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We present a case-study on teaching an undergraduate level course on SoftwareEngineering (second year and fifth semester of bachelors program in ComputerScience) at a State University (New Delhi, India) using a novel teachinginstruction model. Our approach has four main elements: inverted or flippedclassroom, studio-based learning, real-client projects and deployment, largeteam and peer evaluation. We present our motivation and approach, challengesencountered, pedagogical benefits, findings (both positive and negative) andrecommendations. Our motivation was to teach Software Engineering using anactive learning (significantly increasing the engagement and collaboration withthe Instructor and other students in the class), team-work, balance betweentheory and practice, imparting both technical and managerial skills encounteredin real-world and problem-based learning (through an intensive semester-longproject). We conduct a detailed survey (anonymous, optional and online) andpresent the results of student responses. Survey results reveal that for nearlyevery students (class size: 89) the instruction model was new, interesting andhad a positive impact on the motivation in addition to meeting the learningoutcome of the course.

A Case-Study on Teaching Undergraduate-Level Software Engineering Course  Using Inverted-Classroom, Large-Group, Real-Client and Studio-Based  Instruction Model