1997 — 1999 |
Richardson, Debra |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
A Formal Architecture-Based Approach to Software Integration Testing @ University of California-Irvine
9710160 A formal software architecture specification makes the analysis, design, and construction of a complex system intellectually tractable by characterizing the system at a high level of abstraction. This project focuses on revealing defects in the dynamic interaction and communication behavior of system components through testing techniques applied at the architectural level. While testing has historically concentrated on the implementation as the target of inquiry, this research instead considers the architectural specification of the system as the target. There are five major contributions to software architecture and software testing technology arising from this research. First, a set of architecture-based integration test criteria are defined to provide requirements for testing architectural aspects of a system; methods are also developed for applying these criteria to architectural styles and domain- specific architectures. Second, methods are developed for testing an implementation in terms of its conformance to a specified architecture via architecture conformance oracles. Third, architecture-level slicing techniques are defined for localizing architectural defects and minimizing regression testing. Fourth, methods are developed for using feature tests to discover the architecture of a system from its implementation. In addition, various approaches to formal architecture specification are evaluated with respect to their suitability to testing technologies. ***
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0.915 |
1998 — 1999 |
Richardson, Debra |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
U.S.-Italy Workshop On the Role of Software Architecture in Testing and Analysis: Marsala, Italy, July 1-3, 1998. @ University of California-Irvine
This award supports the participation of eight US participants to a US-Italy workshop investigating the role of software architecture in testing and analyzing complex systems. The co-organizers are Debra Richardson of the University of California, Irvine, and Paola Inverardi, University of Aquila in Italy. The workshop's objectives are to identify the appropriate uses of formalized software architectures as the abstract basis for analysis and testing, and establishing a research agenda for cross-disciplinary investigation. Software engineering is strong in Italy, and there is a growing interest in software architecture, testing and analysis, and the interaction between the two disciplines. The workshop will lead to new collaborations between US and Italian participants and advance understanding of the area of software architecture that could become a significant force in organizing approaches to software development.
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0.915 |
2000 — 2004 |
Redmiles, David (co-PI) [⬀] Richardson, Debra |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Itr: Quality Software by Design @ University of California-Irvine
PROPOSAL NUMBER: CCR-0083099 INSTITUTION: Univ of Ca - Irvine PI: Debra Richardson and David Redmiles TITLE: ITR: Quality Software by Design
ABSTRACT Quality has always been a concern with respect to software. Yet now, with such great reliance on software in every aspect of our lives, there is even greater need to address quality in software development. High quality software means software whose specifications meet customers' requirements and whose implementations meet specifications. The focus of this proposal is helping software developers design quality into their systems, which is far more cost-effective than relying solely on post-implementation quality evaluation and corrective maintenance. In particular, the proposed research encompasses a plan for combining for the first time (1) formal architecture and component design models, (2) analysis and testing techniques based on these formalisms, together with (3) cognitive-based, design environments for critiquing software design. The proposed research explores innovative user interface approaches to delivering critical design-related quality assessment information to software developers as they interactively develop designs. The information to be delivered is based on design heuristics, formal analysis and testing, and usage data and feedback. Information is to be delivered in a manner consistent with research in human cognition. Finally, to ensure that this research has the potential to impact real work, the formal architecture and component design models leverage and extend industry standards.
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0.915 |
2001 — 2009 |
Killackey, Herbert Bryant, Susan [⬀] Richardson, Debra |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Advance Institutional Transformation Award @ University of California-Irvine
The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks through the transformation of institutional practices, policies, climate and culture. The central administration of UCI is committed to diversity and equity and realizes that to maintain and increase its competitive edge the problems contributing to the low representation of women in academic science and engineering need to be addressed. This sense of urgency is compounded by the impending growth of the campus as a result of 'Tidal Wave II'. With the influx of new students comes a rare opportunity to hire up to 50 new faculty, which added to the turnover in hiring, results in a projection of more than 80 new hires a year for the next decade. UCI intends to seize this opportunity to transform UCI into a diverse campus with flexible approaches and innovative solutions to problems that affect both science and the training of the workforce of the future.
