@misc{MatthiesTeusnerHesse2018,
  author    = {Matthies, Christoph and Teusner, Ralf and Hesse, G{\"u}nter},
  title     = {Beyond Surveys},
  series = {2018 IEEE Frontiers in Education (FIE) Conference},
  journal   = {2018 IEEE Frontiers in Education (FIE) Conference},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5386-1174-6},
  issn      = {0190-5848},
  pages     = {9},
  year      = {2018},
  language  = {en}
}
@misc{Matthies2018,
  author    = {Matthies, Christoph},
  title     = {Scrum2kanban},
  series = {Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials},
  journal   = {Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-45035-750-0},
  doi       = {10.1145/3194779.3194784},
  pages     = {48 -- 55},
  year      = {2018},
  abstract  = {Using university capstone courses to teach agile software development methodologies has become commonplace, as agile methods have gained support in professional software development. This usually means students are introduced to and work with the currently most popular agile methodology: Scrum. However, as the agile methods employed in the industry change and are adapted to different contexts, university courses must follow suit. A prime example of this is the Kanban method, which has recently gathered attention in the industry. In this paper, we describe a capstone course design, which adds the hands-on learning of the lean principles advocated by Kanban into a capstone project run with Scrum. This both ensures that students are aware of recent process frameworks and ideas as well as gain a more thorough overview of how agile methods can be employed in practice. We describe the details of the course and analyze the participating students' perceptions as well as our observations. We analyze the development artifacts, created by students during the course in respect to the two different development methodologies. We further present a summary of the lessons learned as well as recommendations for future similar courses. The survey conducted at the end of the course revealed an overwhelmingly positive attitude of students towards the integration of Kanban into the course.},
  language  = {en}
}