Linda M. Ott

Slice based metrics for estimating cohesion

Previous work has shown that a relationship exists between cohesion and the slice profile of a program. The authors explore the use of several metrics based on such slice profiles to give a quantitative estimate of the level of cohesion in a module. Example modules are used to analyze the behavior of the metric values as the modules are modified such that the cohesion is changed. The sensitivity of the metrics to the various types of changes is discussed.<<ETX>>

The Relationship Between Slices And Module Cohesion

High module cohesion is often suggested as a desirable property of program modularity. The subjective nature of the definition of cohesion, however, can make it difficult to use in practice. In this paper, we examine the relationship between the data flow in a module and its level of cohesion using aprocessing element flow graph (PFG). Based on these PFGs, we regroup the original seven levels of cohesion into four classifications, Slice profiles are then defined by generating slices for all output variables of a module. A relationship is then shown between these slice profiles and the, PFG used to indicate levels of cohesion. It is suggested that these slice profiles can be used to determine more easily the cohesiveness of a module.

Program slices as an abstraction for cohesion measurement

Abstract The basis for measuring many attributes in the physical world, such as size and mass, is fairly obvious when compared to the measurement of software attributes. Software has a very complex structure, and this makes it difficult to define meaningful measures that actually quantify attributes of interest. Program slices provide an abstraction that can be used to define important software attributes that can serve as a basis for measurement. We have successfully used program slices to define objective, meaningful, and valid measures of cohesion. Previously, cohesion was viewed as an attribute that could not be objectively measured; cohesion assessment relied on subjective evaluations. In this paper we review the original slice-based cohesion measures defined to measure functional cohesion in the procedural paradigm as well as the derivative work aimed at measuring cohesion in other paradigms and situations. By viewing software products at differing levels of abstraction or granularity, it is possible to define measures which are available at different points in the software life cycle and/or suitable for varying purposes.

Effects of software changes on module cohesion

Program slices are used to model module cohesion. For the authors purposes, a slice is a projection of program text that includes only the data tokens relevant to one output. The authors define six cohesion metrics in terms of these slices, and evaluate the effects of classes of module changes on these metrics. They find that the effects on cohesion metrics are notably more predictable when the changes result from adding code rather than from moving code.<<ETX>>

The Role of Empirical Studies in Process Improvement

Empirical studies can play a multitude of roles in what is loosely called process improvement. In this paper we examine what is meant in the software industry by process improvement and how we can and should be able to use empirical studies to improve software processes. This paper evolved from discussions at the Empirical Studies in Software Development and Evolution Workshop at ICSE99.

Adding unit test experience to a usability centered project course

This HCI course incorporated unit testing as a quality improvement initiative with an Experiential Learning Model. The focus of the research was on observation and conceptualization---students should be able to associate the benefits of usability and unit testing and apply them to more general situations. Based on our survey results and student interviews, the most difficult challenge incorporating unit testing in an experiential course was ensuring students overcome their negative bias to discover the benefits of functional testing. We recommend emphasizing the concrete benefits of unit tests and ensuring that all students fully participate in the testing experience.

Explorations in computing: Could this be the key to retention?

Retention has traditionally been an issue in many introductory computing courses and major degree programs. In Fall 2013 we saw an anomaly with particularly high persistence and success rates among students in our majors-only explorations course. A close examination revealed a similarly higher than usual success and persistence rate by our majors in the first programing course they were taking simultaneously with the explorations course. These successes were presumably related to the better than usual retention of first year students within our Department from the first to second semester. This paper presents the curriculum changes and analyses the change in student performance. The relationship between our curriculum changes and what other researchers have observed are examined in an effort to identify the reasons for the increased student persistence. The potential for either a positive or negative interplay between our two courses is also discussed. Insights from these findings that may be of use to others are presented.

The impact of placement in introductory computer science courses on student persistence in a computing major

Multiple studies have shown that when novice and experienced programmers are enrolled in the same introductory programming course, the novice programmers are negatively impacted. We have two entry points into our course sequence for majors. One course is intended for students with little or no programming experience, while the alternate course is intended for students who have had previous programming experience. In 2015 we discovered that many students with programming experience were enrolling in the course for novice programmers. A change in our placement strategy in 2016 resulted in a greater portion of the students with programming experience actually enrolled in the course intended for students with programming experience. Last year we reported on the impact this change had on the courses and the students enrolled in these introductory courses. Although student performance improved only slightly, many fewer students with little or no previous programming experience reported that their first programming course was unreasonably difficult in 2016. In this paper we examine how this change in placement strategy and resulting changes in the courses is impacting student persistence in the major. Initial indications are that a greater percentage of students with little or no previous programming experience are persisting in their computing major when these students begin in an introductory course that does not also include students who have substantial programming experience.

A review of introductory programming research 2003–2017

A broad review of research on the teaching and learning of programming was conducted by Robins et al. in 2003. Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular introductory programming. However, these reviews have focused on highly specific aspects, such as student misconceptions, teaching approaches, program comprehension, potentially seminal papers, research methods applied, automated feedback for exercises, competency-enhancing games, and program visualisation. While these aspects encompass a wide range of issues, they do not cover the full scope of research into novice programming. Some notable areas that have not been reviewed are assessment, academic integrity, and novice student attitudes to programming. There does not appear to have been a comprehensive review of research into introductory programming since that of Robins et al. It is therefore timely to conduct and present such a review in order to gain an understanding of the research focuses, to highlight advances in knowledge since 2003, and to indicate possible future directions for research. The working group will conduct a systematic literature review based on the guidelines proposed by Kitchenham et al. This research project is well suited to an ITiCSE working group as the synthesis and discussion of the literature will benefit from input from a variety of researchers drawn from different backgrounds and countries.

Working on how to solve the never ending problem of diversity

There are many challenges in changing the diversity in engineering. In the Catalyzing Collaborative Conversation, we explored ways to change the diversity climate through outreach, recruitment, and retention methods to help students succeed and achieve the goal of becoming an engineer.