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.

Publication Date



Copyright 2005 ACM.Conference proceedings from the 2005 SIGSCE conference.Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.

Document Type


Department, Program, or Center

Software Engineering (GCCIS)


RIT – Main Campus