Kwok-Bun Yue
Permanent URI for this collectionhttps://hdl.handle.net/10657.1/891
Bun Yue (B.S., M.Phil., Physics, Chinese University of Hong Kong, M.S., Ph.D., Computer Science, University of North Texas) is a Professor of Computer Science and Computer Information Systems at University of Houston-Clear Lake (UHCL).
His research interests are in concurrent programming, Internet computing, semi-structured data, and information systems and computer science education. He has published more than 40 papers, and is the principal investigator of 10 external grants with a total amount of $1.8 million. He is a member of the senior editorial board of the Journal of Information Systems Education.
He has consulted a number of companies, including serving briefly as a CTO of a startup company.
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Browsing Kwok-Bun Yue by Author "Yue, Kwok-Bun"
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Item Acoustic Flame Suppression Mechanics in a Microgravity Environment(Microgravity Science and Technology, 2015) Yue, Kwok-BunThe following paper deals with acoustic flame suppression mechanics in a microgravity environment with measurements taken from an Arduino-based sensor system and validation of the technique. A Zippo lighter is ignited in microgravity and then displaced from the base of the flame and suppressed using surface interactions with single tone acoustic waves to extinguished the flame. The analysis of data collected shows that the acoustic flame suppression measurementtechniques are effective to finding qualitative differences in extinguishing in microgravity and normal gravity. Further, the results suggest that the suppression may be more effective in a microgravity environment than in a normal (1g) environment and may be a viable method of extinguishing fires during space flight.Item An Ada Solution to the General Mutual Exclusion Problem(Ada Letters, 1993) Yue, Kwok-BunAlthough some specific mutual exclusion problems have been studied extensively, automatic solutions to synchronize general mutual exclusion problems with arbitrary mutual exclusion constraints have not been fully explored. This paper discusses an Ada 83 solution that can be applied to any general mutual exclusion problem. This solution is based on strong binary semaphores. A generic package is used to generate the solution for an given mutual exclusion problem. An Ada program for the simulation of the classical Dining Philosophers Problem is presented as an example to demostrate how the solution can be used.Item Analysis and Metrics of XML Schema(Proceedings of the 2004 International Conference on Software Engineering Research and Practice, 2004-06) Yue, Kwok-BunDespite the ubiquity of XML, research in metrics for XML documents is scarce. This paper proposes and discusses eleven metrics to measure the quality and complexity of XML Schema and conforming XML documents. To provide an easy view of these metrics, two composite indices have been defined to measure quality and complexity. An open source metric analyzer tool for XML Schema has been developed. The tool can easily be extended to add new metrics and alter the composition of the indices to best fit the requirements of a given application.Item Assessing Information Systems and Computer Information Systems Programs from a Balanced Scorecard Perspective(Journal of Information Systems Education (JISE), 2012) Yue, Kwok-BunAssessment of educational programs is one of the important means used in academia for accountability, accreditation, and improvement of program quality. The assessment practices, guidelines, and requirements are very broad and vary widely among academic programs and from one institution to the other. In this paper, from the theoretical lenses of a strategic planning and management methodology, the Balanced Scorecard, we try to integrate various perspectives into a performance assessment framework for an educational assessment of computing and information systems. Particularly, based on the actual accreditation experience, we propose two assessment models: a conceptual model and a process model. This modeling approach addresses the critical conceptual elements required for educational assessment and provides practical guidelines to follow for a complete, smooth and successful assessment process. In addition, we present a set of robust tools and techniques, incorporated into the process steps, team work, and task-driven management process. We were successful in our accreditation efforts, and improved the quality of our computing and information systems programs by using these presented assessment methods. We share our views and thoughts in the form of lessons learned and suggested best practices so as to streamline program assessment and simplify its procedures and steps.Item Assessment Model and Practices for Computing and Information Systems Programs(ISECON 2010 Proceedings, 2010) Yue, Kwok-BunAssessment of educational programs is one of the important means used in academia for accountability, accreditation, and improvement of program quality. The assessment practices, guidelines, and requirements are very broad and vary widely among academic programs and from one institution to the other. In this paper, from the theoretical lenses of a strategic planning and management methodology, the Balanced Scorecard, we try to integrate various perspectives into a performance assessment framework for an educational assessment of computing and information systems. Particularly, based on the actual accreditation experience, we propose two assessment models: a conceptual model and a process model. This modeling approach addresses the critical conceptual elements required for educational assessment and provides practical guidelines to follow for a complete, smooth and successful assessment process. In addition, we present a set of robust tools and techniques, incorporated into the process steps, team work, and task-driven management process. We were successful in our accreditation efforts, and improved the quality of our computing and information systems programs by using these presented assessment methods. We share our views and thoughts in the form of lessons learned and suggested best practices so as to streamline program assessment and simplify its procedures and steps. [PUBLICATION ]Item Building STEM Awareness through