Abstract is missing.
- Using public and free platform-as-a-service (PaaS) based lightweight projects for software architecture educationZheng Li. 1-11 [doi]
- An interactive learning method to engage students in modelingStephan Krusche, Nadine von Frankenberg, Lara Marie Reimer, Bernd Bruegge. 12-22 [doi]
- VeriSIM: a learning environment for comprehending class and sequence diagrams using design tracingPrajish Prasad, Sridhar Iyer. 23-33 [doi]
- Turn up the heat!: using heat maps to visualize suspicious code to help students successfully complete programming problems fasterBob Edmison, Stephen H. Edwards. 34-44 [doi]
- Teaching software engineering for AI-enabled systemsChristian Kästner, Eunsuk Kang. 45-48 [doi]
- Presenting and evaluating the impact of experiential learning in computing accessibility educationYasmine N. El-Glaly, Weishi Shi, Samuel A. Malachowsky, Qi Yu 0001, Daniel E. Krutz. 49-60 [doi]
- An empirical study of teaching qualities of popular computer science and software engineering instructors using RateMyProfessor.com dataAliaksei Kavalchuk, Alec Goldenberg, Ishtiaque Hussain. 61-70 [doi]
- Authentic individual assessment for team-based software engineering projectsLaura Tubino, Andrew Cain, Jean-Guy Schneider, Dhananjay Thiruvady, Niroshinie Fernando. 71-81 [doi]
- Sidekicks and superheroes: a look into student reasoning about concurrency with threads versus actorsAubrey Lawson, Eileen T. Kraemer. 82-92 [doi]
- What prevents finnish women from applying to software engineering roles?: a preliminary analysis of survey dataAnnika Wolff, Antti Knutas, Paula Savolainen. 93-102 [doi]
- We should teach our students what industry doesn't wantKevin Ryan. 103-106 [doi]
- Understanding devops education with grounded theoryCandy Pang, Abram Hindle, Denilson Barbosa. 107-118 [doi]
- Adopting industry agile practices in large-scale capstone educationJean-Guy Schneider, Peter W. Eklund, Kevin Lee, Feifei Chen, Andrew Cain, Mohamed Almorsy Abdelrazek. 119-129 [doi]
- Addressing the double challenge of learning and teaching enterprise technologies through peer teachingRichard Glassey, Olle Bälter, Philipp Haller, Mattias Wiggberg. 130-138 [doi]
- Characterizing the pedagogical benefits of adaptive feedback for compilation errors by novice programmersUmair Z. Ahmed, Nisheeth Srivastava, Renuka Sindhgatta, Amey Karkare. 139-150 [doi]
- Innovation and active learning for training mobile app developersFabio Vinicius Binder, Regina Albuquerque, Sheila S. Reinehr, Andreia Malucelli. 151-161 [doi]
- Towards an open repository for teaching software modeling applying active learning strategiesWilliamson Silva, Bruno Gadelha, Igor Steinmacher, Tayana Conte. 162-172 [doi]
- Enriching programming student feedback with audio commentsJake Renzella, Andrew Cain. 173-183 [doi]
- GidgetML: an adaptive serious game for enhancing first year programming labsMichael A. Miljanovic, Jeremy S. Bradbury. 184-192 [doi]
- Exploiting group shuffling dynamics to convey the importance of good software designJosé I. Benedetto, Jaime Navón. 193-196 [doi]