Applying the Goal–Question–Metric (GQM) framework is quite challenging for students in software metrics courses, particularly when translating abstract goals into coherent GQM trees and conducting meaningful data analysis. This experience report describes the design, implementation, and perceived usefulness of two-stage collaborative peer-review workshops aimed at addressing these challenges. The workshops complement the existing course lectures by providing guided, collaborative, and feedback-rich learning activities. We analyzed student reflection reports from two course iterations. The results indicate that the workshops supported learning by application, improved understanding of the GQM framework, strengthened analytical skills, and promoted interactive and feedback-driven learning. We discuss how these findings align with the existing literature on collaborative learning and peer feedback in software engineering education.

Peer evaluation is widely used in team project courses in software engineering to assess individual contributions, promote accountability, and improve teamwork. Existing peer evaluation practices vary greatly in their purpose, design, and implementation, making it difficult to compare them and to establish best practices. This study systematically investigates peer evaluation in team project courses in software engineering. It introduces a taxonomy to categorize peer evaluation practices based on their purpose, participants, mechanisms, and outcomes. Using this taxonomy, we organize findings from existing literature and characterize how peer evaluation is applied across different courses. We further examine educators’ perspectives on the quality and applicability of the taxonomy. Based on the educators' feedback, we updated the taxonomy and provided a set of guidelines to support educators and researchers in designing and implementing peer evaluation interventions and reporting them in a structured and informed way.

eam-based capstone projects are vital in preparing computer science students for real-world challenges by fostering teamwork, communication, and industry-relevant technical skills. However, their assessment presents challenges, such as aligning academic criteria with other stakeholders' expectations, evaluating individual contributions within teams, fairly addressing the diverse skills required, and determining the appropriate level of external partners' involvement in the evaluation process. Moreover, the high stakes of these projects necessitate transparent and equitable assessment methods that all stakeholders perceive as fair. Our working group (WG) aims to address the challenges of assessing capstone projects by examining the perspectives of instructors, students, and other stakeholders to ensure fair and effective evaluation. Building on insights from our previous WG and a comprehensive review of the literature, we will employ a mixed-methods approach to explore the issues faced by various stakeholders in assessing capstone projects and to capture both common challenges experienced (quantitative), and delve into nuanced individual experiences (qualitative). By conducting this research in a multi-national, multi-institutional context, we aim to capture a diverse range of global perspectives while accounting for the variation in capstone courses. Our goal is to provide actionable recommendations that enhance assessment practices, improve learning outcomes, and foster effective team collaboration in team-based capstone courses, ultimately preparing students for real-world challenges.

Team project courses in software engineering allow students to apply their acquired disciplinary knowledge while developing essential skills needed to work in the software industry. This paper examines the challenges and lessons learned by students in two team project courses involving industrial customers. The first course involves small teams and less complex project, whereas the second course, has larger teams and more complex projects. Using thematic analysis, we analyzed 158 reports submitted by two cohorts of students across two successive team project courses. As per our findings most challenges and lessons learned pertain to soft skills, such as teamwork, working in remote and hybrid setting, and collaboration with industrial customers. The results show that challenges and lessons learned evolve as students progress to the second team project course, for example, managing changes and addressing individual skill gaps were more pronounced in the first project course, while students reported greater coordination, communication, and contribution issues in the second team project course. The alignment between the challenges faced and the lessons learned suggests that addressing challenges in teamwork, collaborating with industrial customers, and working in hybrid or remote settings helped students develop effective strategies to mitigate these challenges. This process offers a valuable learning experience for the students, enriching their professional growth. • We analyze students’ reports from two cohorts across two team project courses. • We analyze the evolution of challenges and lessons learned across two courses. • Most challenges and lessons learned relate to soft skills. • Involving industrial customers in team project courses enhances student learning. • Multiple team project courses improve students’ learning experiences.

Software Engineering (SE) team project courses allow students to explore the multifaceted challenges of software engineering. This doctoral thesis aims to conduct evidence-based research analyzing different aspects of SE team project courses. It will investigate the perspectives of students, teachers, and industry collaborators. The overarching goal is to enhance the design and delivery of these courses while aligning with industry needs.