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Brooks, Andrew
University College Roosevelt
Middelburg, Netherlands
 
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Andrew Brooks is an associate professor at University College Roosevelt (Middelburg, the Netherlands). He has BSc (astrophysics) and MPhil (astronomy) degrees from the University of Edinburgh, and a PhD degree in computer science from the University of Strathclyde. His doctoral thesis showed how data mining techniques can be used to analyze data from human-computer interaction experiments, resulting in a better understanding of the nature of the results.

He is a member of the ACM, IEEE, and BCS.

Profile updated July 28, 2015

 
 
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- 10 of 135 reviews

   
   Flipped classroom strategies for CS education
Maher M., Latulipe C., Lipford H., Rorrer A.  SIGCSE 2015 (Proceedings of the 46th ACM Technical Symposium on Computer Science Education, Kansas City, MO,  Mar 4-7, 2015) 218-223, 2015. Type: Proceedings

Useful insights are provided in this experience report of flipping four computing courses to provide active learning in the classroom. Table 1 provides an overview of the principal elements involved in the flipping of the courses: the preparatory ...

Jul 15 2015  
   Coverage is not strongly correlated with test suite effectiveness
Inozemtseva L., Holmes R.  ICSE 2014 (Proceedings of the 36th International Conference on Software Engineering, Hyderabad, India,  May 31-Jun 7, 2014) 435-445, 2014. Type: Proceedings

Should developers aim to write test suites with high coverage? To answer this question, the relationships between coverage, test suite size, and test suite effectiveness were systematically explored making use of five reasonably large Java program...

Jul 14 2015  
   Patient-led perspectives on ehealth: How might hyperpersonal data inform design?
Briggs P., Hardy C., Harris P., Sillence E.  HCIK 2015 (Proceedings of HCI Korea, Seoul, Republic of Korea,  Dec 10-12, 2014) 115-121, 2014. Type: Proceedings

What do patients and caretakers need from websites with health information? Rather than using a questionnaire instrument, these researchers used a repertory grid technique. Participants were asked to explore groups of three websites and name the w...

Jul 8 2015  
   Using free and open source tools to manage software quality
Dowling P., McGrath K.  Queue 13(4): 20-27, 2015. Type: Article

The use of free and open-source tools for application life cycle management can help reduce costs for budget-conscious software organizations. But what tools should be selected? In this paper, several free and open-source tools in use or under con...

Jul 1 2015  
   Using a real world project in a software testing course
Krutz D., Malachowsky S., Reichlmayr T.  SIGCSE 2014 (Proceedings of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, GA,  Mar 5-8, 2014) 49-54, 2014. Type: Proceedings

Is there a really good way to teach students how to test software? In the overhaul of a traditional software testing course, a decision was made to allow student teams the choice of a real-world, open-source project to test. Their choices are appr...

Jun 24 2015  
   Student projects are not throwaways: teaching practical software maintenance in a software engineering course
Szabo C.  SIGCSE 2014 (Proceedings of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, GA,  Mar 5-8, 2014) 55-60, 2014. Type: Proceedings

Providing students with genuine software maintenance experiences can be a challenge. Practical considerations often mean that the software chosen is small and that defects are artificially introduced. This paper describes a software maintenance ex...

Jun 23 2015  
   Improving software engineering education through an empirical approach: lessons learned from capstone teaching experiences
Neyem A., Benedetto J., Chacon A.  SIGCSE 2014 (Proceedings of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, GA,  Mar 5-8, 2014) 391-396, 2014. Type: Proceedings

A description is given of the processes and tools used in a computer science capstone experience. Many elements are familiar. Clients submit proposals prior to the start of the semester. Care is taken to establish teams of equal strength, and an e...

Jun 19 2015  
   Failure rates in introductory programming revisited
Watson C., Li F.  ITiCSE 2014 (Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, Uppsala, Sweden,  Jun 21-25, 2014) 39-44, 2014. Type: Proceedings

A systematic review of introductory programming literature yielded data for 161 CS1 courses. An average worldwide pass rate of 67.7 percent was found. Pass rates, however, varied considerably, with a low of 23.1 percent and a high of 96 percent. N...

Jun 18 2015  
   A systematic review of approaches for teaching introductory programming and their influence on success
Vihavainen A., Airaksinen J., Watson C.  ICER 2014 (Proceedings of the 10th Annual Conference on International Computing Education Research, Glasgow, Scotland, UK,  Aug 11-13, 2014) 19-26, 2014. Type: Proceedings

A systematic review of interventions to improve the pass rates of introductory programming courses yielded data for 60 courses. On average, the interventions improved pass rates by 12.8 absolute percentage points....

Jun 17 2015  
   Empirically evaluating the quality of automatically generated and manually written test suites
Kracht J., Petrovic J., Walcott-Justice K.  QSIC 2014 (Proceedings of the 2014 14th International Conference on Quality Software, Dallas, TX,  Oct 2-3, 2014) 256-265, 2014. Type: Proceedings

Are automatically generated test suites better than manually written test suites? To answer this question, ten Java applications with existing manually written test suites were tested using the EVOSUITE and CodePro automated test generation tools....

Mar 25 2015  
 
 
 
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