Abstract is missing.
- Walking through the method zoo: does higher education really meet software industry demands?Marco Kuhrmann, Joyce Nakatumba-Nabende, Rolf-Helge Pfeiffer, Paolo Tell, Jil Klünder, Tayana Conte, Stephen G. MacDonell, Regina Hebig. 1-11 [doi]
- Collaborating with industrial customers in a capstone project course: the customers' perspectiveMaria Paasivaara, Jari Vanhanen, Casper Lassenius. 12-22 [doi]
- Industry-academy collaboration in teaching DevOps and continuous delivery to software engineering students: towards improved industrial relevance in higher educationKati Kuusinen, Sofus Albertsen. 23-27 [doi]
- Facilitating entrepreneurial experiences through a software engineering project courseHåkan Burden, Jan-Philipp Steghöfer, Oskar Hagvall Svensson. 28-37 [doi]
- Dual-track agile in software engineering educationCécile Péraire. 38-49 [doi]
- Teaching internet of things (IoT) literacy: a systems engineering approachNatalia Silvis-Cividjian. 50-61 [doi]
- Teaching user centered conceptual design using cross-cultural personas and peer reviews for a large cohort of studentsFarshid Anvari, Deborah Richards, Michael Hitchens, Hien Minh Thi Tran. 62-73 [doi]
- The case of the fragmented classroomWilliam Billingsley. 74-83 [doi]
- Linking code readability, structure, and comprehension among novices: it's complicatedEliane Stampfer Wiese, Anna N. Rafferty, Armando Fox. 84-94 [doi]
- FVT: a fragmented video tutor for "dubbing" software development tutorialsChunyin Nong, Qiao Zhang, LiGuo Huang, Di Cui, Qinghua Zheng, Ting Liu 0002. 95-99 [doi]
- Mistakes in UML diagrams: analysis of student projects in a software engineering courseStanislav Chren, Barbora Buhnova, Martin Macak, Lukas Daubner, Bruno Rossi 0001. 100-109 [doi]
- MAF: method-anchored test fragmentation for test code plagiarism detectionWeisong Sun, Xingya Wang, Haoran Wu, Ding Duan, Zesong Sun, Zhenyu Chen 0001. 110-120 [doi]
- Simulating student mistakes to evaluate the fairness of automated gradingBenjamin S. Clegg, Siobhán North, Phil McMinn, Gordon Fraser. 121-125 [doi]
- Automatic grading of programming assignments: an approach based on formal semanticsXiao Liu, Shuai Wang 0001, Pei Wang, Dinghao Wu. 126-137 [doi]
- Experience report on a move to techniques-oriented student project gradingSiim Karus. 138-146 [doi]
- Training software engineers using open-source software: the students' perspectiveGustavo Pinto 0001, Clarice Ferreira, Cleice Souza, Igor Steinmacher, Paulo Meirelles. 147-157 [doi]
- Attitudes, beliefs, and development data concerning agile software development practicesChristoph Matthies, Johannes Huegle, Tobias Dürschmid, Ralf Teusner. 158-169 [doi]
- A survey on online learning preferences for computer science and programmingJavier Escobar-Avila, Deborah Venuti, Massimiliano Di Penta, Sonia Haiduc. 170-181 [doi]
- Teaching software construction at scale with mastery learning: a case studyElisa L. A. Baniassad, Alice Campbell, Tiara Allidina, Asrai Ord. 182-191 [doi]
- Having fun in learning formal specificationsI. S. W. B. Prasetya, Craig Q. H. D. Leek, Orestis Melkonian, Joris ten Tusscher, Jan van Bergen, J. M. Everink, Thomas van der Klis, Rick Meijerink, Roan Oosenbrug, Jelle J. Oostveen, Tijmen van den Pol, Wink M. van Zon. 192-196 [doi]
- Look what I can do: acquisition of programming skills in the context of living labsMazyar Seraj, Cornelia S. Große, Serge Autexier, Rolf Drechsler. 197-207 [doi]
- How much authenticity can be achieved in software engineering project based courses?Zahra Shakeri Hossein Abad, Muneera Bano, Didar Zowghi. 208-219 [doi]