Learning styles and performance in the introductory programming sequence
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Personality types in software engineering
International Journal of Human-Computer Studies
Learning Style and Factors Contributing to Success in an Introductory Computer Science Course
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Note to self: make assignments meaningful
Proceedings of the 38th SIGCSE technical symposium on Computer science education
ICSE '07 Proceedings of the 29th international conference on Software Engineering
Collaborative learning: towards a solution for novice programmers
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Learning styles: novices decide
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Appointing team leads for student software development projects
Journal of Computing Sciences in Colleges
Personality types of IT professors
Proceedings of the 10th ACM conference on SIG-information technology education
Incremental submission of programming code using object-oriented classes
ACM SIGCSE Bulletin
Experiences in software engineering courses using psychometrics with RAMSET
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
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This paper describes an initiative at North Carolina State University in which the undergraduate software engineering class was restructured in layout and in presentation. The change was made from a lecture-based coursed that followed the waterfall method to a lab-oriented course emphasizing practical tools and agile processes. We examine the new course layout from the perspective of Myers-Briggs personality types and Felder-Silverman learning styles to discuss how the new software engineering class format appeals to a wide variety of students. The new course format resulted in some of the highest student evaluations in recent course history. It is now the standard for the undergraduate software engineering course at the university and has since been used in other North Carolina institutions.