Programming Competition(The fourth annual Texas Engineering and Technology Consortium Best Practices Conference, 2009) Yue, Kwok-BunThe University of Houston-Clear Lake's S-STEM project is awarding scholarships to students pursuing Computer Science, Computer Information Systems, Computer Systems Engineering and Mathematics who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from under-represented groups. Scholars are participating in mentoring meetings, creating web blogs, and in career placement opportunities sponsored by industrial partners. The project is making an impact in the quality, and type, of student support structures available for recruitment, retention and career placement. This proposal centers on a unique two-year only upper division undergraduate accredited CS program.Item A case study of metrics for assessing STEM scholarship programs(Journal of Computer Sciences in Colleges, 2011) Yue, Kwok-BunAs the challenges in Science, Technology, Engineering and Mathematics (STEM) education become more prominent, resources for promoting STEM education are more available. STEM scholarship programs, such as the S-STEM program funded by the National Science Foundation (NSF), can be an important tool for computing educators to meet the challenges of recruiting, retaining and preparing more computing undergraduates. These scholarship programs usually require a rigorous assessment plan in the proposals for evaluating program effectiveness. Although there is an abundance of literature on assessment metrics on student learning outcomes, especially those related to accreditation, similar papers on scholarship program assessment are lacking. This paper is intended to contribute toward filling this gap. Based on our experience on managing two consecutive NSF S-STEM grants over eight years, the paper proposes a simple set of criteria for designing good assessment metrics for scholarship programs: that they need to be essential, measurable, sensible and simple. The paper presents our evaluation plan and results of the evaluation that ascertained the program effectiveness. It discusses how the metrics are refined and evolved in light of the proposed criteria. It then elaborates on lessons learned and our future directions. The paper can thus be considered as a case study for computing educators interested in submitting scholarship proposals and managing scholarship programs.Item Concept mapping in computer science education(Journal of Computing Sciences in Colleges, 2017) Yue, Kwok-BunConcept Map (CM) is a graphical tool for organizing and structuring knowledge by depicting concepts as nodes, and relationships between concepts as edges. It can be used as an effective tool for teaching, learning, and assessment in many flexible ways. Although widely researched and utilized in many other disciplines, the uses of CMs in Computer Science (CS) education have been relatively scarce. This paper describes how CMs are used in our computing courses. It discusses our experience using CMs in various experiments and provides suggestions on how CS educators may explore and experiment on incorporating this versatile and effective tool in their own classes.Item Design and Evolution of An Undergraduate Course on Internet Application Development(Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 2004-06) Yue, Kwok-BunWeb technologies have become essential in the computing curricula. However, teaching a Web development course to computing students is challenging because of large bodies of knowledge, rapidly changing technologies, demanding support infrastructures and diverse background of audiences. This paper presents the evolution and the experiences we have gained in teaching a Web development course for the past seven years. We incorporate selected leading edge Web technologies as soon as they become mature and stable. The course covers a broad spectrum of Internet technologies to provide a solid conceptual framework. It also includes an in-depth study of a selected technology to provide the necessary depth and knowledge to build realistic Web applications. This paper describes the course design, our choice of topics, programming assignments, course delivery and our experience in coping with the rapidly changing Web technologies.Item Design of a distributed computer security lab(Journal of Computing Sciences in Colleges, 2004) Yue, Kwok-BunAcross the US and the rest of the world, there exists a lack of computer security components in many CS/IT curricula. For those programs that do have such components in computer security, a common difficulty is to integrate "real-world" labs into the courses, in order to provide hands-on experiences to the learners. Due to concerns for security breaches and network hacking, system administrators are reluctant to allow computer security labs involving network sniffing, virus scripting, etc. to be deployed in the campus network. Without hands-on, real-world projects, it is difficult for the learners to integrate the acquired security theories and knowledge with up-to-date security technologies and practices. Computer science educators who are interested in teaching computer security in a "realistic" context are thus faced with a unique challenge: Setting up 'real-world' computer security laboratories and assignments, without negatively impacting the rest of the campus network. The primary goal of our project is to develop a Distributed Computer Security Lab (DCSL) to answer the challenge. We have established, across multiple university campuses, a computer lab which enables the faculty and students to analyze and study vulnerabilities of a realistic corporate network. The lab provides hands-on experience for students to study cutting-edge computer security technologies, and serves as a test bed for projects which are otherwise impossible to implement in general-purpose labs. In this paper, we first discuss the general model of the DCSL and our implementation, and then present a selected set of projects that we have conducted to aid the design of the DCSL. The paper concludes with a summary and future work.Item Dining Philosophers Revisited, Again(SIGCSE Bulletin, 1991-06) Yue, Kwok-BunThis paper describes a problem in the solution of the dining philosophers problem by Gingras [2] that makes it inefficient, instead of the claimed maximal efficiency. A correct implementation