UCI's goals are: to increase the recruitment of women into Science, Mathematics, Engineering and Technology (SMET) disciplines, provide a network of support and guidance through to tenure, monitor progress by collecting and analyzing data about the objective and subjective aspects of equity, promote networking and mentoring activities for tenured women to ensure that they develop to their fullest potential, including facilitating nominations for awards at the local, national and international levels. To accomplish these goals, UCI will appoint a senior faculty member as an Equity Advisor in each of the 8 SMET schools, to tailor an equity program for that school that meets its particular needs. Their involvement in recruiting will include assisting search committees to develop diverse candidate pools containing highly qualified women. They will also set up a mentoring program for junior faculty based on a successful UCI model. To increase awareness among administrators and search committees of the ways in which our judgment of individuals is altered by their gender, UCI will make use of workshops successfully implemented in the corporate world by one of the faculty. To encourage networking among women scientists, UCI will organize a series of scientific conferences, focused on different scientific disciplines, at which women scientists will be invited to speak about their research. Workshops will allow an exploration of the issues standing in the way of full participation of women in academia, and all faculty, students, and postdoctoral fellows will be invited to participate. Finally, to provide a tangible demonstration of the value of activities that promote gender equity, UCI will establish two ADVANCE Chairs, to be awarded to tenured faculty in the sciences with both excellent academic credentials as well as demonstrated commitment to gender equity. These Chairs will be continued after the period of the grant by funds raised from private donations. To evaluate the success of these strategies, UCI's annual self-assessment surveys will be complemented by two assessments by external evaluators to be conducted in years three and five.
This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers.
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0.915 |
2001 — 2008 |
Richardson, Debra Gillman, Howard [⬀] Cicerone, Ralph (co-PI) [⬀] Alexopoulos, Nicolaos |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Louis Stokes Alliances For Minority Participation (Lsamo): Lsamp-California Louis Stokes Alliance For Minority Participation Phase Iii @ University of California-Irvine
One of 28 national alliances, CAMP is entering the ninth year of a ten-year cooperative agreement between the National Science Foundation and UC Irvine, the lead campus and administrative center. The primary numerical goal is to double the number of B.S. degrees granted to underrepresented students in SMET (science, mathematics, engineering, technology) majors at the University of California. Offered at the eight general UC campuses, CAMP has created a systemwide network of faculty, program staff and students working toward a common set of measured outcomes. Goals include completion of the B.S. degree, preparation for and transition to graduate school or the professional workplace. The program serves undergraduates through enrichment opportunities and faculty mentored research supported by stipends. This effort has contributed to a 78% increase in B.S. degrees granted by UC from the baseline year (1990-91). Activities center on faculty mentored research experiences, collaborative learning, presenting at scientific conferences, science writing and co-authorship, technology literacy, and preparation for graduate school. Student achievement is disseminated through the Quarterly and on-line, www.camp.uci.edu. A permanent allocation through the UC Regents Diversity Initiative supports program infrastructure, administration, and expansion. Using a synergistic approach, the California Alliance collaborates with affiliated initiatives such as UC LEADS and AGEP (Alliance for Graduate Education and the Professoriate) that enhance baccalaureate degree completion and continuation to advanced study. Responding to the paucity of minorities in faculty positions in the university and nationwide, special emphasis is being placed on encouraging students to prepare for a career in academia, and entering the professoriate. The CAMP mission: Scientists and engineers are best prepared by other scientists and engineers who exhibit and expect scholarly excellence.
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0.915 |
2005 — 2009 |
Richardson, Debra Van Der Hoek, Adriaan |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Project: C-Spirit: Coastline - Seamless Articulation Program For Informatics Recruitment and Intersegmental Transfer @ University of California-Irvine
(31) Computer Science and Engineering This collaborative Coastline-Seamless Articulation Program for Informatics Recruitment and Intersegmental Transfer (C-SPIRIT) project is creating a fully articulated Informatics program between Coastline Community College and the University of California, Irvine. Informatics is defined as a focus on computing in context. While software engineering is at the heart of informatics, it includes the study of the design, application, use and impact of information technology to real world problems. In addition to a considerable portion of the core of computer science, informatics incorporates significant aspects of other disciplines such as social science, cognitive science, computer-supported collaborative work, human-computer interaction, and organizational studies.
Curriculum and courses that have been developed at UC Irvine for their new BS Degree in Informatics are being adapted for community college students to provide pathways to a BS degree or to enter the workforce after receiving an Informatics Certificate or Associates Degree. Areas of employment include computer support specialist, which is representative of the multitude of jobs available for informatics graduates within the local service area of Orange County. Faculty members at Coastline are being trained in informatics curriculum and methodology. Recruitment processes target women, minorities and first-generation college students. Students entering the program are being organized into cohorts and are supported by the Student Success Center at Coastline. The project is deploying learning strategies to develop students' problem solving and critical thinking skills. Dissemination is through a number of conferences including the Annual Convention of the American Association of Community Colleges, League for Innovation in Community Colleges and through the C-SPIRIT End-of-Project Informatics Conference at UC Irvine.
