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to invest extra time to scale and grade those additional
features requested per group. We will standardize
features for upcoming iterations of our strategy.
We also find that the students’ comments on the
activity were positive and constructive, and that they
guide us to improve our strategy for future iterations.
We found that when the activity was first proposed,
students were reluctant to work with peers who did
not belong to their same course (SE1 or SE2).
However, after starting our strategy, we observed our
students committing to the software process and
engaging with their peers. This shows us that our
strategy was beneficial to foster and develop Software
Engineering skills.
As educators, we cannot ignore the opportunity to
highlight this experience and the satisfaction that our
strategy gave us. We consider that the teamwork,
attitude, assimilation, and motivation we observed in
our students were positive. Additionally, our inter-
curricular strategy fulfilled its goal, by guiding our
students to get the most out of it based on the
concepts, skills, and competences expected in our
Software Engineering courses.
ACKNOWLEDGEMENTS
The authors would like to thank the students who
actively participated in the evaluation of this strategy.
We also extend our gratitude to the Program of
Systems Engineering at Universidad El Bosque,
Colombia and our colleagues from the line of
Software Engineering and Programming.
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