Schilling, W. W., & Sebern, M. J. (2012, June), Teaching Software Engineering: An Active Learning Approach  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22014

\bibitem{asee_peer_22014}
  Schilling, W. W., \& Sebern, M. J. (2012, June), \emph{Teaching Software Engineering: An Active Learning Approach}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22014

Walter W. Schilling Jr. and Mark J. Sebern.  "Teaching Software Engineering: An Active Learning Approach".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22014 Internet.  10 Jul, 2024

\bibitem{asee_peer_22014}
  Walter W. Schilling Jr. and Mark J. Sebern.
  "Teaching Software Engineering: An Active Learning Approach".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22014 Internet.  10 Jul, 2024

@INPROCEEDINGS{asee_peer_22014
author = "Walter W. Schilling Jr. and Mark J. Sebern"
title = "Teaching Software Engineering: An Active Learning Approach"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22014}
number = {10.18260/1-2--22014}
}

TY  - CPAPER
AB  -          Teaching Software Engineering: An Active Learning ApproachAbstractSoftware Engineering is a core component of many computer engineering programs. Insoftware engineering courses, students are taught to apply their programming anddevelopment skills to solve a larger scale problem. The resolution of this problem involvesthe development of an understanding of the problem as well as an analysis of solutionalternatives. Unfortunately, in many cases, the software engineering course is offered latein the curriculum, typically at the senior level. This makes it difficult for students to applythe knowledge that they have learned effectively outside of the course on capstone andother academic projects. Students often comment that it would have been “nice to knowthis” before making the wrong decisions on their capstone projects. Thus, to be successful,components of software engineering need to be taught earlier in the undergraduatecurriculum. This shifting to an earlier level, however, poses pedagogical issues.This paper describes the metamorphosis of an undergraduate software engineering course from asenior level course to a sophomore level course. In this course, students are taught to usesoftware engineering tools and practices in pursuit of a solution to a software based embeddedsystems problem. Students actively work together in teams while theoretical softwareengineering concepts are delivered using “Just in Time” instruction.In addition to providing an overview of the course material and exercises, this article will discussthe changes made to the course in each of the previous 4 offerings. Changes were based uponstudent comments and other feedback. An analysis of student comprehension and performanceagainst course outcomes will also be provided.
AU  - Walter W. Schilling Jr.
AU  - Mark J. Sebern
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Teaching Software Engineering: An Active Learning Approach
UR  - https://peer.asee.org/22014
DO  - 10.18260/1-2--22014
ER  -