Regarding your points * First, state-of-the-art was accessible and well-documented with designs reflected in academic literature. * Second, implementations were relatively simple and straightforward. * Neither of these…
> For some types of software, we really do not want students doing it, for free or otherwise. There are whole classes of software, like database engines, that are non-obvious and require many years of real-world domain…
Regarding your points * First, state-of-the-art was accessible and well-documented with designs reflected in academic literature. * Second, implementations were relatively simple and straightforward. * Neither of these…
> For some types of software, we really do not want students doing it, for free or otherwise. There are whole classes of software, like database engines, that are non-obvious and require many years of real-world domain…