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1. PCEX: Interactive Program Construction Examples for Learning Programming

   https://doi.org/10.1145/3279720.3279726  

   Hosseini, Roya; Akhuseyinoglu, Kamil; Petersen, Andrew; Schunn, Christian D.; Brusilovsky, Peter (January 2018, 18th Koli Calling International Conference on Computing Education Research)

   A sizable body of research on instructional practices supports the use of worked examples for acquiring cognitive skills in domains such as mathematics and physics. Although examples are also important in the domain of programming, existing research on programming examples is limited. Program examples are used by instructors to achieve two important goals: to explain program behavior and to demonstrate program construction patterns. Program behavior examples are used to demonstrate the semantics of various program constructs (i.e., what is happening inside a program or an algorithm when it is executed). Program construction examples illustrate how to construct a program that achieves a specific purpose. While both functions of program examples are important for learning, most of the example-focused research in computer science education focused on technologies for augmenting program behavior examples such as program visualization, tracing tables, etc. In contrast, advanced technologies for presenting program construction examples were rarely explored. This work introduces interactive Program Construction Examples (PCEX) to begin a systematic exploration of worked-out program construction examples in the domain of computer science education. A classroom evaluation and analysis of the survey data demonstrated that the usage of PCEX examples is associated with better student's learning and performance. 

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2. Inferring Program Transformations From Singular Examples via Big Code

   https://doi.org/10.1109/ASE.2019.00033  

   Jiang, Jiajun; Ren, Luyao; Xiong, Yingfei; Zhang, Lingming (November 2019, IEEE/ACM International Conference on Automated Software Engineering)

   Inferring program transformations from concrete program changes has many potential uses, such as applying systematic program edits, refactoring, and automated program repair. Existing work for inferring program transformations usually rely on statistical information over a potentially large set of program-change examples. However, in many practical scenarios we do not have such a large set of program-change examples. In this paper, we address the challenge of inferring a program transformation from one single example. Our core insight is that "big code" can provide effective guide for the generalization of a concrete change into a program transformation, i.e., code elements appearing in many files are general and should not be abstracted away. We first propose a framework for transformation inference, where programs are represented as hypergraphs to enable fine-grained generalization of transformations. We then design a transformation inference approach, GENPAT, that infers a program transformation based on code context and statistics from a big code corpus. We have evaluated GENPAT under two distinct application scenarios, systematic editing and program repair. The evaluation on systematic editing shows that GENPAT significantly outperforms a state-of-the-art approach, SYDIT, with up to 5.5x correctly transformed cases. The evaluation on program repair suggests that GENPAT has the potential to be integrated in advanced program repair tools-GENPAT successfully repaired 19 real-world bugs in the Defects4J benchmark by simply applying transformations inferred from existing patches, where 4 bugs have never been repaired by any existing technique. Overall, the evaluation results suggest that GENPAT is effective for transformation inference and can potentially be adopted for many different applications. 

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3. A Research Publication and Grant Preparation Program for Native American Faculty in STEM: Implementation of the Six R’s Indigenous Framework

   https://doi.org/10.3389/fpsyg.2021.734290  

   Grant, Anne D.; Swan, Katherine; Wu, Ke; Plenty Sweetgrass-She Kills, Ruth; Hill, Salena; Kinch, Amy (February 2022, Frontiers in Psychology)

   Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R’s Indigenous framework – Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R’s framework in professional development at institutions of higher education. 

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4. Enhancing Cybersecurity Education and Workforce Through Colorado-Washington Security Scholar Program

   Bai, Yan; Chang, Sang-Yoon; Lew, Ken; Wuthier, Simeon (January 2021, Journal of computing sciences in colleges)

   Colorado-Washington Security Scholars Program (CWSSP) is a scholarship program for training and educating cybersecurity engineering students. Hosted in two universities for the students in the cybersecurity degree programs, the cross-campus program emphasizes virtual teamwork and collaborations in learning cybersecurity and executing the cybersecurity projects. This paper explains how the CWSSP program uniquely enhances the cybersecurity education and workforce development particularly focusing on the mechanisms to incorporate collaborations for the student scholars' training and the outcomes of the collaborations. We share our experience and insights from delivering the scholarship program in this paper. 

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5. A comprehensive leadership development and assessment system for engineering students.

   Stanfield, P; Kelly, J; Chandrasekaran, A; Coley, T (May 2024, Institute of Industrial and Systems Engineers)

   Greer, A; Contardo, C; Frayret, J (Ed.)

   In this paper, we describe the development, testing, and scaling of a leadership development program specifically designed for engineering students and faculty. Such leadership development seeks to catalyze college-wide culture and performance and enhance student success. Program design, content, and process are described. The program combines a system thinking approach, visual models, and principle-based leadership to grow leaders and systems thinking ability concurrently. The program has been tested in small group cohorts, an engineering undergraduate program, and a college-wide co-curricular offering. Our research seeks to assess the effectiveness of the program framework and content as well as the nature and audience of delivery. A process for training faculty is described. 

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