@inproceedings{JahnGoldVeerkampReuteretal.2019, author = {Jahn, Sabrina and Gold-Veerkamp, Carolin and Reuter, Rebecca and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Secure Software Engineering in Academic Education: Students' Preconceptions of IT Security}, series = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, booktitle = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, isbn = {978-84-09-14755-7}, pages = {6825 -- 6834}, year = {2019}, abstract = {Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students' preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students' preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper.}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampAbkeetal.2020, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai and Reuter, Rebecca and Jahn, Sabrina and Mottok, J{\"u}rgen and Sedelmaier, Yvonne and Lehmann, Alexander and Landes, Dieter}, title = {Totally Different and yet so Alike - Three Concepts to Use Scrum in Higher Education}, series = {ECSEE '20: European Conference on Software Engineering Education}, volume = {2020}, booktitle = {ECSEE '20: European Conference on Software Engineering Education}, isbn = {ISBN 78-1-4503-7752-2}, pages = {12 -- 21}, year = {2020}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2018, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Stark, Theresa and Kis, Juliane and Mottok, J{\"u}rgen and Abke, J{\"o}rg and Meyer, Dany}, title = {Towards the Construction of a Questionnaire for the Identification of Learning Obstacles}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {463 -- 472}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2017, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education}, series = {EDULEARN17 Proceedings}, booktitle = {EDULEARN17 Proceedings}, isbn = {978-84-697-3777-4}, issn = {2340-1117}, pages = {10259 -- 10267}, year = {2017}, subject = {Hochschuldidaktik}, language = {en} }