Abstract
This paper discusses two related challenges faced by software engineering instructors. First, assuming that projects are necessary to produce successful computer science majors, what should be the role of projects and how best do we integrate theory and application? Second, what life cycle models and associated processes should students have the opportunity to experience, and where in the curriculum should a disciplined process first appear? We review several curriculum plans that have been employed to address these problems. We also offer recommendations based on our experiences both with undergraduate computer science majors and with high school students in project Tri-P-LETS, where beginning programming students are taught to develop games and software simulations following a process.
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