Publications of Robert C. Duvall    :recent first  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{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},
   Month = {January},
   url = {http://dx.doi.org/10.1145/236462.236536},
   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.},
   Doi = {10.1145/236462.236536},
   Key = {fds294243}
}

@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},
   Month = {December},
   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{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},
   Month = {December},
   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{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},
   Month = {December},
   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{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 = {February},
   url = {http://dx.doi.org/10.1145/2676723.2677297},
   Abstract = {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{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{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 = {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{fds354537,
   Author = {Duvall, S and Hutchings, DR and Spurlock, S and Duvall,
             RC},
   Title = {A Study of the Scrumage Teaching Approach: Student Learning
             and Attitude Changes},
   Journal = {2020 Research on Equity and Sustained Participation in
             Engineering, Computing, and Technology, RESPECT 2020 -
             Proceedings},
   Year = {2020},
   Month = {March},
   ISBN = {9781728171722},
   url = {http://dx.doi.org/10.1109/RESPECT49803.2020.9272452},
   Abstract = {Best practices for teaching a diverse population include
             incorporating several modes of instruction, providing a
             variety of resources, and encouraging collaboration.
             However, traditional classroom management does not
             necessarily support these best practices. Scrumage (SCRUM
             for AGile Education) is a recently proposed classroom
             management technique in which students are given autonomy to
             choose individually from a variety of pedagogies (e.g.,
             traditional lectures, active learning, a flipped-based
             approach, etc.), resulting in multiple simultaneous
             pedagogical methods in a single course. In addition,
             students in a Scrumage classroom must frequently reflect on
             the effects of their choices. In this work, we compare
             Scrumage and traditional sections of an introductory
             programming course. Scrumage students showed improved
             attitudes about learning, especially in the areas of Effort
             Regulation (perseverance in problem solving) and Control of
             Learning (taking responsibility for learning success). We
             believe that by promoting positive attitude changes and
             better content learning, Scrumage has potential for widening
             the retention of students in Computer Science.},
   Doi = {10.1109/RESPECT49803.2020.9272452},
   Key = {fds354537}
}

@article{fds355809,
   Author = {Duvall, S and Spurlock, S and Hutchings, DR and Duvall,
             RC},
   Title = {Improving Content Learning and Student Perceptions in CS1
             with Scrumage},
   Journal = {SIGCSE 2021 - Proceedings of the 52nd ACM Technical
             Symposium on Computer Science Education},
   Pages = {474-480},
   Year = {2021},
   Month = {March},
   ISBN = {9781450380621},
   url = {http://dx.doi.org/10.1145/3408877.3432415},
   Abstract = {Scrumage (SCRUM for AGile Education) is a recently proposed
             classroom management technique in which students are given
             autonomy to choose individually from a variety of pedagogies
             (e.g., traditional lectures, active learning, a
             flipped-based ap-proach, etc.). The result is multiple
             simultaneous pedagogical styles in a single course. In this
             paper we present the results of comparing six sections of an
             introductory programming course at the same university,
             three of which used Scrumage and three of which took a
             traditional approach. We adminis-tered surveys of both
             content acquisition and learning atti-tudes at the beginning
             and end of the course. While students in all sections
             improved in content learning, the students in the Scrumage
             classrooms outperformed those in the traditional sections.
             The improvement in content learning was also more uniformly
             distributed among students, not limited to the high
             achievers. Scrumage students showed generally improved
             atti-tudes about learning after the course, especially in
             the areas of Effort Regulation (perseverance in problem
             solving) and Con-trol of Learning (taking responsibility for
             learning success). We observed some correlation between this
             metalearning and improvements in content scores in the
             Scrumage sections, but not in the traditional sections.
             Finally, based on an analysis of student comments in the
             Scrumage sections, we show that as the course progressed,
             positive student comments about their abilities and
             confidence were more common, even as course material became
             more difficult. We believe that positive atti-tude changes
             we saw with Scrumage mean it has potential for widening the
             retention of students in Computer Science.},
   Doi = {10.1145/3408877.3432415},
   Key = {fds355809}
}