Software engineering concepts
Software engineering (3rd ed.): a practitioner's approach
Software engineering (3rd ed.): a practitioner's approach
Computing programs in small colleges
Communications of the ACM
Computer science education today: a dialogue
Communications of the ACM
Comparison of techniques in project-based courses
SIGCSE '85 Proceedings of the sixteenth SIGCSE technical symposium on Computer science education
The evolution of a project oriented course in software development
SIGCSE '85 Proceedings of the sixteenth SIGCSE technical symposium on Computer science education
Updating systems development courses to incorporate fourth generation tools
SIGCSE '85 Proceedings of the sixteenth SIGCSE technical symposium on Computer science education
Information systems curriculum recommendations for the 80s: undergraduate and graduate programs
Communications of the ACM
Systems Analysis and Design: A Structured Approach
Systems Analysis and Design: A Structured Approach
Application Development without Programmers
Application Development without Programmers
Integration of methodology and tools: An approach to teaching systems development
SIGSCE '84 Proceedings of the fifteenth SIGCSE technical symposium on Computer science education
Choosing group projects for advanced systems courses
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
HyperCard applications for teaching information systems
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
APPGEN: a tool for teaching systems analysis and design
SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
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The University of New Brunswick offers a wide selection of upper year Computer Science electives. Systems analysis and design, consisting of the study and use of the system life cycle for developing business information systems together with associated techniques and issues, has been offered for about 14 years. Considered to be a “soft” subject in a sea of hard-core technical courses, for many years this course was elected by a manageable maximum of 15-25 students per year. In recent years, particularly due to reinforcement by an active group of employers in our expanding co-op program, the value of such a course has been more widely recognized by our students. This paper examines methods used to handle substantial enrollment increases (40-60 students) in a subject which is especially sensitive to class size. Efforts made to improve the effectiveness of teaching this non-technical but vital material to technically oriented students are discussed. As well, the differences between software engineering and systems analysis and design are outlined. A case is made for a change in the ACM Curriculum '78 Software Design course CS14 to relect the very important role of the analysis phase in software development.