Faculty Profile

Stephanie Ludi

Title
Professor
Department
Computer Science and Engineering
College
College of Engineering

    

Education

PhD, Arizona State University, 2003.
Major: Computer Science
Dissertation Title: Requirements engineering process simulation in undergraduate software engineering courses
MS, California Polytechnic State University, San Luis Obispo, 1996.
Major: Computer Science
BS, California Polytechnic State University, San Luis Obispo, 1994.
Major: Computer Science

Current Scheduled Teaching*

CSCE 4890.821, Directed Study, Fall 2021
CSCE 5934.821, Directed Study, Fall 2021
CSCE 6950.721, Doctoral Dissertation, Fall 2021
CSCE 6940.821, Individual Research, Fall 2021
CSCE 5950.821, Master's Thesis, Fall 2021
CSCE 4999.821, Senior Thesis, Fall 2021
CSCE 4901.001, Software Development Capstone I, Fall 2021 Syllabus
CSCE 2900.821, Special Problems in Computer Science and Engineering, Fall 2021

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

CSCE 4920.721, Cooperative Education in Computer Science and Engineering, Summer 5W2 2021
CSCE 4920.721, Cooperative Education in Computer Science and Engineering, Summer 8W1 2021
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Summer 10W 2021
CSCE 6940.821, Individual Research, Summer 10W 2021
CSCE 4999.821, Senior Thesis, Summer 10W 2021
CSCE 2900.821, Special Problems in Computer Science and Engineering, Summer 10W 2021
CSCE 6420.721, Advanced Topics in Software Engineering, Spring 2021 Syllabus SPOT
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Spring 2021
CSCE 6950.721, Doctoral Dissertation, Spring 2021
CSCE 6940.721, Individual Research, Spring 2021
CSCE 5950.721, Master's Thesis, Spring 2021
CSCE 4999.721, Senior Thesis, Spring 2021
CSCE 4902.001, Software Development Capstone II, Spring 2021 Syllabus SPOT
CSCE 4902.004, Software Development Capstone II, Spring 2021 Syllabus
CSCE 6900.721, Special Problems, Spring 2021
CSCE 2900.721, Special Problems in Computer Science and Engineering, Spring 2021
CSCE 4920.821, Cooperative Education in Computer Science and Engineering, Fall 2020 Syllabus
CSCE 5934.821, Directed Study, Fall 2020
CSCE 6950.721, Doctoral Dissertation, Fall 2020
CSCE 6940.821, Individual Research, Fall 2020
CSCE 4535.002, Introduction to Network Administration, Fall 8W2 2020 Syllabus
CSCE 5950.821, Master's Thesis, Fall 2020
CSCE 4901.001, Software Development Capstone I, Fall 2020 Syllabus SPOT
CSCE 4901.004, Software Development Capstone I, Fall 2020 Syllabus SPOT
CSCE 4920.021, Cooperative Education in Computer Science and Engineering, Summer 10W 2020
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Summer 10W 2020
CSCE 6420.001, Advanced Topics in Software Engineering, Spring 2020 Syllabus
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Spring 2020
CSCE 5934.721, Directed Study, Spring 2020
CSCE 6940.721, Individual Research, Spring 2020
CSCE 5950.721, Master's Thesis, Spring 2020
CSCE 4999.721, Senior Thesis, Spring 2020
CSCE 4901.001, Software Development Capstone I, Spring 2020 Syllabus
CSCE 4920.821, Cooperative Education in Computer Science and Engineering, Fall 2019
CSCE 6940.821, Individual Research, Fall 2019
CSCE 5950.821, Master's Thesis, Fall 2019
CSCE 4999.821, Senior Thesis, Fall 2019
CSCE 3444.002, Software Engineering, Fall 2019 Syllabus SPOT
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Summer 10W 2019
CSCE 5934.821, Directed Study, Summer 10W 2019
CSCE 6940.821, Individual Research, Summer 10W 2019
CSCE 4999.821, Senior Thesis, Summer 10W 2019
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Spring 2019
CSCE 2999Z.700, CSCE Research, Spring 2019
CSCE 4890.821, Directed Study, Spring 2019
CSCE 5934.821, Directed Study, Spring 2019
CSCE 6940.821, Individual Research, Spring 2019
CSCE 4999.821, Senior Thesis, Spring 2019
CSCE 4901.001, Software Development Capstone, Spring 2019 Syllabus SPOT
CSCE 4920.750, Cooperative Education in Computer Science and Engineering, Fall 2018
CSCE 2999Z.700, CSCE Research, Fall 2018
CSCE 4890.821, Directed Study, Fall 2018
CSCE 3220.001, Human Computer Interfaces, Fall 2018 Syllabus SPOT
CSCE 6940.821, Individual Research, Fall 2018
CSCE 4999.821, Senior Thesis, Fall 2018
CSCE 5900.821, Special Problems, Summer 10W 2018
