eXtreme programming: helpful or harmful in educating undergraduates?

Criticism is sometimes leveled at the academic Software Engineering community on the basis that current educational practices are too document-centric. Both students and practitioners have suggested that one of the popular, lighter-weight, agile methods would be a better choice. This paper examines the educational goals for undergraduate Software Engineering education and considers how they might be met by the practices of eXtreme Programming. Our judgment is that education about some agile practices could be beneficial for small-scale development. However, as it stands now, eXtreme Programming as a package does not lend itself for use in educating about large-scale system development in tertiary education