Stephanie Ludi

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Undergraduate software engineering courses aim to prepare students to deliver software in a variety of domains. The manner in which these courses are conducted varies, though team projects with real or imaginary stakeholders are common. While the key course concepts vary from the entire lifecycle to specific aspects of design, concepts like accessibility(More)
We describe a three-stage model of computing instruction beginning with a simple, highly scaffolded programming environment (Kodu) and progressing to more challenging frameworks (Alice and Lego NXT-G). In moving between frameworks, students explore the similarities and differences in how concepts such as variables, conditionals, and looping are realized.(More)
This article describes an outreach program to broaden participation in computing to include more students with visual impairments. The precollege workshops target students in grades 7--12 and engage students with robotics programming. The use of robotics at the precollege level has become popular in part due to the availability of Lego Mindstorm NXT kits.(More)
First-year students select a program of study for a variety of reasons. As a result, many students are not familiar with the basic concepts and career opportunities that exist. At the Rochester Institute of Technology, first-year Software Engineering students participate in a seminar to orient them to the discipline. The course has been redesigned from a(More)
At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a lecture-lab format to a project-centric studio format. The new format blends the lecture material with the project work. As a result, students drive their own learning experience based on scaffolding created by the course design.(More)
We present an approach for on-line recognition of handwritten math symbols using adaptations of off-line features and synthetic data generation. We compare the performance of our approach using four different classification methods: AdaBoost.M1 with C4.5 decision trees, Random Forests and Support-Vector Machines with linear and Gaussian kernels. Despite the(More)
Devising team projects for an introductory software engineering course can be a challenge for educators. A balance between an engaging project that is complex enough for the team to complete in the timeframe of the course is required. This paper describes the experiences of using an educational game as the team project in a 10-week introductory software(More)
Despite advances in assistive technology, relatively few visually impaired students participate in university-level computing courses. Significant factors in this under representation include lack of relevant precollege preparation, lack of role models, access to resources, and the highly visual nature of modern computing. This paper describes the(More)
In 1996, the Rochester Institute of Technology launched the first undergraduate software engineering program in North America. This paper briefly reviews the development of the program, and then turns to a discussion of the program's evolution up to the present. In so doing, we illuminate both the constant aspects of the program – what we believe we(More)
Requirements elicitation can be a challenging process in many systems. This challenge can be greater with a non-standard user population, such as visually impaired users. In this work, we report our experience and results of eliciting user requirements for a situation awareness indoor orientation system dedicated to the visually impaired. We elicited our(More)