We believe the master's program in Software Engineering offered by Carnegie Mellon University's Silicon Valley Campus to be unique in that it is entirely team-based and project-centered [1]. Students learn by doing as they are coached just in time by faculty in the context of authentic projects, and they are evaluated on the work they produce. Student satisfaction is high: 94% believe that the program has given them a competitive advantage with respect to their professional peers, and their promotion and salary histories bear out this belief. This tutorial introduces the attendees to our learn-by-doing instructional approach through participation in a learn by doing experience, performing a usability analysis of a commercial website, followed by discussion to highlight what we believe to be important principles of teaching by coaching.

This paper presents the initial results of a study of the evolution of students' knowledge of software engineering from the beginning to the end of a master's degree curriculum in software engineering. Students were presented with a problem involving the initiation of a complex new project at the beginning of the program and again at the end of the program's formal coursework. After considering the problem each time, students were asked what questions they had as the senior software engineer, which software engineering processes need to be put into place, and to enumerate any other issues they saw. Statistical analysis indicates that their enumeration of software processes in the post condition is very significantly richer than in the pre condition. They also gave significantly more responses about requirements, design, and engineering management in the post condition. Qualitative analysis suggests that the students' questions in these areas were also more sophisticated in the post condition, suggesting, in accordance with the theory of "transfer as preparation for future learning," that they are moving along a trajectory towards expertise.

Students at Carnegie Mellon Silicon Valley complete a team-based practicum project for an industrial sponsor as the capstone of their master's education in software engineering. Over time, the faculty member who typically serves as advisor for such projects has been disturbed by the failure of several student teams to transfer some relevant knowledge and skills from the formal curriculum to the relatively unstructured practicum project environment. We conducted a survey of all 2010 software engineering students to ascertain the most significant self-reported shortcomings. This paper presents the survey data and then discusses the results in terms of a theory of transfer; as part of this discussion recent and possible future changes to instruction are identified.

Given the unique nature of the software business, the faculty of Carnegie Mellon University's Silicon Valley campus concluded that mid-career software professionals would be better served by a tailored master's degree focusing on software management and more broadly on the business of software than by a typical MBA. Our software management master's program integrates business, technical, and soft skills to prepare our students for technical leadership in their current companies or in entrepreneurial ventures. Our initial program built on the strengths of Carnegie Mellon's world-class software engineering education. We targeted students working in large companies, engaged in large-scale enterprise software projects, employing ¿high ceremony¿ software development processes. However, the majority of our students came from Silicon Valley companies which shared a product development focus, engaged in smaller projects, favored agile development processes, and measured development cycles in weeks rather than years. Our program has evolved to align with these interests. It employs a unique team-based and project-based pedagogy which emphasizes practical skills over theory, depth over breadth, and coaching over lecturing. High student satisfaction and growing enrollment have validated our curriculum decisions and have led us to make this program the educational centerpiece of Carnegie Mellon's Silicon Valley campus.

At Carnegie Mellon’s Silicon Valley campus we employ a learn by- doing educational approach in which nearly all student learning, and thus instruction, is in the context of realistic, team based projects. Consequently, we have adopted coaching as our predominant teaching model. In this paper we reflect on our experience with the nature of teaching by coaching using a framework derived from Cognitive Apprenticeship, and explain how we employ the techniques it suggests in our teaching. We also discuss a range of instructional tensions that arise in teaching by coaching and present a survey of student attitudes regarding the effectiveness of our approach.

Carnegie Mellon's West Coast Campus offers an MS in Software Engineering, with technical and development management tracks, targeted at working software professionals in Silicon Valley. We believe the program to be unique in that it is entirely team-based and project-centered. Students learn by doing as they are coached just in time by faculty in the context of authentic projects, and they are evaluated based on what they produce. Student satisfaction is high: 92% believe that the program has given them a competitive advantage with respect to their professional peers, and their promotion and salary histories bear out this belief.

Article Integrating organizational memory and performance support Share on Authors: Christopher Johnson Northwestern University, The Institute for the Learning Sciences, 1890 Maple Avenue, Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Avenue, Evanston, ILView Profile , Larry Birnbaum Northwestern University, The Institute for the Learning Sciences, 1890 Maple Avenue, Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Avenue, Evanston, ILView Profile , Ray Bareiss Cognitive Arts Corporation, 120 South Riverside Plaza, Suite 1520, Chicago, IL Cognitive Arts Corporation, 120 South Riverside Plaza, Suite 1520, Chicago, ILView Profile , Tom Hinrichs Cognitive Arts Corporation, 120 South Riverside Plaza, Suite 1520, Chicago, IL Cognitive Arts Corporation, 120 South Riverside Plaza, Suite 1520, Chicago, ILView Profile Authors Info & Claims IUI '99: Proceedings of the 4th international conference on Intelligent user interfacesDecember 1998 Pages 127–134https://doi.org/10.1145/291080.291102Published:01 December 1998 5citation393DownloadsMetricsTotal Citations5Total Downloads393Last 12 Months3Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Article Free Access Share on Interface design based on standardized task models Authors: Larry Birnbaum Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, ILView Profile , Ray Bareiss Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, ILView Profile , Tom Hinrichs Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, ILView Profile , Christopher Johnson Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, IL Northwestern University, The Institute for the Learning Sciences, 1890 Maple Ave., Evanston, ILView Profile Authors Info & Claims IUI '98: Proceedings of the 3rd international conference on Intelligent user interfacesJanuary 1998 Pages 65–72https://doi.org/10.1145/268389.268400Published:01 January 1998Publication History 7citation650DownloadsMetricsTotal Citations7Total Downloads650Last 12 Months6Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF