DocumentCode
2819728
Title
Work in progress - multi-disciplinary real-time and systems laboratory and course sequence
Author
Vallino, James R. ; Czernikowski, Roy S.
Author_Institution
Dept. of Software Eng., Rochester Inst. of Technol., NY, USA
fYear
2004
fDate
20-23 Oct. 2004
Abstract
Small electronic products for the mass market are increasingly incorporating programmable components. The software in these devices has constraints that are markedly different from software designed for a general-purpose computer. Most computing curricula deal almost exclusively with developing software for that general-purpose class. Real-time and embedded systems have increased in complexity; they no longer lie within a single discipline. Developers now must be cognizant of software engineering design methodologies and underlying hardware constraints. RIT is addressing this by developing a three-course sequence of cross-disciplinary real-time and embedded systems courses. We are teaching these courses in a studio-lab environment teaming computer engineering and software engineering students. The courses introduce students to programming both microcontrollers and more sophisticated targets, use of a commercial real-time operating system and development environment, modeling and performance engineering of these systems, and their interactions with physical systems.
Keywords
computer science education; educational computing; educational courses; embedded systems; laboratories; microcontrollers; software engineering; commercial real-time operating system; computing curricula; course sequence; electronic products; embedded systems; mass market; multidisciplinary real-time and systems laboratory; software engineering design methodologies; studio-lab environment teaming computer engineering; three-course sequence; Consumer electronics; Design methodology; Education; Embedded system; Hardware; Laboratories; Microcontrollers; Real time systems; Software design; Software engineering;
fLanguage
English
Publisher
ieee
Conference_Titel
Frontiers in Education, 2004. FIE 2004. 34th Annual
ISSN
0190-5848
Print_ISBN
0-7803-8552-7
Type
conf
DOI
10.1109/FIE.2004.1408690
Filename
1408690
Link To Document