A rational design process: How and why to fake it
IEEE Transactions on Software Engineering
Software engineering (extended abstract): an unconsummated marriage
ESEC '97/FSE-5 Proceedings of the 6th European SOFTWARE ENGINEERING conference held jointly with the 5th ACM SIGSOFT international symposium on Foundations of software engineering
Software engineering programmes are not computer science programmes
Annals of Software Engineering - Special issue on software engineering education
Software engineering education: a roadmap
Proceedings of the Conference on The Future of Software Engineering
Student perspectives on a real world project
Journal of Computing Sciences in Colleges
An instructional scaffolding approach to teaching software design
Journal of Computing Sciences in Colleges
An integrated approach to project management through classic CS III and video game development
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
ACM SIGCSE Bulletin
Appointing team leads for student software development projects
Journal of Computing Sciences in Colleges
A software engineering course with a large-scale project and diverse roles for students
Journal of Computing Sciences in Colleges
Open source contribution as an effective software engineering class project
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Evaluation of issue-tracker's effectiveness for measuring individual performance on group projects
Proceedings of the 50th Annual Southeast Regional Conference
Computer science students' experiences of decision making in project groups
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
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A key goal of educators teaching software engineering is to provide students with useful experience that will benefit them after graduation. A key component of this experience is usually a class project that is meant to expose students to the issues associated with real software development efforts. Unfortunately, educators rarely have the time required to manage software projects in addition to their normal pedagogical duties. As a result, many software engineering courses compromise the project experience by reducing the team sizes, project scope, and risk. In this paper, we present an approach to teaching a one-semester software engineering course in which approximately 30 students work together to construct a moderately sized (22 KLOC) software system. This approach provides a more realistic project experience for the students, without incurring significant managerial overhead for the instructor. We present our experiences using the approach for the spring 2004 software engineering course at The College of William and Mary.