@article{mitros_deane_lynch_erickson_2024, title={The Learning Observer: A Prototype System for the Integration of Learning Data}, volume={2151}, ISBN={["978-3-031-64311-8"]}, ISSN={["1865-0937"]}, DOI={10.1007/978-3-031-64312-5_54}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION: POSTERS AND LATE BREAKING RESULTS, WORKSHOPS AND TUTORIALS, INDUSTRY AND INNOVATION TRACKS, PRACTITIONERS, DOCTORAL CONSORTIUM AND BLUE SKY, AIED 2024}, author={Mitros, Piotr and Deane, Paul and Lynch, Collin and Erickson, Brad}, year={2024}, pages={432–438} }
 @article{erickson_heckman_lynch_2022, title={Characterizing Student Development Progress: Validating Student Adherence to Project Milestones}, DOI={10.1145/3478431.3499373}, abstractNote={As enrollment in CS programs have risen, it has become increasingly difficult for teaching staff to provide timely and detailed guidance on student projects. To address this, instructors use automated assessment tools to evaluate students' code and processes as they work. Even with automation, understanding students' progress, and more importantly, if students are making the 'right' progress toward the solution is challenging at scale. To help students manage their time and learn good software engineering processes, instructors may create intermediate deadlines, or milestones, to support progress. However, student's adherence to these processes is opaque and may hinder student success and instructional support. Better understanding of how students follow process guidance in practice is needed to identify the right assignment structures to support development of high-quality process skills. We use data collected from an automated assessment tool, to calculate a set of 15 progress indicators to investigate which types of progress are being made during four stages of two projects in a CS2 course. These stages are split up by milestones to help guide student activities. We show how looking at which progress indicators are triggered significantly more or less during each stage validates whether students are adhering to the goals of each milestone. We also find students trigger some progress indicators earlier on the second project suggesting improving processes over time.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Erickson, Bradley and Heckman, Sarah and Lynch, Collin F.}, year={2022}, pages={15–21} }