A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit <a rel="external noopener" href="https://arxiv.org/ftp/arxiv/papers/1702/1702.07069.pdf">the original URL</a>. The file type is <code>application/pdf</code>.
Flipping a Graduate-Level Software Engineering Foundations Course
[article]
<span title="2017-02-23">2017</span>
<i >
arXiv
</i>
<span class="release-stage" >pre-print</span>
Preserved Fulltext
Creating a graduate-level software engineering breadth course is challenging. The scope is wide. Students prefer hands-on work over theory. Industry increasingly values soft skills. Changing software technology requires the syllabus to be technology-agnostic, yet abstracting away technology compromises realism. Instructors must balance scope with depth of learning. At Carnegie Mellon University, we designed a flipped-classroom course that tackles these tradeoffs. The course has been offered
<span class="external-identifiers">
<a target="_blank" rel="external noopener" href="https://arxiv.org/abs/1702.07069v1">arXiv:1702.07069v1</a>
<a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/zfyv44sykfgzpi75fv62i5j24m">fatcat:zfyv44sykfgzpi75fv62i5j24m</a>
</span>
more »
... e Fall 2014 in the Silicon Valley campus. In this paper, we describe the course's key features and summarize our experiences and lessons learned while designing, teaching, and maintaining it. We found that the pure flipped-classroom format was not optimal in ensuring sufficient transfer of knowledge, especially in remote settings. We initially underestimated teaching assistantship resources. We gradually complemented video lectures and hands-on live sessions with additional live components: easily replaceable recitations that focus on current technology and mini lectures that address application of theory and common wisdom. We also provided the students with more opportunities to share their successes and experiments with their peers. We achieved scalability by increasing the number of teaching assistants, paying attention to teaching assistant recruitment, and fostering a culture of mentoring among the teaching team.
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200930112501/https://arxiv.org/ftp/arxiv/papers/1702/1702.07069.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext">
<button class="ui simple right pointing dropdown compact black labeled icon button serp-button">
<i class="icon ia-icon"></i>
Web Archive
[PDF]
<div class="menu fulltext-thumbnail">
<img src="https://blobs.fatcat.wiki/thumbnail/pdf/60/f1/60f1d06a1fc965b9eefe3f39bb91a3a9a53d983e.180px.jpg" alt="fulltext thumbnail" loading="lazy">
</div>
</button>
</a>
<a target="_blank" rel="external noopener" href="https://arxiv.org/abs/1702.07069v1" title="arxiv.org access">
<button class="ui compact blue labeled icon button serp-button">
<i class="file alternate outline icon"></i>
arxiv.org
</button>
</a>