is presented. Even then, the solution has other undesirable characteristics and is still not maximally efficiency. Depending on the definition of efficiency, it may not be possible to attain maximal efficiency and be starvation-free at the same time. A better and simpler solution for general mutual exclusion problems, in which the dining philosophers problem is a special case, is presented. This solution can become symmetric if appropriate data structures are used.Item Effective Course-Based Learning Outcome Assessment for ABET Accreditation of Computing Programs(Journal of Computer Sciences in Colleges, 2007-11) Yue, Kwok-BunRecent changes in accreditation criteria of computing programs require effective learning outcome assessment with a vigorous process, well documented results, broad faculty participation, and a complete coverage of the assessment cycle. This paper describes a course-based approach that correlates learning outcome objectives to accreditation standards and courses. Course objectives can then be flexibly assessed by using a mix of most suitable assessment tools. A strong course committee structure is used to ensure the smooth execution of the process. Three specific assessment tools with novel features are also described. This assessment approach has been used for the successful accreditation of a computer information systems program and can easily be adapted to other computer science and information system programs.Item An Efficient Starvation-Free Semaphore Solution for the Graphical Mutual Exclusion Problem.(The Computer Journal, 1991-08) Yue, Kwok-BunA fast method for constructing efficient solutions for graphical mutual exclusion problems based on semaphores associated with processes is described. The number of semaphores used is equal to the number of processes in the mutual exclusion problem. The solution is both deadlock-free and starvation-free, and allows a reasonable degree of concurrency. This method can be generalised to deal with generalised semaphore systems such as the PVchunk.Item Experience on Mashup Development with End User Programming Environment(Journal of Information Systems Education (JISE), 2010) Yue, Kwok-BunMashups, Web applications integrating data and functionality from other Web sources to provide a new service, have quickly become ubiquitous. Because of their role as a focal point in three important trends (Web 2.0, situational software applications, and end user development), mashups are a crucial emerging technology for information systems education. This paper describes the result of a pilot experiment of an open-ended mashup assignment using an end user Web-based visual development environment: Yahoo's Pipes. Surveys, qualitative analysis, peer evaluations, and comparative analysis were used to assess the assignment. Initial results indicated that the assignment was effective, well received, and cost efficient. Students found it to be useful, interesting, appropriate, and of the right level of difficulty. They gained the needed expertise in mashups and Yahoo's Pipes within a short period of time. They developed mashup applications with the expected degree of complexity, maturity, and innovativeness. There were no logistical bottlenecks and grading the open-ended assignment appeared to be consistent among the instructor and peers. The peer evaluations were perceived by students as very useful, even more so than the actual mashup development. Although Yahoo's Pipes were in general well received, its limitations, such as the lack of programming capability, created some minor issues and changed the designs of some mashups slightly. IS educators interesting in integrating open-ended mashup assignments into their courses may consider including a robust peer evaluation component and selecting a mashup development environment that matches the assignment goals. (Contains 8 tables and 2 figures.)Item Formative Assessment of Meaningful Learning in IS Education Using Concept Mapping(Proceedings of the EDSIG Conference, 2017-11) Yue, Kwok-BunInformation Systems (IS) education needs to focus on meaningful learning because it is essential in cultivating students’ problem solving and critical thinking skills. In formative assessment of the meaningful learning, we need to provide feedback to guide and enhance learning. In this study, we propose a conceptual model of meaningful learning. The model justifies the values of Concept Mapping (CM) as a formative assessment tool because of its effective dual role as both assessment artifact and communication artifact. The model suggests four potential feedback focal areas for effective feedback. We conducted preliminary experiments to validate CM’s utility as a communication tool. The CMs constructed by the students provide new lens for instructors to gauge students’ meaningful learning, and, more importantly, to provide detailed and precise feedback on students’ learning effectiveness. The major contribution is the adaptation of a widely used thinking tool for meaningful learning and its assessment in IS education, which is validated by models based on learning theories and cognitive science.Item From Expectation to Actual Perception after Experience: A Longitudinal Study of the Perceptions of Student Response Systems(Proceedings of the 17th Americas Conference on Information Systems AMCIS, 2011-08) Yue, Kwok-BunInteractive student response systems (SRSs) are becoming popular as many instructors at the tertiary level education institutions adopt the systems to transform traditional passive lectures into interactive classes. Despite the popularity and numerous benefits of SRSs, there is conflicting evidence regarding the current levels of perceptions and actual performances before and after use the systems. We believe the inconsistent result stems from the differences between the level of expectation and the level of actual perceptions after they use the systems. Students’ beliefs and attitudes are key perceptions toward the information technology (i.e., SRSs) usage. However, these perceptions may change over time as they gain direct experience with the technology. In this study, therefore, we test students’ expectations and perceptions of the technology and provide a comparative result from a longitudinal perspective. More specifically, in this study, we examine students’perceptional differences in terms of