Extreme programming explained: embrace change
Extreme programming explained: embrace change
LIDs: A Light-Weight Approach to Experience Elicitation and Reuse
PROFES '00 Proceedings of the Second International Conference on Product Focused Software Process Improvement
eXtreme Programming at universities: an educational perspective
Proceedings of the 25th International Conference on Software Engineering
Experiences with pair programming at a small college
Journal of Computing Sciences in Colleges
Program quality with pair programming in CS1
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Pair programming and agile software development: experiences in a college setting
Journal of Computing Sciences in Colleges
Software process in the classroom: a comparative study
ISCIT'09 Proceedings of the 9th international conference on Communications and information technologies
Are developers complying with the process: an XP study
Proceedings of the 2010 ACM-IEEE International Symposium on Empirical Software Engineering and Measurement
A curriculum for agile software development methodologies
ACM SIGSOFT Software Engineering Notes
Proceedings of the 34th International Conference on Software Engineering
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Teaching (and therefore learning) eXtreme Programming (XP) in a university setting is difficult because of course time limitations and the soft nature of XP that requires first-hand experience in order to see and really learn the methods. For example, iterations are either shorter or fewer than appropriate. In this paper we present the properties to tune when designing an eXtreme Programming course. These are the properties we gathered by conducting three XP labs as part of our software engineering teaching. Within this paper we describe our set-up as well as the important properties. Lecturers and teachers can use this property system and combine it with their own constraints in order to derive a better XP lab for their curriculum.