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The constant changes in the software industry, practices, and methodologiesimpose challenges to teaching and learning current software engineeringconcepts and skills. DevOps is particularly challenging because it coverstechnical concepts, such as pipeline automation, and non-technical ones, suchas team roles and project management. The present study investigates a coursesetup to introduce these concepts to software engineering undergraduates. Wedesigned the course by employing coding to associate DevOps concepts to Agile,Lean, and Open source practices and tools. We present the main aspects of thisproject-oriented DevOps course, with 240 students enrolled in it since itsfirst offering in 2016. We conducted an empirical study, with both aquantitative and qualitative analysis, to evaluate this project-oriented coursesetup. We collected the data from the projects repository and studentsperceptions from a questionnaire. We mined 148 repositories (corresponding to72 projects) and obtained 86 valid responses to the questionnaire. We alsomapped the concepts which are more challenging to students learn fromexperience. The results evidence that first-hand experience facilitates thecomprehension of DevOps concepts and enriches classes discussions. We present aset of lessons learned, which may help professors better design and conductproject-oriented courses to cover DevOps concepts.

Qualifying Software Engineers Undergraduates in DevOps -- Challenges of Introducing Technical and Non-technical Concepts in a Project-oriented Course