CSCE 4999.821, Senior Thesis, Spring 2018 Syllabus
CSCE 4901.001, Software Development Capstone, Spring 2018 Syllabus SPOT
CSCE 2900.821, Special Problems in Computer Science and Engineering, Spring 2018
CSCE 3220.001, Human Computer Interfaces, Fall 2017 Syllabus SPOT
CSCE 4999.821, Senior Thesis, Fall 2017 Syllabus
CSCE 2900.821, Special Problems in Computer Science and Engineering, Fall 2017
CSCE 2900.821, Special Problems in Computer Science and Engineering, Summer 10W 2017
CSCE 5270.001, Computer Human Interfaces, Spring 2017 SPOT
CSCE 4890.821, Directed Study, Spring 2017
CSCE 6950.821, Doctoral Dissertation, Spring 2017
CSCE 4999.821, Senior Thesis, Spring 2017 Syllabus
CSCE 5933.005, Topics in Computer Science and Engineering, Spring 2017 SPOT
CSCE 5934.821, Directed Study, Fall 2016
CSCE 4444.002, Software Engineering, Fall 2016 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Naveda, J. F., Seidman, S. B. (2013). IEEE Computer Society Real-World Software Engineering Problems: A Self-Study Guide for Today’s Software Professional. 6, . John Wiley & Sons.
Barker, B. S. (2012). Robots in K-12 Education: A New Technology for Learning: A New Technology for Learning. IGI Global.
Bainbridge, W. S. (2004). Berkshire encyclopedia of human-computer interaction. Berkshire Publishing Group LLC.
Conference Proceeding
Ludi, S. A. (2020). Comparison of Methods for Teaching Accessibility in University Computing Courses.. 22, 12. New York, NY: ACM.
Ludi, S. A., Mountapmbeme, A. (2020). Investigating Challenges Faced by Learners with Visual Impairments using Block-Based Programming/Hybrid Environments.. 22, 4. Denton: ACM.
Ludi, S. A., Alrubaye, H., Mkauer, M. W. (2019). Comparison of block-based and hybrid-based environments in transferring programming skills to text-based environments. No. November(2019), 10. New York, NY: ACM.
Ludi, S. A., Kurkovsky, S., Linda, C. (2019). Active Learning with LEGO for Software Requirements.. Other. NY, NY: ACM.
Ludi, S. A., Kurkovsky, S., Linda, C. Unlocking LEGO: Creating a Learner Centered Environment for Abstract Thinking in Computer Science. Other. AERA.
Ludi, S. A., Bernstein, D., Mutch-Jones, K. (2018). Enhanced Robotics! Improving Building and Programming Learning Experiences for Students with Visual Impairments. Other. Proceedings of the 2018 ACM SIGCSE Technical Symposium on Computer Science Education. 368-371. New York: ACM.
Ludi, S. A., Huenerfauth, M., Hanson, V., Rajendra Palan, N., Garcia, P. (2018). Teaching Inclusive Thinking to Undergraduate Students in Computing Programs. Other. Proceedings of the 2018 ACM SIGCSE Technical Symposium on Computer Science Education. 717-722. New York: ACM.
Albusays, K., Ludi, S. A., Huenerfauth, M. (2017). Interviews and Observation of Blind Software Developers at Work to Understand Code Navigation Challenges. Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility. 91--100. New York, NY, USA: ACM. http://doi.acm.org/10.1145/3132525.3132550
Palan, N. R., Hanson, V. L., Huenerfauth, M., Ludi, S. A. (2017). Teaching Inclusive Thinking in Undergraduate Computing. Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility. 399--400. New York, NY, USA: ACM. http://doi.acm.org/10.1145/3132525.3134808
Ludi, S. A., Kurkovsky, S. (2017). Using Tangible Manipulatives for Hands-on Activities in Undergraduate Computer Science Classes. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. 727–727.
Albusays, K., Ludi, S. A. (2016). Eliciting programming challenges faced by developers with visual impairments: exploratory study. Proceedings of the 9th International Workshop on Cooperative and Human Aspects of Software Engineering. 82–85.
Ludi, S. A., Simpson, J., Merchant, W. (2016). Exploration of the Use of Auditory Cues in Code Comprehension and Navigation for Individuals with Visual Impairments in a Visual Programming Environment. Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility. 279–280.
Ludi, S. A., Jordan, S. (2015). A JBrick: Accessible Robotics Programming for Visually Impaired Users. International Conference on Universal Access in Human-Computer Interaction. 157–168.
Ludi, S. A. (2015). A Tablet-Based Lego Mindstorms Programming Environment for Children. International Conference on Learning and Collaboration Technologies. 106–114.
