翻转研究生水平的软件工程基础课程
Flipping a Graduate-Level Software Engineering Foundations Course
摘要：
创建一个研究生水平的软件工程广度课程是具有挑战性的。范围很广。学生们更喜欢动手而不是理论。企业越来越重视软技能。不断变化的软件技术要求教学大纲是技术不可知的，然而抽象技术会损害现实。教师必须平衡学习的广度和深度。在卡内基梅隆大学，我们设计了一门翻转课堂课程来解决这些权衡。该课程自2014年秋季起在硅谷校园开设。在本文中，我们描述了该课程的主要特点，并总结了我们的经验教训，同时设计，教学和维护它。我们发现，纯粹的翻转课堂格式是不是最佳的，以确保充分的知识转移，特别是在远程设置。我们最初低估了助教资源。我们逐渐补充视频讲座和动手现场会议与额外的现场组件：易于更换的背诵，专注于当前的技术和迷你讲座，解决理论和共同智慧的应用。我们亦为学生提供更多机会，与同学分享他们的成功经验。我们通过增加教学助理的数量，注重教学助理的招聘，并在教学团队中培养导师文化，实现了可扩展性。
英文摘要：
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 since 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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
