As a software engineering instructor, I’ve taught a diverse group of master’s students with varying technical backgrounds. Not everyone comes in with the same level of expertise. Some have industry experience, some come from completely different fields, and some are writing real code for the first time. I’ve found that catering to the needs of all students requires a different approach. I had to simplify. The more I taught, the better I became at simplifying concepts and reducing unnecessary jargon. I’m still improving, but I’m objectively much better than I used to be.
I also try to keep everything relevant to today’s world and current events, because students engage more when the material reflects the technologies and challenges they’ll actually face. This becomes even more important because it is hard to connect engineering concepts to real world software when you don't have a technical background. Even then, I think it makes a difference. In the end, this mix of simplification, relevance, and adaptability is what has helped me reach students across all backgrounds.
Here are the strategies that have worked for me.
Starting with the Basics
I know my classes don't have all technical people. So, I start by simply asking who has computer science background, then engineering. This tells me who is in the room. I begin with programming functions, variables, and other basics so nobody loses the thread before the real lesson starts.
In addition, I want them to think about a software problem and solve it with business context in mind. I encourage them to think about what their core business is and what it is not, so they can use the right services when designing their software. This helps them become more effective software engineers in the long run and equips them with the skills needed to tackle complex issues they may encounter in their future careers.
Yusuf Aytas with students in dublin business school
Using Real-World Examples
Software engineering concepts can be challenging to grasp, especially for students without a technical background. To make the concepts more tangible, I use real-world examples that students can relate to. When discussing object-oriented programming, I use examples such as a car or a school to help students understand concepts like inheritance. These analogies give students an immediate mental model, something they can visualize before diving into actual code.
Additionally, I use examples from everyday life when discussing programming paradigms. A restaurant ordering system, for example, makes client-server architecture easier to see. The idea stops being a diagram and becomes something students already understand.
Teaching for Understanding, Not Memorization
Everyone learns differently, so I use a variety of teaching methods, including diagrams and open discussions, to engage all students. I pause and ask my students if they have any questions. I even joke that if they don’t ask, I will. It always helps create both engagement and some fun. As a result, my students share their thoughts and ideas with the group, which builds a collaborative learning environment and allows them to learn from one another’s experiences and perspectives. I actually learn a lot from these conversations, because so many people have so many different viewpoints, especially during open-ended design discussions.
I also make the class more engaging by asking them to think like a startup. This mindset pushes them to be resourceful, question assumptions, and approach problems with a builder’s mentality rather than waiting for instructions. You need to come up with an idea that not only works but is as unique as possible and you also need to make money with it. Most engineers lack business savviness, so this helps them early on think about value propositions. Blending different styles keeps students involved and helps them absorb the material more naturally.
Using Project-Based Learning
Project-based learning gives students something real to build. In my classes, they form groups around a startup idea and apply the concepts they have learned. They also discover what happens when several people have to make one piece of software work together.
By guiding students through the entire software development process, from ideation to implementation, I help them understand the real challenges of building functional software. They need to decide what to design themselves, what to buy, what to reuse, and how to think about SLAs, SLOs, and everything that affects a real system. It’s all iteration, feedback, and adjustment.
Throughout the project, I encourage students to think like a startup. This builds an entrepreneurial mindset that teaches ownership, accountability, and the ability to deliver under uncertainty. No lecture alone can give them that.
Providing Additional Resources
Students don’t learn at the same pace, and pretending otherwise only slows everyone down. Some pick things up quickly and want more depth, while others need more time with the fundamentals. To support both groups, I point them to practical resources they can use outside class. LeetCode, Hello Interview, books, videos, and solid online courses. These resources keep fast learners challenged and give others a way to reinforce the basics without falling behind.
I also want them to think about the real world: interviews, getting a job, building confidence, and preparing for the expectations of the industry. So I ask them to explore interview-style problems, look at real job requirements, and understand what companies actually look for. These are some habits and thought processes that make someone employable.
Finally, I ask students to read a few concepts before each class. When they walk in with even a minimal understanding of the topic, the session becomes a discussion rather than a lecture. Prepared students ask better questions, and better questions lift the whole class.
What Each Cohort Teaches Me
Teaching this way is a continuous learning process for me as well. Each cohort teaches me something new about how people learn. The students without a technical background are the real test of an explanation. When the car-and-inheritance analogy does not land for someone writing code for the first time, that is my cue to go find a better one.