Schematic pseudocode for program constructs and its computer automation by SCHEMACODE
Communications of the ACM
Profiling software through the use of metrics
Software—Practice & Experience
IEEE Software Engineering Standards Collection, Spring 1991
IEEE Software Engineering Standards Collection, Spring 1991
Handbook of Walkthroughs, Inspections, and Technical Reviews: Evaluating Programs, Projects, and Products
Software Engineering Course Projects: Failures and Recommendations
Proceedings of the SEI Conference on Software Engineering Education
Process Self-Assessment in an Educational Context
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
Iterative development and commercial tools in an undergraduate software engineering course
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Annals of Software Engineering - Special issue on software engineering education
The software engineering capstone: structure and tradeoffs
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Testing in the capstone course - reusable patterns for a value-added experience
Journal of Computing Sciences in Colleges
Journal of Systems and Software - Special issue: Software engineering education and training
Distributed development: an education perspective on the global studio project
Proceedings of the 28th international conference on Software engineering
Collaboration problems in conducting a group project in a software engineering course
Journal of Computing Sciences in Colleges
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This paper sums up our experience in teaching a project-oriented course. The major factors discussed are the team components, the project structures and the process used by the students. The paper is based on a two-year experience with a software engineering studio, the objective of which is that a team of students learn good software engineering practices while building software from specification to implementation and test. The students are required to follow a defined process. Data show the outstanding benefits of good practical work. We find that students learn a great deal on their own, and the role of the instructor lies primarily in preparing and managing the projects. Seven recommendations are included.