development (MDSD), there is still a lack of penetration to bring modeling to the forefront of software development. During the past decades several modeling languages and tools have been created to support modeling, however the research literature contains few reports on the impact these languages and tools have had on pedagogy to support software development.
The Journal of Computer Science Education (http://www.tandfonline.com/toc/ncse20/current) invites original, high-quality submissions for the special issue on “Teaching Modeling: a Software Perspective”, which is focused on the following topics:
Paper submission: 15 December 2017
Initial notification: 2 February 2018
Second round submission: 2 March 2018
Final Notification: 13 April 2018
Camera ready submission: 10 May 2018
The submitted papers shall be research papers or experience reports contributing to the field of MDSD education or presenting the use of models in software engineering education and training. Papers are strongly encouraged to have an experimental section or a case study to evaluate the effectiveness of the research or the presented class room experiences.
Each paper should contain between 5000-7000 words.
Peter J. Clarke, Florida International University, USA
Alfonso Pierantonio, University of L’Aquila, Italy
Brian Dorn - University of Nebraska at Omaha, Nebraska, USA
Laurie Murphy - Pacific Lutheran University, Washington, USA
If you have any questions or require additional information regarding this special issue please contact the guest editors at cse-edusym.AT.cis.fiu.edu