Advances in software inspections
IEEE Transactions on Software Engineering
Stategic imperatives in software engineering education
Lecture Notes in Computer Science on Software Engineering Education
Undergraduate software engineering education
Lecture Notes in Computer Science on Software Engineering Education
Managing the software process
Communications of the ACM - Special issue on analysis and modeling in software development
Can experts' explanations help students develop program design skills?
International Journal of Man-Machine Studies
Measurement Based Process Improvement
IEEE Software
People, Organizations, and Process Improvement
IEEE Software
Science and Substance: A Challenge to Software Engineers
IEEE Software
Undergraduate computer science education: a new curriculum philosophy & overview
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Why should you use a personal software process?
ACM SIGSOFT Software Engineering Notes
Reflective conversation with materials
Bringing design to software
Rise and resurrection of the American programmer
Rise and resurrection of the American programmer
A Discipline for Software Engineering
A Discipline for Software Engineering
Prospects for an Engineering Discipline of Software
IEEE Software
IEEE Software
Learning to Put Lessons Into Practice
IEEE Software
Using A Defined and Measured Personal Software Process
IEEE Software
A Defined Process For Project Postmortem Review
IEEE Software
Industrial-Strength Management Strategies
IEEE Software
Process Self-Assessment in an Educational Context
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
Learning by Doing: Goals & Experience of Two Software Engineering Project Courses
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
An Adventure in Software Process Improvement
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
Software Engineering Beginning in the First Computer Science Course
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
When the Golden Arches Gang Aft Agley: Incorporating Software Engineering into Computer Science
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
A Two-Semester Undergraduate Sequence in Software Engineering: Architecutre & Experience
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
Real-World Software Engineering: A Spiral Approach to a Project-Oriented Course
Proceedings of the 7th SEI CSEE Conference on Software Engineering Education
The Effect of Context on Training: Is Learning Situated?
The Effect of Context on Training: Is Learning Situated?
Software process improvement for student projects
FIE '95 Proceedings of the Frontiers in Education Conference on 1995. Proceedings., 1995 vol 1. - Volume 01
Beyond object-oriented technology: where current approaches fall short
Human-Computer Interaction
Design and code inspections to reduce errors in program development
IBM Systems Journal
The software engineering learning facility
Proceedings of the seventh annual consortium for computing in small colleges central plains conference on The journal of computing in small colleges
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Computer science education traditionally has stemmed from its mathematical roots and has been related to practice through instruction of programming languages. Good software engineering practice, in contrast, requires expertise at a complex of activities that involve the intellectual skills of planning, designing, evaluating, and revising. Cognitive research has revealed that developing intellectual skills, such as these, requires: explicit instruction and practice; in the context in which such skills will be applied; in carefully structured ways. We are applying the techniques of cognitive apprenticeship, situated cognition, and reflective practice, based on our earlier successful application of such techniques, to the development of laboratories to accompany two undergraduate classes. The first section of this paper provides the foundations from the computer science/software engineering domain that justify our effort. The second section provides the background in cognitive research we use to structure the learning environment and activities for the students. Section three provides an overview of the goals we have established as part of this development activity. Section four describes the activities we have implemented in the sophomore computer science course. We conclude our remarks with a discussion of problems and intended directions.