02075oam 2200457zu 450 991013910860332120241212215857.097814244705321424470536(CKB)2560000000009679(SSID)ssj0000452020(PQKBManifestationID)12157740(PQKBTitleCode)TC0000452020(PQKBWorkID)10468473(PQKB)11414914(NjHacI)992560000000009679(EXLCZ)99256000000000967920160829d2010 uy engur|||||||||||txtccr2010 IEEE 23rd Conference on Software Engineering Education and Training[Place of publication not identified]IEEE20101 online resourceBibliographic Level Mode of Issuance: Monograph9780769540542 0769540546 9781424470525 1424470528 Most computer science (CS) and software engineering (SE) curricula include some form of SE project with the aim of lowering the gap between CS and SE education and real-world demands in industry. In this paper we briefly discuss and explain our findings of software engineering projects taught at LiU in Sweden. These courses use what we call the "tail" approach, where student projects are performed at the end of a degree program. We then argue that there are several problems with this approach and sketch an idea where SE projects are an integrated part of a curriculum. Furthermore, pros and cons of this idea, which we call the SE project "backbone" approach, are discussed and analyzed.Software engineeringStudy and teaching (Higher)CongressesSoftware engineeringStudy and teaching (Higher)001.642ieeePQKBPROCEEDING99101391086033212010 IEEE 23rd Conference on Software Engineering Education and Training2384720UNINA