Sarah Heckman
Kathryn T. Stolee
Christopher Parnin
ABSTRACT
This paper presents an experience report with a junior-level software engineering course at North Carolina State University. We provide an overview of the course structure and the course project, iTrust, that has been developed by students over 25 semesters. We summarize reflections from faculty, teaching assistants, and students (through course evaluations). From our lessons learned, we present our course improvements as we prepare for the next ten years of software engineering courses. Our main lessons learned are 1) course technologies have a lifespan and require periodic updating to balance student learning and working with a legacy system; 2) teaching assistant longevity and support is critical to course success; and 3) the value of working with a large, legacy system in a semester long course is supported by faculty, teaching assistants, and eventually students.
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Digital Library
- Heidi JC Ellis. 2008. Software Engineering: Effective Teaching and Learning Approaches and Practices: Effective Teaching and Learning Approaches and Practices. IGI Global. Google ScholarDigital Library
- Howard Hills. 2001. Team-based learning. Gower Publishing, Ltd.Google Scholar
- J. Lave and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.Google ScholarCross Ref
- Mary Shaw. 2000. Software Engineering Education: A Roadmap. In Proceedings of the Conference on The Future of Software Engineering (ICSE '00). ACM, New York, NY, USA, 371--380. Google ScholarDigital Library
Index Terms
- 10+ years of teaching software engineering with itrust: the good, the bad, and the ugly
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