ruth wylie

 

human-computer interaction institute

carnegie mellon university

5000 forbes avenue

pittsburgh, pennsylvania 15213

rwylie @ cs . cmu . edu

 

research interests

 

I study Human-Computer Interaction and more specifically, designing intelligent tutoring systems that facilitate student learning and provide insight into how students learn. I am particularly interested in ill-defined domains and the challenges of student modeling and transfer effects within these domains. Other research interests include student motivation, designing technological tools for teachers and applications of Machine Learning in Education. 

 

education                       Ph.D., Human-Computer Interaction (expected graduation 2010)

Carnegie Mellon University

            Advisors: Kenneth Koedinger, Teruko Mitamura

 

B.A. (Highest Honors) Cognitive Science, May 2003

University of California, Berkeley

Cognitive Psychology Concentration

Minors: Computer Science, Education

 

professional experience

                                   

Graduate Research Assistant.  Human-Computer Interaction Institute. Carnegie Mellon University. Advisors: Kenneth Koedinger, Teruko Mitamura. Fall 2005 – present

 

High School English as a Foreign Language Teacher. Shima High School. Isobe, Japan. Japanese Exchange and Teaching Program (JET).  August 2003 – August 2005.

 

Intern.  Sun Microsystems. Professional Services Global Training. June 2001 – June 2003.

 

Undergraduate Research Assistant.  Shimamura Memory Lab.  University of California, Berkeley. Fall 2002 – Spring 2003.

 

Undergraduate Research Assistant.  Disability Studies at Cal. University of California, Berkeley. Fall 2001.

 

Volunteer Teaching Assistant. Washington Elementary School.  Berkeley Unified School District.  Spring 2000.

 

publications                            

Refereed Workshop/Student Papers

Ogan, A., Wylie, R., Walker, E. (2006) The Challenges in Adapting Traditional Techniques for Modeling Student Behavior in Ill-Defined Domains.  Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan, June 26 – 30, 2006.

 

Ogan, A., Wylie, R., Walker, E. (2006) Defining the Ill-Defined: Modeling student behavior in making aspectual distinctions.  Student Track paper at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan, June 26 – 30, 2006.

 

Conference Presentations

Wylie, R., Mitamura, T., Rankin. J. (2006) From Practice to Production: Developing Tutoring Systems for English Article Use. Presentation at the Three Rivers Teachers of English to Speakers of Other Languages (3RTESOL) Conference. Pittsburgh, Pennsylvania. October 28, 2006.

 

Walker, E., Ogan, A., Wylie. R. (2006) A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. Presentation at the European Association for Computer-Assisted Language Learning (EUROCALL) Conference. Granda, Spain. September 4 – 7, 2006.

 

Poster Presentations

Wylie, R., Mitamura, T., Rankin, J., Koedinger, K., MacWhinney, B. (2006) Developing Intelligent Tutoring Systems for Language Learning. Science of Learning Center Symposium at the Society for Neuroscience conference. Atlanta, Georgia. October 13, 2006.

 

Thesis

Wylie, R. (2003) The Effects of Computers on Cognitive Assessment. Honors Thesis, University of California, Berkeley.  Advisors: Mark D’Esposito, Jennifer Mankoff

 

 

awards and fellowships

 

Program in Interdisciplinary Education Research (PIER) Fellow. Carnegie Mellon University.

Five-year fellowship.

 

Insightful Brain Cognitive Science Workshop Scholarship Recipient. Center for Visual Sciences, University of Rochester. June 2002

 

Emerging Leaders Alumni Scholar. University of California, Berkeley. 2000, 2001, 2002