Effective software engineering pedagogy
Journal of Computing Sciences in Colleges
Transatlantic project courses in a university environment
APSEC '00 Proceedings of the Seventh Asia-Pacific Software Engineering Conference
A Survey of the Relevance of Computer Science and Software Engineering Education
CSEET '98 Proceedings of the 11th Conference on Software Engineering Education and Training
Instructional design and assessment strategies for teaching global software development: a framework
Proceedings of the 28th international conference on Software engineering
Advanced hands-on training for distributed and outsourced software engineering
Proceedings of the 32nd ACM/IEEE International Conference on Software Engineering - Volume 1
Undergraduate Capstone open-source projects
Proceedings of the Seventeenth Western Canadian Conference on Computing Education
Collaboration patterns in distributed software development projects
Proceedings of the 34th International Conference on Software Engineering
Teaching software engineering from a maintenance-centric view
Journal of Computing Sciences in Colleges
Selecting open source software projects to teach software engineering
Proceedings of the 45th ACM technical symposium on Computer science education
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Software engineering courses in computer-science departments are meant to prepare students for the practice of designing, developing, understanding and maintaining software in the real world. The effectiveness of these courses have potentially a tremendous impact on the software industry, since it is through these courses that students must learn the state-of-the-art process and the tools of their eventual "trade", so that they can bring this knowledge to their job and thus advance the actual state of practice. The value of "learning software engineering" through project-based courses has long been recognized by educators and practitioners alike. In this paper, we discuss our experience with a distributed project-based course, which infuses the students' learning experience with an increased degree of realism, which, we believe, further improves the quality of their learning and advances their readiness to join the profession.