Teaching software development in a studio environment
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
Extreme programming explained: embrace change
Extreme programming explained: embrace change
Case study: extreme programming in a university environment
ICSE '01 Proceedings of the 23rd International Conference on Software Engineering
Production programming in the classroom
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
The reflective practitioner perspective in software engineering education
Journal of Systems and Software
Adapting Extreme Programming For A Core Software Engineering Course
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Assessing undergraduate experience of continuous integration and test-driven development
Proceedings of the 28th international conference on Software engineering
Best practices in extreme programming course design
Proceedings of the 30th international conference on Software engineering
Exporting Studio: Critical Issues to Successfully Adopt the Software Studio Concept
CSEET '08 Proceedings of the 2008 21st Conference on Software Engineering Education and Training
Teaching agile methodology in a software engineering capstone course
Journal of Computing Sciences in Colleges
An Agile, Graduate, Software Studio Course
IEEE Transactions on Education
A comparison of two iterations of a software studio course based on continuous integration
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
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Previous courses addressing the gap between student and professional programming practice have either isolated small groups' development in such a way that larger scale difficulties that motivate many professional practices do not arise, or have required significant additional staffing that would be expensive to provide in a large cohort core undergraduate software engineering course. We describe the first iteration of a course that enabled 73 students to work together to improve a large common legacy code base using professional practices and tools, staffed only by two lecturers and two undergraduate students employed as part-time tutors. The course relies on continuous integration and automated metrics, that coalesce frequently updated information in a manner that is visible to students and can be monitored by a small number of staff. The course is supported by a just-in-time teaching programme of thirty-two technical topics. We describe the constraints that determined the design of the course, and quantitative and qualitative data from the first iteration of the course.