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0.915 |
2014 — 2018 |
Regan, Amelia (co-PI) [⬀] Pantano, Alessandra (co-PI) [⬀] Richardson, Debra Washington, Gregory |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Innovate From the Start: Engaging Engineering and Computer Science Undergraduates @ University of California-Irvine
The iSTART program aims to increase the retention and graduation rates of engineering and computer science (CS) students at the University of California Irvine (UCI) as well as transfer of students from three local community colleges (Irvine Valley College, Saddleback College, and Santa Ana College). The implementation of evidence-based strategies to address the needs of engineering and computer science students at UCI and partner community colleges will increase the number and diversity of well-prepared graduates who enter the engineering and computer science workforce. Specifically, the iSTART program will establish a formal First Year Experience Program at UCI, improve the articulation and transfer process between community colleges and UCI, and establish specific innovation-based retention initiatives to provide a system of support and engagement for students.
The iSTART program will leverage existing infrastructure, activities, and partnerships, as well as integrate a coordinated set of evidence-based practices and interventions to support students' learning and engagement and transfer from community colleges. For UCI lower-division students, a new Introduction to Engineering sequence will engage freshmen in design projects with themes around Global Grand Challenges. Similarly, a hands-on and collaborative CS: Principles course will be developed and implemented to provide an entryway to students interested in pursuing information and computer science. To address challenges lower-division students encounter in mathematics courses, a new Analytical Formulation of Engineering seminar that incorporates collaborative and active learning will be developed for engineering students, which is modeled after the successful revisions to mathematics courses in the computer science curriculum. Moreover, multiple evidence-based interventions for students at the partner community colleges will be implemented through the recently established Corridor to Academic Success in Engineering and Computer Science (CASECS) program. These include cross-enrollment opportunities, articulating courses to improve the transfer process as well as modify engineering and computer science courses at the partner community colleges to integrate hands-on and applied learning activities, recruiting and building cohorts at the partner community colleges who will have access to co-advising, peer mentoring, and supplemental tutoring, and a summer bridge program for transfer students. Finally, the integration of a design and prototyping space for industry-driven student design projects will provide students co-curricular experiential learning opportunities to develop and support students' innovation and creativity skills. An evaluation plan that includes formative and summative evaluation will inform improvements during the project period as well as measure the outcomes of the project through surveys and student tracking. Knowledge gained from the evaluation will help provide a modular model for improving student retention that can be adapted at other institutions with similar needs.
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0.915 |
2016 — 2019 |
Warschauer, Mark (co-PI) [⬀] Black, Rebecca (co-PI) [⬀] Van Es, Elizabeth Richardson, Debra Simon, Elizabeth |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Cs10k:Cs1c@Oc-Building a Local Area Network of Computer Science Teachers @ University of California-Irvine
The University of California Irvine (UCI) project, called CS1C@OC, will provide in-service teachers in Orange County (OC), California a program of study that will satisfy California's new teacher certification pathway in Computer Science. Despite the demonstrated need for students to learn foundational computer science skills, few K-12 students have access to rigorous CS courses. CS remains privileged knowledge, and improving access to this knowledge is one of the major economic security and social justice issues of the 21st century. The CS community has struggled to overcome issues of access and equity, although some enormous strides have come in teaching tools, pedagogies, and standards. But none of these accomplishments can be broadly implemented or sustainable without certification pathways for CS teachers and teacher preparation programs, especially for those teaching in underserved communities. CS1C@OC will develop such a CS teacher preparation program, specifically for California's new CS Supplementary Authorization.
CS1C@0C aims to (1) increase in-service teachers' CS content knowledge and their competence and confidence in evidence-based pedagogical practices for teaching computer science to diverse learners; (2) increase diverse students' knowledge and skills in computational thinking and computer science principles as well as their interest in taking more CS courses; and (3) increase the capacity of Orange County schools to provide CS courses. CS1C@OC will recruit and train 100 secondary school teachers--our share of the CS10K project (OC has approximately 10% of the nation's population)--largely from low-income communities serving underrepresented populations, with preference given to teachers who, along with their school, make a commitment to teach Exploring Computer Science (ECS) and/or Computer Science Principles (CSP). UCI will provide summer courses in CS content and pedagogy that will satisfy the requirements for California's newly-approved Computer Science Supplementary Authorization (which PI Richardson proposed and developed along with the California Commission on Teacher Credentialing) while emphasizing CS instructional approaches that have proven successful with females and students from low-income, underrepresented communities. The project will also develop a hybrid professional learning community (PLC) for participating teachers and including existing OC CS teachers, so they can share information and experiences, continue to learn from each other, and have further opportunities to develop themselves both personally and professionally throughout the school year. The project will evaluate impact on teacher learning and development as well as impact on student learning and attitude changes.