well-known technology acceptance constructs such as perceived usefulness, ease of use,enjoyment, and intention to use the systems before and after they actually use the systems.The results confirm that there are differences between the levels of expectations and actually perceptions of cognitive beliefs across three-stage of experience. However, there are no differences of students’ perceptions between initial usage and second-time usage. In other words, the very first direct experience of students will become a salient determinant of their perception of cognitive beliefs and behavioral intention, but the second experience does not provide the same level of impact as much the first one does. We believe that the result of the study will provide solid understanding of the gap between the levels of expectations and actual perceptions of a technology before and after usage, which will explain the inconsistent results related to the SRSs. Limitations and future directions are discussed.Item Incorporating Applied Critical Thinking into Computer Information Systems Curriculum under a University-Wide Initiative(Proceedings of the EDSIG Conference, 2015-11) Yue, Kwok-BunInformation Systems (IS) educators have long recognized the importance of critical thinking (CT) as an essential element in the success of their curricula. Past research on CT in IS curricula mainly focused on individual courses. This paper discusses our experience in incorporating CT in our Computer Information Systems (CIS) curricula under a university-wide initiative. Our university adopted a formal process for approving Applied Critical Thinking (ACT) syllabi for courses. The approval process is based on incorporating selected CT elements into the Student Learning Outcomes (SLOs), identifying CT-enhancing activities, and setting up a CT assessment plan according to a university-wide evaluation guideline. Six required and four elective courses for CIS students have been approved as ACT courses. This paper reports our activities, experimentation, and preliminary results. It discusses five unique features of our approach of weaving CT into our IS curricula. Our experience indicates that incorporating CT in the program level, and not only in the individual course level, has a good potential to be cost effective. The approaches reported here may also be adopted in individual courses.Item An Investigation Dimension for Understanding and Characterizing Computing Disciplines(Proceedings of the 23rd Americas Conference on Information Systems AMCIS, 2017-08) Yue, Kwok-BunComputing disciplines are diverse and overlap extensively. ACM provides two dimensions, theory and target level, as a tool to describe the problem spaces of five disciplines of computing: computer science, information systems, information technology, computer engineering, and software engineering. However, there are still many studies reporting that even majors are not entirely clear about the scopes and tasks of their computing disciplines. Various supplementary approaches and models have been proposed to assist the understanding and characterization of computing disciplines, such as through computing traditions, research-focuses, and positions in the business-technology continuum. This paper proposes a new investigation dimension based on a popular inquiry approach as a complementary third dimension to serve as an additional high order lens for understanding computing disciplines. The application of the model on understanding and characterizing the five ACM disciplines and data science is discussed. The model encourages systematic critical thinking, meaningful learning, and deep reasoning.Item A Model for Long Term Assessment of Computing and Information Systems Programs(Information Systems Education Journal, 2011-08) Yue, Kwok-BunAssessment practices and requirements are very broad and vary widely among academic programs and from one institution to the other. Consequently, we noticed, in the recent years, increased volumes of research and interest geared into the assessment process and procedures in various disciplines in higher education. In this paper, we present and explain a model for long term assessment and a set of robust tools and techniques within the framework of process steps, team work, and task-driven process management. Using this presented assessment methodology, we have been successful in our accreditation efforts, and improved the quality of our programs. This model can be used for long-term assessment with several years of task scheduling and assessment timeline. We share our views and thoughts in the form of lessons learned and best practices so as to streamline the process of assessment and simplify its procedures and steps.Item A model for open content communities to support effective learning and teaching(Proceedings of the IADIS International Conference on Web-based Communities 2004, 2004-04) Yue, Kwok-BunOpen Source Software (OSS) has provided a successful model for community-based collaborative development of software. The success of OSS has triggered interests in applying similar approaches to other areas besides software development, such as open courseware development and open content projects. However, there are nearly no projects on building highly collaborative Open Content Community (OCC) for developing high quality, comprehensive, rich and freely distributable educational materials on specific subjects. Learners can directly use these educational materials to effectively learn the respective subjects, and instructors can use them to construct courses. This paper presents an OSSbased model for building an OCC that supports volunteers to effectively develop, evaluate and use open content educational materials. The model is composed of fine-grained knowledge units to encourage high degree of collaboration. It also has a hierarchical module-based framework for structuring projects. The community Website provides tools and services for content development, project management and project navigation. It is designed to provide high flexibility to cater to varying requirements of different projects, which may evolve in a way similar to OSS projects. An initial prototype has been developed and the authors are in the process of fine-tuning the prototype for experimentation with sample projects
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