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Publications of Robert C. Duvall    :chronological  alphabetical  combined listing:

%% Journal articles or Book chapters PUBLISHED   
@article{fds1412,
   Author = {O. Astrachan and R. Duvall and E. Wallingford},
   Title = {Bringing Extreme Programming to the Classroom},
   Journal = {XPUniverse},
   Year = {2001},
   Key = {fds1412}
}


%% Conference articles PUBLISHED   
@article{fds335347,
   Author = {Duvall, S and Hutchings, DR and Duvall, RC},
   Title = {Scrumage: A method for incorporating multiple, simultaneous
             pedagogical styles in the classroom},
   Journal = {Sigcse 2018 Proceedings of the 49th Acm Technical Symposium
             on Computer Science Education},
   Volume = {2018-January},
   Pages = {928-933},
   Year = {2018},
   Month = {February},
   ISBN = {9781450351034},
   url = {http://dx.doi.org/10.1145/3159450.3159596},
   Abstract = {© 2018 Association for Computing Machinery. Pedagogical
             approaches abound in computer science. Common approaches
             include flipped classrooms, active learning, gamification,
             and the traditional lecture-based approach. There are also a
             wide variety of computer science learning materials
             including videos, interactive tutorials, and textbooks
             (whether presented online or on paper). Instructor choices
             of approach and materials present a series of trade-offs and
             may favor some groups of students over others. We propose a
             method, Scrumage, (SCRUM for AGile Education) in an attempt
             to overcome the necessity of making trade-offs. We allow
             each student in a course to select among several pedagogical
             approaches and sets of materials to fit each individual
             student’s learning needs and desires. Scrumage adapts
             concepts from the Scrum project management technique. In
             Scrum, project teams are developing a product for a client.
             In Scrumage, student teams are developing knowledge with
             support from the instructor. We define and motivate Scrumage
             and discuss the implementation and outcomes of the technique
             in a class at our undergraduate institution.},
   Doi = {10.1145/3159450.3159596},
   Key = {fds335347}
}

@article{fds333307,
   Author = {Duvall, S and Spurlock, S and Duvall, R},
   Title = {Automatic environment adjustment for emotional
             disabilities},
   Journal = {ASSETS 2017 - Proceedings of the 19th International ACM
             SIGACCESS Conference on Computers and Accessibility},
   Pages = {363-364},
   Year = {2017},
   Month = {October},
   ISBN = {9781450349260},
   url = {http://dx.doi.org/10.1145/3132525.3134816},
   Abstract = {One often-overlooked area for assistive technology is help
             for those with emotional needs. Since these individuals may
             not emote in a typical way, most techniques for affective
             computing will not work for this population. Further, the
             applications that detect emotion are generally concerned
             with helping the user with some task, not simply helping
             them with their emotional difficulties. In this work, we
             present React 2 Me, a system that uses ambient technology to
             detect multimodal behavioral cues that may indicate
             emotional distress and adjust the environment to help the
             individual regulate their emotions. Copyright is held by the
             owner/author(s).},
   Doi = {10.1145/3132525.3134816},
   Key = {fds333307}
}

@article{fds294242,
   Author = {Spacco, J and Denny, P and Richards, B and Babcock, D and Hovemeyer, D and Moscola, J and Duvall, R},
   Title = {Analyzing student work patterns using programming exercise
             data},
   Journal = {Sigcse 2015 Proceedings of the 46th Acm Technical Symposium
             on Computer Science Education},
   Pages = {18-23},
   Year = {2015},
   Month = {January},
   url = {http://dx.doi.org/10.1145/2676723.2677297},
   Abstract = {Copyright © 2015 ACM. Web-based programming exercises are a
             useful way for students to practice and master essential
             concepts and techniques presented in introductory
             programming courses. Although these systems are used fairly
             widely, we have a limited understanding of how students use
             these systems, and what can be learned from the data
             collected by these systems. In this paper, we perform a
             preliminary exploratory analysis of data collected by the
             CloudCoder programming exercise system from five
             introductory courses taught in two programming languages
             across three colleges and universities. We explore a number
             of interesting correlations in the data that confirm
             existing hypotheses. Finally, and perhaps most importantly,
             we demonstrate the effectiveness and future potential of
             systems like CloudCoder to help us study novice
             programmers.},
   Doi = {10.1145/2676723.2677297},
   Key = {fds294242}
}

