Robert Hasker, Ph.D.
Professor
- Milwaukee WI UNITED STATES
- Diercks Hall DH413
- Electrical Engineering and Computer Science
Dr. Robert Hasker is an expert in the areas of software engineering education, object oriented design and programming languages.
Education, Licensure and Certification
Ph.D.
Computer Science
University of Illinois at Urbana Champaign
B.S.
Mathematics
Wheaton College
Biography
Areas of Expertise
Affiliations
- Association for Computing Machinery (ACM) : Member
- American Society for Engineering Education (ASEE) : Member and Software Engineering Division Chair
Social
Event and Speaking Appearances
Initial Experiences in ABET Accreditation of SE Programs
Frontiers in Education Conference Boulder, Colorado, 2003
Research Grants
Assistance for Novice Programmers
Scholarly Activity Improvement Fund
2000
Identifying Structural Similarities and Differences between Programs
Scholarly Activity Improvement Fund
2002
Selected Publications
Teaching Basic Class Diagram Notation with UMLGrader
121ar ASEE Annual Conference & ExpositionHasker, R.W.
2014
We discuss using UMLGrader as a tool for teaching class diagram notation in the Unified Modeling Language (UML). Given a diagram which is constructed to model a tightly constrained problem, the tool compares the diagram against a standard solution and provides feedback on missing elements and other errors. This supports using canned exercises to familiarize students with UML notation. We describe the tool and discuss its use in courses at the sophomore and junior levels. In each case, we report on the results of before and after tests, showing that there was significant improvement after using the tool.
Using Shadowing to Improve New Faculty Acclimation
121st ASEE Annual Conference & ExpositionWilliams, S. M., Hasker, R. W., Holland, S., Livingston, A. R., Widder, K. R., Yoder, J. A.
2014
A shadowing program for assisting new faculty members in becoming successful educators at their new institution is described. This program aims to foster a dialogue between new faculty and seasoned colleagues, providing opportunities for sharing lessons learned through experience.
At the beginning, a new faculty member observes lectures delivered by a colleague teaching another section of their course, providing practical examples of how the institution’s expectations translate into practice, as well as pedagogical ideas for effective instruction.
Reciprocal observation by the seasoned faculty member provides early feedback to the new faculty member that is valuable in getting off to a good start. Details of the structure of the shadowing program are presented. Five case studies are offered by faculty who went through the program. They share their experiences in how the program was effective for them and in how it could be improved.
Experiences with a UML Diagram Critique Tool
Journal of Computing Sciences in CollegesHasker, R.W., Rosene, A., Reid, J.
2011
We evaluate UMLint, an automated tool for detecting defects in UML diagrams. This tool is designed to improve object-oriented models developed by students. Standard diagramming tools provide little feedback to the user on diagram quality. UMLint addresses this for an academic environment by identifying common mistakes made by students. We present experiences by students in using UMLint in a variety of upper level courses. This experience will be used to improve the tool and to hopefully provide useful information for integrating UMLint into other curricula.
UMLint: Identifying Defects in UML Diagrams
ASEE Annual Conference and Exposition, Conference ProceedingsHasker, R.W., Rowe, M.
January 2011
We present UMLint, an automated tool for detecting defects in UML diagrams. This tool is designed to improve object-oriented models developed by students. Standard tools such as IBM Rational Rose provide little feedback on model quality, so students must rely on feedback from instructors. Often there is a significant delay between completing a diagram and getting this feedback, resulting in missed learning opportunities. UMLint addresses this issue by identifying common defects, hopefully encouraging students to look more deeply for other defects. UMLint is available as a web service to allow use by both students and the community at large. This paper presents the checks made by UMLint, suggests possible future directions, and invites discussion about what standards should be expected of student-created models.
The Characterization and Identification of Object-Oriented Model Defects
Midwest Instruction and Computing SymposiumHasker, R.W., Rosene, A., Reid, J.
2008
This paper presents a study of defects that commonly occur in object-oriented modeling. The study is based on experience from teaching more than a dozen sections of an Object-Oriented Analysis and Design course to sophomore and junior-level Software Engineering and Computer Science majors over the last eight years. The students use IBM (Rational) Rose as the design tool. The goal of this research is to eventually provide real-time and anytime feedback for students as they develop their object-oriented models. It is hoped that this instant feedback will help students by discouraging them from developing bad habits and guiding them in the development of superior software models.
