Software project demonstrations as not only an assessment tool but also a learning tool
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Integrating role-play into software engineering courses
Journal of Computing Sciences in Colleges
Interactive visualization for the active learning classroom
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Collective bin packing: an active learning exercise
Journal of Computing Sciences in Colleges
Implementing studio-based learning in CS2
Proceedings of the 41st ACM technical symposium on Computer science education
Creating a summer program to engage students
Journal of Computing Sciences in Colleges
MoDELS'06 Proceedings of the 2006 international conference on Models in software engineering
Proceedings of the 1st International Workshop on Games and Software Engineering
Combining multiple pedagogies to boost learning and enthusiasm
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Using JITT in a database course
Proceedings of the 43rd ACM technical symposium on Computer Science Education
A CS unplugged activity for the online classroom
Journal of Computing Sciences in Colleges
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At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a lecture-lab format to a project-centric studio format. The new format blends the lecture material with the project work. As a result, students drive their own learning experience based on scaffolding created by the course design. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed, including the utilization of online learning support infrastructure. This paper presents instructor experiences, analysis of student feedback, lessons learned and recommendations for other educators considering an active learning approach for their courses.