@article{fds294245,
   Author = {Bergin, J and Mercer, R and West, D and Duvall, RC and Wallingford, E and Rostal, PM and Gabriel, RP},
   Title = {A snapshot of studio based learning: Code reviews as a means
             of community building},
   Journal = {Proceedings of the Conference on Object-Oriented Programming
             Systems, Languages, and Applications, OOPSLA},
   Pages = {887-888},
   Year = {2008},
   url = {http://dx.doi.org/10.1145/1449814.1449892},
   Abstract = {Studio Based Learning is an educational process that has
             found more success in the humanities than the sciences. In
             these disciplines most learning is done in the studio, with
             apprentices and journeymen working at the elbow of a
             practicing master. When apprentices join a studio, their
             education progresses from the point of their current
             knowledge through journeyman status while working on real
             projects that become part of a lasting portfolio. Student
             work is subject to constant review by both peers and mentors
             as a means of providing valuable feedback and to solidify
             the shared sense of community. The Studio Based Learning
             presented in this session demonstrates the possibility of
             using the approach to advance computer science education at
             the university and begin to establish the community of
             practice that will improve the profession beyond university
             walls. This Collaborative Activity Session will show one
             aspect of this approach in the context of a real course, by
             re-casting a typical Code Review as a Studio Review using
             principles from Writers' Workshops and the Touchstones
             Discussion Project. Using code provided by Educators'
             Symposium participants, we will show how a typically
             uncomfortable activity can be turned into a positive,
             enriching experience. By making space to discuss student
             concerns about the code they write, we hope to engage
             students better and to build mutual respect within the
             community. After asking participants to experience a
             constructive small group discussion, we will engage in a
             larger discussion of how to use these techniques throughout
             the curriculum.},
   Doi = {10.1145/1449814.1449892},
   Key = {fds294245}
}

@article{fds294244,
   Author = {Pollard, S and Duvall, RC},
   Title = {Everything i needed to know about teaching i learned in
             kindergarten: Bringing elementary education techniques to
             undergraduate computer science classes},
   Journal = {Proceedings of the Thirty-Seventh SIGCSE Technical Symposium
             on Computer Science Education},
   Pages = {224-228},
   Year = {2007},
   url = {http://dx.doi.org/10.1145/1121341.1121411},
   Abstract = {By expanding the teaching styles used in computer science
             classrooms, we can expand the audience of students that
             enjoy and excel in technology. Rather than focusing on major
             curriculum changes or new programs specifically for
             non-traditional students, we propose that relatively simple
             expansions in teaching style can have significant results.
             In particular, we advocate incorporating teaching techniques
             reminiscent of kindergarten: games, toys, stories, and play.
             These techniques promote an active learning environment,
             level the playing field for non-technical students, provide
             motivation beyond grades, and make class time fun. In this
             paper, we want to acknowledge the many activities others
             have proposed by providing a coherent categorization of such
             activities and show how to use these techniques throughout
             the curriculum rather than as special experiences. Copyright
             2006 ACM.},
   Doi = {10.1145/1121341.1121411},
   Key = {fds294244}
}

@article{fds294246,
   Author = {Astrachan, OL and Duvall, RC and Forbes, J and Rodger,
             SH},
   Title = {Active learning in small to large courses},
   Journal = {Proceedings - Frontiers in Education Conference},
   Volume = {1},
   Pages = {T2A/16-T2A/20},
   Publisher = {IEEE},
   Year = {2002},
   Abstract = {This paper presents our experiences promoting active
             learning in programming courses from introductory to
             advanced levels. We use a variety of techniques as our
             courses vary greatly in size and our facilities vary in
             layout and equipment. For large lectures, we present active
             interludes that require students to work in small groups,
             respond to periodic polls, or help a professor program. For
             moderately sized courses, we ask students to work in groups
             and share their observations with the class. Finally, in our
             Interactive Computer Classroom we have almost completely
             departed from long lectures to run the course in a workshop
             format, giving students a chance to work on the computer
             almost everyday in a supervised, safe environment. In short,
             although these techniques often require longer preparation
             time, we show that active learning can be done in any
             classroom situation and students must be active everyday to
             remain engaged in the material.},
   Key = {fds294246}
}

@article{fds294243,
   Author = {Berman, AM and Duvall, RC},
   Title = {Thinking about binary trees in an object-oriented
             world},
   Journal = {SIGCSE Bulletin (Association for Computing Machinery,
             Special Interest Group on Computer Science
             Education)},
   Volume = {28},
   Number = {1},
   Pages = {185-189},
   Year = {1996},
   Abstract = {The Binary Search Tree serves as an important example when
             teaching data structures. We explore new approaches to
             understanding the implementation of a Binary Search Tree,
             using concepts from Object-Oriented Programming and C++. The
             Binary Search Tree illustrates how adopting a new approach
             and a new language can lead to a new way of thinking about a
             familiar problem.},
   Key = {fds294243}
}


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