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Educational software development processes, used in course projects, must exercise practices and artifacts comparable to similar industry-level processes, while achieving acceptable productivity and quality, and, at the same time, complying with constraints on available student time. Here, we discuss our experience with a specific model-driven development process, applied in a time-constrained software engineering course. The course projects are developed in iterations, each delivering a subsetdoi:10.1109/cseet.2007.55 dblp:conf/csee/Padua07 fatcat:agaq2xoyizfljgppc2p7aa7p6u