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Craig Zilles

Registered user since Fri 20 Nov 2020

Name:Craig Zilles

Craig Zilles is an Associate Professor in the Computer Science department at the University of Illinois at Urbana-Champaign. His current research focuses on applying computing and data analytics to education, including the development of the Computer-based Testing Facility (CBTF). Historically, his research has focused on the interaction between compilers and computer architecture, especially in the context of managed and dynamic languages. He received his Ph.D. in 2002 from Wisconsin-Madison. Prior to his work on computer architecture and compilers, he developed the first algorithm that allowed rendering arbitrary three-dimensional polygonal shapes for haptic interfaces (force-feedback human-computer interfaces). He holds 5 patents, received the IEEE Education Society’s 2010 Mac Van Valkenburg Early Career Teaching Award and is a recipient of an NSF CAREER award, the College of Engineering’s Rose Award and Everitt Award for Teaching Excellence, and Illinois Student Senate Teaching Excellence Award. His research has been recognized by a best paper awards from ASPLOS in 2010 and 2013 and by selection for inclusion in the IEEE Micro Top Picks from the 2008 Computer Architecture Conferences.

Country:United States
Affiliation:University of Illinois at Urbana-Champaign
Research interests:Education at Scale, Computer-based Testing, Learning Analytics, Computing Education


SIGCSE TS 2023 Creating Algorithmically Generated Questions Using a Modern, Open-sourced, Online Platform: PrairieLearn
Investigating the Effects of Testing Frequency on Programming Performance and Students' Behavior
On Students' Usage of Tracing for Understanding Code
A’s for All (as Time and Interest Allow)
Actually Achieving "A's for All" (As Time and Interest Allow)
Discovering, Autogenerating, and Evaluating Distractors for Python Parsons Problems in CS1
Significant Trends in CS Educational Materials: Current and Future
Computer-based Testing Facilities as a Means for Enabling Better Assessment Pedagogy
Spiffy Peer Instruction Questions
Using Context-Free Grammars to Scaffold and Automate Feedback in Precise Mathematical Writing
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