Papers are solicited in any of the following areas or in any other area related to Requirements Engineering education or training.
- Curriculum design for undergraduate and graduate courses. Incorporation of RE topics into more general SE and CS courses. Curriculum for industrial training programs.
- Techniques for teaching specific RE related skills such as stakeholder identification, requirements elicitation, negotiation and consensus building, requirements writing, and other critical RE skills. Specific examples of educational tools, exercises, and assignments.
- Reports on surveys and other studies conducted into the effectiveness of various teaching methods.
Position papers (3-5 pages):
- Short papers stating the position of the author(s) on any of the topics within the scope of the workshop. For example, positions papers could describe experiences with a particular method for teaching an RE related skill, or could describe an innovative approach to incorporating RE education into the degree curriculum. Position papers will be evaluated based on their potential for generating discussion, and on the originality of the positions expressed.
Full papers (8-10 pages):
- Full papers describing requirements engineering educational techniques, survey results, or experiential reports. For example, a full paper might describe a specific technique for teaching an RE skill and include a case study describing its implementation and evaluation of its effectiveness as well as lessons learnt. As another example, a full paper might describe a mature tool for supporting RE training.
Pedagogical activity papers (2-4 pages + supporting documentation):
- Pedagogical papers will describe a teaching activity and provide all of the materials needed to reproduce that activity in the classroom. Authors of full and position papers, plus anyone else interested in attending the workshop are encouraged to also submit a pedagogical activity. Teaching activities will be documented using a predefined format, and will focus on one or more RE skill, define target audience and learning goals, provide step-by-step guidelines for conducting the activity, include student hand-outs or associated slides, describe the context of the activity, and briefly comment on its prior use in the classroom.
- June 6, 2011 - Paper Submission
- July 6, 2011 - Author notification
- July 25, 2011 - Camera ready