Titus Winters

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TinkerNet was developed as a low-cost platform for teaching bottom-up, hands-on networking at the undergraduate level. Using “throw away” PCs, cheap components, and free software, TinkerNet enables students to build their own networking stack from Ethernet up to TCP or UDP, and to have their packets actually transmitted on the wire. Since nothing is(More)
The 2002 SIGCOMM Workshop on Educational Challenges for Computer Networking [Kur02a] exposed many issues related to teaching computer networking with the need for a laboratory in parallel with lecture a recurring theme. We have created TinkerNet, a low cost (mostly throw-away PCs), laboratory environment for networking experiments focused on the(More)
Computer-based grading tools have existed for nearly as long as computing courses. The majority of these tools have focused on completely automatic grading of functional requirements, leaving no room for subjectivity, and generally eschewing human feedback in favor of total automation. We argue that these tools are of little practical use because they(More)
Problem difficulty estimates play important roles in a wide variety of educational systems, including determining the sequence of problems presented to students and the interpretation of the resulting responses. The accuracy of these metrics are therefore important, as they can determine the relevance of an educational experience. For systems that record(More)
We present techniques for analyzing score matrices of unit tests outcomes from snapshots of CS2 student code throughout the development cycle. This analysis includes a technique for estimating the number of fundamentally different features in the unit tests, as well as a survey of which algorithms can best match human intuition when grouping tests into(More)
An implicit assumption in psychometrics and educational statistics is that the generative model for student scores on test questions is governed by the topics of those questions and each student’s aptitude in those topics. That is, a function to generate the matrix of scores for m students on n questions should rely on each student’s ability in a set of t(More)
New accreditation requirements focus on education as a "continuous improvement process." The most important part of such a process is that information gets fed back into the system to improve the quality of the output. This requirement is often interpreted to imply a course-level feedback loop that iterates on offerings of courses or entire academic years.(More)
New accreditation requirements focus on education as a “continuous improvement process.” The most important part of such a process is that information gets fed back into the system to improve the quality of output. This requirement is often interpreted to mean a feedback loop that iterates on offerings of courses or entire academic years. This paper(More)