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Traditional methods of teaching software engineering at the undergraduate and graduate levels lack full effectiveness due to the method of organization of the courses and compressed time schedules. This paper presents a studio approach to teaching large-scale, quality sof~are development that uses the technique of reflective practice in a highly interactive learning environment over a sixteen-month period. The results of a prototype offering of this course are described and analyzed.
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James E. Tomayko (1991) studied this question.
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