Alhussaini, H., Ludi, S. A., Leone, J. (2015). An Evaluation of AccessBraille: A Tablet-Based Braille Keyboard for Individuals with Visual Impairments. International Conference on Human-Computer Interaction. 369–374.
Alkhanifer, A. A., Ludi, S. A. (2015). Developing SAGAT Probes to Evaluate Blind Individuals’ Situation Awareness when Traveling Indoor Environments. Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility. 305–306.
Alkhanifer, A., Ludi, S. A. (2015). Disorientation factors that affect the situation awareness of the visually impaired individuals in unfamiliar indoor environments. International Conference on Universal Access in Human-Computer Interaction. 89–100.
Ludi, S. A. (2015). Position paper: Towards making block-based programming accessible for blind users. Blocks and Beyond Workshop (Blocks and Beyond), 2015 IEEE. 67–69.
Ludi, S. A., Timbrook, M., Chester, P. (2014). AccessBraille: tablet-based braille entry. Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibility. 341–342.
Ludi, S. A., Timbrook, M., Chester, P. (2014). Tablet-Based Braille Entry via a Framework Promoting Custom Finger Spacing. International Conference on Computers for Handicapped Persons. 377–382.
Alkhanifer, A., Ludi, S. A. (2014). Towards a situation awareness design to improve visually impaired orientation in unfamiliar buildings: Requirements elicitation study. Requirements Engineering Conference (RE), 2014 IEEE 22nd International. 23–32.
Davila, K., Ludi, S. A., Zanibbi, R. (2014). Using off-line features and synthetic data for on-line handwritten math symbol recognition. Frontiers in Handwriting Recognition (ICFHR), 2014 14th International Conference on. 323–328.
Alkhanifer, A. A., Ludi, S. A. (2014). Visually impaired orientation techniques in unfamiliar indoor environments: a user study. Proceedings of the 16th international ACM SIGACCESS conference on Computers & accessibility. 283–284.
Touretzky, D. S., Marghitu, D., Ludi, S. A., Bernstein, D., Ni, L. (2013). Accelerating K-12 computational thinking using scaffolding, staging, and abstraction. Proceeding of the 44th ACM technical symposium on Computer science education. 609–614.
Davila, K., Agarwal, A., Gaborski, R., Zanibbi, R., Ludi, S. A. (2013). AccessMath: Indexing and retrieving video segments containing math expressions based on visual similarity. Image Processing Workshop (WNYIPW), 2013 IEEE Western New York. 14–17.
Ladner, R., Alkoby, K., Bigham, J., Ludi, S. A., Marghitu, D., Stefik, A. (2012). Improving the accessibility of computing enrichment programs. Proceedings of the 43rd ACM technical symposium on Computer Science Education. 662–662.
Ludi, S. A. (2012). Requirements Gathering and Domain Understanding for Assistive Technology to Support Low Vision and Sighted Students. International Workshop on Usability-and Accessibility-Focused Requirements Engineering. 117–132.
Ludi, S. A., Canter, A., Ellis, L., Shrestha, A. (2011). Access lecture: a mobile application providing visual access to classroom material. The proceedings of the 13th international ACM SIGACCESS conference on Computers and accessibility. 223–224.
Kushalnagar, R. S., Ludie, S. A., Kushalnagar, P. (2011). Multi-view platform: an accessible live classroom viewing approach for low vision students. The proceedings of the 13th international ACM SIGACCESS conference on Computers and accessibility. 267–268.
Ludi, S. A., Adams, IV, G., Blankenship, B., Dapiran, M. (2011). The architectural challenges of adding accessibility features to ALICE as a case study of maintenance in educational software. Proceedings of the 1st International Workshop on Games and Software Engineering. 33–35.
Ludi, S. A., Abadi, M., Fujiki, Y., Sankaran, P., Herzberg, S. (2010). JBrick: accessible lego mindstorm programming tool for users who are visually impaired. Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility. 271–272.
Naveda, J. F., Lutz, M. J., Vallino, J. R., Reichlmayr, T., Ludi, S. A. (2009). The road we’ve traveled: 12 years of undergraduate software engineering at the rochester institute of technology. Information Technology: New Generations, 2009. ITNG’09. Sixth International Conference on. 690–695.
