Higher education must equip students with skills for complex, multidisciplinary challenges. Traditional approaches relying on fixed deadlines and traditional exams often limit opportunities for growth and continuous skill development. This contribution presents an iterative and incremental teaching method, applied for five years in a row in a master-level Computer Science course on Human–AI Interaction. Our approach emphasizes formative feedback, collaborative learning, and individual progression. Students work on group assignments and an individual project, with no strict deadlines and unlimited opportunities during the semester to resubmit until a "pass" is achieved. Compact feedback sessions after each iteration serve both as assessment moments and teaching opportunities, clarifying expectations and guiding improvement. The method is grounded in mastery learning, formative assessment, and the High Impact Learning that Lasts model, fostering motivation and self-determination. Survey data and performance analysis of a study conducted two years ago, show positive effects on learning outcomes and student motivation: students valued the clarity of assessment, the removal of "one chance" exams, and the freedom to iteratively improve. Over five years of teaching, this approach has proven effective in balancing diverse prior knowledge, building applicable skills, and sustaining motivation during the semester. We conclude that incremental and iterative teaching constitutes a viable model for skill-oriented higher education, adaptable across contexts where collaboration, feedback, and progression are central.

Senne Bergmans made an extensive comparison of Threads, Fibers anc Coroutines for developing concurrent software as part of his Bachelor thesis, and made his comparison and code available for everyone to use. If you start creating concurrent software and aren’t sure what is the best solution for your specific context, these resources can help:

• A Comparison between Threads, Fibers and Coroutines for Developing Concurrent Software in Blog Posts;
• Senne also released both his sample code and code used for the comparisons through his github page.

Contact Senne for more information.

The demand for skilled software engineers continues to outweigh the number of new graduates by far. Although trends such as AI-based code generation and low-code software development might seem to lessen the need for software engineers, the digital transformation of our society is expected to speed up because of these trends, requiring engineers with fitting proficiencies. This paper highlights the crucial steps in the development and governmental accreditation process of a new curriculum in software systems, and describes the lessons learned after a first generation of graduates. Based on interviews with and studies from diverse actors (e.g., trade unions, local government, EU, and professional organizations such as ACM and IEEE) and in response to top-of-mind concerns from regional industry leaders, we designed and deployed an engineering program that meets the identified needs and aims to educate a new generation of software engineers for the forthcoming digital society. The program educates systems thinkers who engineer this digital society by designing and implementing resilient, intelligent, user-centered solutions that integrate with existing processes and enable new, innovative processes. Our master's program is a unique joint effort of two Flemish universities, Hasselt University and KU Leuven, and resides in the faculty of Engineering Technology.

We present a study on an iterative and incremental teaching and assessment method. Our approach focuses on skill development, early feedback and individual growth. We present the effects on the learning process and motivation of students.