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0.915 |
2017 — 2019 |
Richardson, Debra Warschauer, Mark (co-PI) [⬀] Turner, Thomas (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Conectar: Collaborative Network of Educators For Computational Thinking For All Research @ University of California-Irvine
The University of California Irvine (UCI) is partnering with the Orange County Department of Education (OCDE) and Santa Ana Unified School District (SAUSD) to form a collaborative network of university and K-12 researchers and practitioners with the aim of promoting computational thinking for students in grades three through five. The intention is to build connections to a broader curriculum as reflected in the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS), to the language and discourse needed to ensure academic success, and to the learners' peers, community, families and culture needed to make learning relational and meaningful. The work will be situated in Santa Ana schools, where the majority of students are low-income, Hispanic, English language learners. It will use the principles of Design-Based Implementation Research (DBIR), designing interventions to implement, study and refine, alongside OCDE and SAUSD.
In the first academic year, the team will visit partner elementary schools to gather information about current teaching of computational thinking, conduct a district-wide survey of elementary school teachers, and gather examples of instructional materials developed nationally to determine those that could be adapted locally. During the first summer, researchers will work with a team of teachers to develop pilot materials and instructional units for the 3rd, 4th, and 5th grade levels. These materials--scaffolded for non-native English speakers--will integrate computational thinking with NGSS and CCSS. During the second year, teachers will implement the instructional materials in their classrooms with support from UCI and OCDE. Data will be gathered to study the implementation process, the challenges faced and how they are addressed, the extent to which the materials engage the learners on the emotional, behavioral, and cognitive levels, and the suitability of the materials for promoting computational thinking among the targeted learners. During the second summer, the team will further refine materials for broader implementation in Orange County.
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0.915 |
2019 — 2022 |
Richardson, Debra Warschauer, Mark [⬀] Barquin, Bianca |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Network of Grades 3-5 Educators For Computational Thinking For English Learners @ University of California-Irvine
Though Hispanics and English learners constitute two of the fastest growing segments of the K-12 student population, little is known about effective ways of teaching computational thinking to students in these groups, especially at the elementary school level. In the first stage of this project, the research team developed an innovative curriculum that included standards matching, language scaffolds, and culturally-relevant pedagogy to meet the needs of Hispanics and English learners and piloted a wide range of measures to assess the impact on learning processes and outcomes. Building on this successful Research-Practice Partnership between the University of California, Irvine, and Santa Ana Unified School District, the project will iteratively research and develop an approach for teaching computational thinking to SAUSD's large numbers of students who are Hispanic and English learners. The project will further develop the curriculum, refine the related professional development, scale up the project to 40 additional fourth grade teachers in 10 SAUSD schools, and collect a wide range of qualitative and quantitative data to iteratively improve the project and evaluate its impact on learning processes and outcomes. The project is among the first to examine the linguistic and sociocultural processes that underlie English learners' success in mastering computational thinking, as well as the role of computational thinking in an English language arts curriculum. Materials developed are based on California computer science and English language arts standards and will be actively disseminated to other districts in the state, making them available for use in a state that has the largest amount of Hispanic students (54%) and English learners (20%) in the nation. A team of graduate and undergraduate student researchers in the project, all of whom are Hispanic and/or female, will receive training in diverse research methods for CS education. Information about the project will also be integrated into courses in UC Irvine's Education Sciences Major, Master of Arts in Teaching, CalTeach, and PhD in Education programs, which together serve more than 1000 students per year, the majority of whom are underrepresented minorities and first-generation college students, and the majority of whom continue on to become K-12 or college faculty.
By further developing the curriculum and professional development and implementing it in 40 additional classrooms, the project team will carefully assess the most effective instructional practices in aiding students' computational thinking, developing identity with the field of computer science, and developing academic language proficiency. The curriculum and professional development materials developed and refined through this project will be tailored to the needs of Hispanics and English learners through explicit teaching of CS language functions, inclusion of culturally relevant stories to read and create, and instruction based on collaboration, conversation and inquiry. The RPP team will address research questions focused on teaching such as the challenges and use of the curriculum units and the implications for the professional development; learning including the affects on students' attitudes and knowledge development; and the partnership including describing the ways to enhance the RPP to better address common goals and needs. Using mixed methods, the project will document the scale-up efforts and the development of new tools to support scaling up. Qualitative data will include transcripts from observations and interviews and notes from the design group. The team will analyze these data using grounded theory approaches. The team will collect pre-post quantitative data on students' computational thinking, literacy development, and identification and attitudes toward computer science. Because the data will be both continuous and ordinal, the team will use a range of analytic methods including paired t-tests, Mann-Whitney U tests, analyses of covariance, regressions, and hierarchical linear models to address the research questions.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
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0.915 |