The increase in job opportunities for computing professionals in the global community has resulted in a dramatic surge in the enrollment numbers in computer science (CS) departments in many academic institutions. Many of these jobs are in software engineering and require the use of a wide range of skills, including both technical and non-technical skills. The technical skills needed for effective software engineering include: knowledge of the software process and use of a wide array of tools to support development. The non-technical (soft) skills include: effective communication and team management skills. Pedagogy in software engineering courses continue to evolve as new evidence-based approaches become more widespread. However, this evolution tends to lag behind the pedagogical changes in other STEM disciplines. In this paper we present our experiences of integrating learning and engagement strategies (LESs) into face-to-face (F2F) learning environments for both software engineering and software testing undergraduate classes. The LESs used in our pedagogical approach include: collaborative learning, gamification, problem-based learning, and social interaction. Our approach is guided by the LES Integration Model (LESIM) that has the objective of increasing student learning and engagement in both F2F and online learning environments. We conducted a quasi-experimental quantitative study to determine the students' perception of using LESs in a F2F learning environment for two software engineering classes. Based on the results of the study and our experience using LESIM in the classroom we present lessons learned.