Parachuting software engineering practices into the hostile environment of 4th year final term

Two years ago, an elective 4th year microprocessor course taught to a small class of 35 was switched to become a compulsory 3rd year course taught to 150. Student grades became bimodal, either D+/C- or A-/A, and the instructor's teaching evaluation plummeted. A rework of the program the following year made no significant difference. To overcome these problem, elements from Humphrey's personal software process were parachuted into the undergraduate program. Modified versions of the earned value analysis procedure and review sheets were developed, together with a defect analysis approach directed towards improving the manner in which laboratories were handled.