Teaching software development in a studio environment
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
An innovative design and studio-based CS degree
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
A studio-based teaching and learning model in IT: what do first year students think?
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Production programming in the classroom
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Assessing undergraduate experience of continuous integration and test-driven development
Proceedings of the 28th international conference on Software engineering
Does studio-based instruction work in CS 1?: an empirical comparison with a traditional approach
Proceedings of the 41st ACM technical symposium on Computer science education
Implementing studio-based learning in CS2
Proceedings of the 41st ACM technical symposium on Computer science education
The case for ICT work-integrated learning from graduates in the workplace
Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103
Software studio: teaching professional software engineering
Proceedings of the 42nd ACM technical symposium on Computer science education
Exploring influences on student adherence to test-driven development
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Proceedings of the 34th International Conference on Software Engineering
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In previous work we introduced a software studio course in which seventy students used continuous integration practices to collaborate on a common legacy code base. This enabled students to experience the issues of realistically sized software projects, and learn and apply appropriate techniques to overcome them, in a course without significant extra staffing. Although the course was broadly successful in its goals, it received a mixed response from students, and our paper noted several issues to overcome. This paper considers experimental changes to the course in light of our previous findings, and additional data from the official student surveys. Two iterations of the course and their respective results are compared. Whereas our previous paper addressed the feasibility of such a course, this paper considers how the student experience can be improved. The paper also considers how such a course can be adapted for more heterogeneous cohorts, such as the introduction of an unknown number of design and database students, or the introduction of online students.