One way to improve the communication abilities of new software engineering graduates in the workplace is to integrate communication more effectively in the software engineering curriculum. But faculty typically conceive of communication as outside their realm of expertise. Based on the results of an NSF-funded project, we use theories of situated learning and genre to make the case that communication is integral to software engineering and that faculty are in the best position to guide students in becoming better communicators in the field. We identify software engineering genres and show how those genres may be used to integrate communication in the classroom and throughout the curriculum.
['Mike Carter', 'Mladen A. Vouk', 'Gerald C. Gannod', 'Janet E. Burge', 'Paul V. Anderson', 'Mark E. Hoffman']
Communication genres: Integrating communication into the software engineering curriculum