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