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Until they see the benefit for themselves, they can be resistant to it. In addition, these students might believe that a different way of working is impossible because managers will not support PSP practices. Experienced or inexperienced students could also miss the PSP’s value if they are unwilling to make a serious effort to try it. Students who simply do the minimum amount of work to get through the course are unlikely to gain any appreciation of the potential value that the PSP has for them personally as working software engineers.

A difficult thing To develop a framework for the SEA, we to achieve in a curriculum is realism6— must determine what mastery levels stu- real products signifying tangible, relevant dents can attain through coursework in the achievements and real people signifying CS-SE curriculum, in the SEA, or during the collaborative effort. So, an apprenticeship first four years of work experience after program tries to provide opportunities to start practicing the profession under supergraduation. Generally, students will achieve knowl- vision and guidance in an industrial setting.

We use common names for roles and order them to match with the practice elements. Soft skills requirements also increase as the apprentice progresses from programmer to analyst. When you discover an ap- prentice with higher potential, you could give additional higher-level responsibilities (such as active participation in review processes) to develop integrative and evaluative skills. The apprentice should work on different projects (or at least different subsystems of a project) under different roles.

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