Embedded software and dedicated hardware are vital elements of the modern world, from personal electronics to transportation, from communication to aerospace, from military to gaming, from medical systems to banking. Combinations of even minor hardware or software defects in a complex system may lead to violation of safety with or even without evident system failure. a major problem that the computing profession faces is the lack of a universal approach to unite the dissimilar viewpoints presented by computer science, with its discrete and mathematical underpinnings, and by computer engineering, which focuses on building real systems and considering spatial and material constraints of space, energy, and time. Modern embedded systems include both viewpoints: microprocessors running software and programmable electronic hardware created with an extensive use of software. The gap between science and engineering approaches is clearly visible in engineering education. This survey paper focuses on exploring the commonalities between building software and building hardware in an attempt to establish a new framework for rejuvenating computing education, specifically software engineering for dependable systems. We present here a perspective on software/hardware relationship, aviation system certification, role of software engineering education, and future directions in computing.
Industrial engineers gather knowledge during their bachelor studies through lectures and
practical classes. The goal of practical class might be an extension of knowledge and/or a
consolidation and application of already gathered knowledge. It is observed that there exists
a gap between theory learnt during lectures and practical classes. If practical classes require
holistic approach and solving complex tasks (problems), students strive with understanding
relations and connections between parts of knowledge. The aim of this article is to show an
example of a simple practical assignment that can serve as a bridge between lectures and
practical classes through discussion of interactions and relations between parts of theoretical
knowledge. It is an example of in-class simulating of a line and cellular layout considering
discussion of elements impacting and impacted by the type of layout (e.g. learning curve,
changeovers, etc.). In-class verification of the presented approach confirmed its usability for
teaching industrial engineers and bridging the gap between theory delivered through lectures
and more advanced practical classes.