Ludi, S. A. (2007). Introducing accessibility requirements through external stakeholder utilization in an undergraduate requirements engineering course. Proceedings of the 29th international conference on Software Engineering. 736–743.
Ludi, S. A. (2006). Work in Progress: Effectiveness of Collaboration within a Secure Software Engineering Course for SE and Computing Students. Frontiers in Education Conference, 36th Annual. 15–16.
Ludi, S. A., Natarajan, S., Reichlmayr, T. (2005). An introductory software engineering course that facilitates active learning. ACM SIGCSE Bulletin. 37(1), 302–306.
Ludi, S. A. (2005). Factors impacting animation in icons for visually impaired computer users. Proceedings of the 2005 international conference on Accessible Design in the Digital World. 13–13.
Bierre, K., Chetwynd, J., Ellis, B., Hinn, D. M., Ludi, S. A., Westin, T. (2005). Game not over: Accessibility issues in video games. Proc. of the 3rd International Conference on Universal Access in Human-Computer Interaction. 22–27.
Ludi, S. A. (2005). Providing students with usability testing experience: Bringing home the lesson ÒThe User is Not Like YouÓ. Frontiers in Education, 2005. FIE’05. Proceedings 35th Annual Conference. T3G–T3G.
Ludi, S. A. (2004). Teaching Software Testing as a Problem-Based Learning Course. Third Annual Workshop on the Teaching of Software Testing (WTST 3) February. 6–8.
Ludi, S. A. (2002). Access for everyone: introducing accessibility issues to students in Internet programming courses. Frontiers in Education, 2002. FIE 2002. 32nd Annual. 3, S1C–S1C.
Ludi, S. A., Collofello, J. (2001). An analysis of the gap between the knowledge and skills learned in academic software engineering course projects and those required in real: projects. Frontiers in Education Conference, 2001. 31st Annual. 1, T2D–8.
Ludi, S. A. (2000). Animated icons: re-inventing visual cues for the visually impaired computer user. Proceedings on the 2000 conference on Universal Usability. 145–146.
Ludi, S. A. (1997). Student Roles on the World Wide Web: Scholar, Researcher, Beggar, or Thief.. WebNet.
Ludi, S. A. (1996). Children and educational software: software design under the microscope. Multi Media Engineering Education, 1996., IEEE International Conference on. 517–521.
Journal Article
Ludi, S. A. (2020). Understanding the motivations of final-year computing undergraduates for considering accessibility. ACM Transactions on Computing Education. 20(2), 22. New York, NY: ACM.
Ludi, S. A., Jeffrey, W., Kavya, C., Zain, K., Nguyen, A. (2019). Exploring the use of auditory cues to sonify block-based programs.. Other. Northridge, CA: Cal State Northridge.
Ludi, S. A., Spencer, M. (2017). Design Considerations to Increase Block-based Language Accessibility for Blind Programmers Via Blockly. Other. 3(July), 119-124. Pittsburgh, PA: KSI Research Inc.. http://ksiresearchorg.ipage.com/vlss/
Kanadje, M., Miller, Z., Agarwal, A., Gaborski, R., Zanibbi, R., Ludi, S. A. (2016). Assisted keyword indexing for lecture videos using unsupervised keyword spotting. Other. 71, 8–15. Elsevier.
Barnard, I., Gifford, M., Goggin, S., Kakita, R., Miesenberger, K., Santiago, J. (2014). The Journal on Technology and Persons with Disabilities. California State University, Northridge.
Ludi, S. A. (2014). Towards improving access to math and science lecture material for visually impaired students via iOS support: a convergence of the student, instructor, and classroom. Other. (109), 21–28. ACM.
Ludi, S. A. (2012). Educational robotics and broadening participation in STEM for underrepresented student groups. Other. 343–361. IGI Global.
Ludi, S. A., Reichlmayr, T. (2011). The use of robotics to promote computing to pre-college students with visual impairments. ACM Transactions on Computing Education. 11(3), 20. ACM.
Kushalnagar, R., Ludi, S. A., Kushalnagar, P. (2010). Mobile View Platform: An Accessible Live Classroom Viewing Approach for Low Vision Students.
Ludi, S. A., Reichlmayr, T. (2008). Developing inclusive outreach activities for students with visual impairments. Other. 40(1), 439–443. ACM.
Ludi, S. A. (2000). Macromedia director as a prototyping and usability testing tool. Other. 6(5), 7. ACM.

