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Many computing degrees have a project-based software engineering course where teams of students complete a project under the guidance of the instructor and possibly one or more Teaching Assistants (TAs). However many instructors are unsure as to how well course objectives for these project-based courses are being met and more importantly, how best to structure the experience to optimize student learning. This paper presents the contrasting views of the instructor and a TA on the learning that occurred in an undergraduate software engineering project course. The undergraduate TA for the course is uniquely qualified to support the course, having had several years of real-world software development experience.
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