Creating a software engineering culture
Creating a software engineering culture
Twenty dirty tricks to train software engineers
Proceedings of the 22nd international conference on Software engineering
Using computer generated software metrics to improve the quality of students' programs
ACSE '96 Proceedings of the 1st Australasian conference on Computer science education
Improving student performance by evaluating how well students test their own programs
Journal on Educational Resources in Computing (JERIC)
Engendering an empathy for software engineering
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Active and cooperative learning: further tips and tricks (part 3)
ACM SIGCSE Bulletin
Integrating role-play into software engineering courses
Journal of Computing Sciences in Colleges
First-year students' impressions of pair programming in CS1
Journal on Educational Resources in Computing (JERIC)
Assessing students' practice of professional values
Proceedings of the 13th annual conference on Innovation and technology in computer science education
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The development of transversal or transferable competences is currently considered a key ingredient of the outcomes of Higher Education. However, course and curricula design accounting for such competences remains a challenge for which little practical guidance is available. This paper sketches a systematic procedure for introducing such competencies in courses related to engineering software by analyzing the connection of transversal abilities to specific competencies that have been recognized as important. This emphasizes the contextualization of generic skills within realistic practical activity, and avoids, at least to some extent, both overemphasis on activities oriented to developing the transversal aspects and also disconnection of these aspects with real-world performances.