Awarded Grants

Contracts, Grants and Sponsored Research

Contract
Ludi, S. A., "CCE STEM: Ethical Inclusion of People with Disabilities through Undergraduate Computing Education," Sponsored by Rochester Institute of Technology (via NSF grant), Private, $51646 Funded. (May 1, 2017 – Present).
Pottathuparambil, R. J. (Co-Principal), Gafford, L. C. (Principal), Ludi, S. A. (Co-Principal), Mehta, G. (Co-Principal), D'Souza, N. A. (Co-Principal), "Explore STEM! Summer program," Sponsored by Texas Workforce Commission (TWC), State, $130203 Funded. (December 1, 2020October 31, 2021).
Grant - Research
Boettger, R. (Principal), Ludi, S. A. (Co-Principal), Hoeinghaus, D. (Co-Principal), "Collaborative Research: Evaluating a Data-Driven Approach to Teaching Technical Writing in STEM Majors," Sponsored by NSF, Federal, $185141 Funded. (September 1, 2017August 30, 2020).
Grant - Service
Ludi, S. A., "Introducing Computer Science After School Club - Denton ISD," Sponsored by BNSF Railway Foundation, Private, $29966 Funded. (September 1, 2018June 30, 2020).
D'Souza, N. (Principal), Ludi, S. (Co-Principal), "College of Engineering Women in STEM," Sponsored by Dallas Women's Foundation, Regional, $30000 Funded. (November 1, 2018May 30, 2020).
Sponsored Research
Ludi, S. A., "Collaborative Research: LEGO-Based Active Learning Activities for Software Engineering Education," Sponsored by National Science Foundation, Federal, $136098 Funded. (December 2, 2016 – Present).
Ludi, S. A., "HCC: Small: AccessMath: Improving Mathematics Lectures for Low Vision Students through Integrated Video, Note-Taking and Search," Sponsored by National Science Foundation, Federal, $60242 Funded. (February 2, 2017May 30, 2019).
Ludi, S. A., "BP: Collaborative Research: I-ECS: Inclusive Exploring CS Curriculum Enhancement as Face-to-Face and Online Support for Visually Impaired, High School Students," Sponsored by National Science Foundation, Federal, $194490 Funded. (December 21, 2016November 30, 2017).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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