Abstract
At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a lecture-lab format to a project-centric studio format. The new format blends the lecture material with the project work. As a result, students drive their own learning experience based on scaffolding created by the course design. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed, including the utilization of online learning support infrastructure. This paper presents instructor experiences, analysis of student feedback, lessons learned and recommendations for other educators considering an active learning approach for their courses.
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