Areas of Expertise (5)
Nova Southeastern University: Ph. D., Computer Science 2008
Virginia Commonwealth University: M. S., Computer Science 2001
University of Virginia: M. A., Teaching 1993
University of Virginia: B. A., Mathematics 1993
Selected Articles (2)
Caroline Budwell, Frank Mitropoulos
Aspect-oriented software development (AOSD) has great potential in reducing software complexity. Aspects have been defined in the implementation phase of software development, but lack clear understanding in the early phases of software development. Without this early focus on aspects, the benefits of aspect-oriented programming are lost. This paper proposes a definition of what an aspect is in the requirements phase of software development that focuses on both functional and non-functional requirements. In addition, this paper presents a methodology, the SLAI (Structured Lexicon for Aspectual Identification) Methodology, for the systematic identification of aspects at this stage. This methodology examines all the vocabulary used to define the requirements of the system to ensure that all terms are reused as much as possible, eliminating similar terms for the same concepts. The SLAI was used in a case study where requirements were systematically analyzed and aspects were identified from both functional and non-functional requirements.
The differences in effects of heterogeneous and homogeneous regrouping for math on academic ability and self-concept in math were investigated. Five sixth-grade students from both grouping placements were interviewed to determine their self-concept of their math abilities. All students labeled as average or below from both placements were given an assessment of basic grade-level math skills. The classes containing these students were observed, and each placement had the same teacher providing all math instruction. The results indicated that the homogeneous students liked their math classes better and were more likely to compare themselves above their classmates in ability than the heterogeneous students. However, there were almost no differences between overall self-concept in math between the placements, and the scores on the assessment substantially favored the heterogeneous placement. It was concluded that heterogeneous regrouping in math did not have any substantial negative consequences. Nine appendixes provide: (1) interview format and questions; (2) interview transcripts; (3) the assessment measure; (4) categorization of interviewed students; (5) students' perceptions of their math ability; (6) math class placement levels; (7) overall test results; (8) test scores eliminating fraction questions; and (9) percentage of differences between the two groupings.