Carolyn Penstein Rosé



Carolyn Penstein Rosé

US Citizen

Language Technologies Institute/Human-Computer Interaction Institute

Newell Simon Hall 4531

Carnegie Mellon University

Pittsburgh, PA 15213

E-mail: cprose@cs.cmu.edu

Homepage:

Phone: (412) 268-7130

Fax: (412) 268-6298

Last Updated: February 18, 2007

0. General Information

Education

Ph.D., Language and Information Technologies, Carnegie Mellon University, December 1997.

Thesis advisor: Lori S. Levin

M.S., Computational Linguistics, Carnegie Mellon University, May, 1994.

B.S., Information and Computer Science (Magna Cum Laude), University of California at Irvine, June 1992.

Position

[2003-present] Research Computer Scientist, Language Technologies Institute and Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University

[1997- 2003] Research Associate, Learning Research and Development Center, University of Pittsburgh.

Project coordinator in Natural Language Tutoring Group

[1994-1997] Teaching Assistant, Computational Linguistics Program, Carnegie Mellon University.

[Summer 1993] Summer Research Internship, Apple Computer, San José, CA.

[1992-1994] Research Assistant, Center for Machine Translation, Carnegie Mellon University.

[Summer 1991] Research Internship, Minority Summer Research Internship Program, UC Irvine.

[1990-1992 ] Honors Research, University of California at Irvine.

I. Statement of Career Goals

Overview

My primary research objective is to develop and apply advanced interactive technology to enable effective computer based and computer supported instruction. A particular focus of my research is in exploring the role of explanation and language communication in learning. Thus, one major thrust of my research is in developing and applying language technology to the problem of eliciting, responding to, and automatically analyzing student verbal behavior. However, many of the underlying HCI issues, such as influencing student expectations, motivation, and learning orientation, transcend the specific input modality. This research program involves four primary foci: (1) controlled experimentation and analysis of human tutoring, collaborative learning, and computer tutoring to explore the mechanisms by which effective instruction is accomplished, (2) controlled experimentation and analysis of student interactions with human tutors, peer learners, and computer tutors in order to explore the HCI issues that affect student behavior and motivational orientations, (3) basic research in language technology to enable, facilitate, or study interactions in natural language in learning environments either with computer agents, between humans, or a combination of the two, and finally (4) development of easy-to-use tools for building language interaction interfaces and tutorial environments more generally.

A Historical Perspective

Although my long term goal was always to work in the area of intelligent tutoring and tutorial dialogue, during graduate school I focused on the problem of robust natural language interpretation. I was awarded my Ph.D. in 1997 from the Language Technologies Institute here at Carnegie Mellon University. My dissertation research focused on an approach for recovering from interpretation failures resulting from insufficient knowledge source coverage and extragrammatical language (Rosé, 1997; Rosé & Levin, 1998; Rosé, 1999). I always had an affinity for hybrid knowledge based/machine learning approaches (Rosé & Waibel, 1997; Rosé & Lavie, 1997). This work was conducted in the context of a multi-lingual speech-to-speech machine translation project (Woszczyna et al., 1993; Suhm et al., 1994). That context provided a challenging environment in which to explore issues related to robust and efficient natural language understanding. Another focus of my work was on computational modeling of dialogue (Rosé et al., 1995; Qu et al., 1997).

Immediately upon finishing my dissertation research, I accepted a position as a Postdoctoral Research Associate at the Learning Research and Development Center (LRDC), where I worked most closely with Johanna Moore, Kurt VanLehn, and Diane Litman. There I played a very active role in the CIRCLE Center, an NSF funded center pursuing research questions related to the development of tutorial dialogue technology (Rosé et al., 1999; Freedman et al., 2000; Jordan et al., 2001; Vanlehn et al., 2002). An important part of this work was continued research in the area robust language understanding (Rosé, 2000; Rosé & Lavie, 2001; Rosé et al., 2002; Rosé et al., 2003a; Rosé & Hall, 2004; Lavie & Rosé, 2004), in addition to research involving analysis of human tutoring interactions (Rosé et al., 2001b; Rosé et al., 2003b,c; Litman et al., 2004; VanLehn et al., submitted) and evaluation of implemented tutorial dialogue systems (Rosé et al., 2001a; Litman et al., 2004). A recently accepted journal article (Rosé & VanLehn, 2005) and a journal article in preparation (Rosé, Siler, Torrey, & VanLehn, in preparation) provide an overview of my work from those years at LRDC leading into the work I am doing now.

My Current Work

In October of 2003 I accepted a position as a Research Scientist with a 50%/50% joint appointment in the Language Technologies Institute and the Human-Computer Interaction Institute. The series of studies I ran during my time at LRDC convinced me of the naiveté of assuming that the most important problem in providing effective tutorial dialogue technology was in overcoming the technical challenges. Since coming to CMU I have shifted my emphasis very sharply towards design based on detailed, empirically constructed models of the multiplicity of underlying mechanisms that are at work at the level of the individual student in the midst of human-human interaction. Here I discuss a few selected recent findings and results. A comprehensive list of my other funded projects is found in Section V.

A major focus of my research has been on working towards supporting collaborative learning processes with language technologies. Adaptive forms of collaborative learning support would be an advance to the state-of-the-art in computer supported collaborative learning in that it would allow support to be administered in an as-needed basis, and thus the support may be faded over time as students gain in their competency at valued collaborative behaviors and personal learning behaviors in a collaborative setting. Much evidence in favor of this cognitive apprenticeship model of learning, where support is faded over time, is prominent in the learning sciences literature.

Related to the long term objective of data driven design of adaptive collaborative learning support, with partial funding from an NSF ROLE/SGER (PI Carolyn Rosé) and the NSF/IERI funded Learning Oriented Dialogue Project (PI, Vincent Aleven, CoPIs Albert Corbett and Carolyn Rosé), I have been investigating how the characteristics of student or agent influence the behavior and learning of a partner student. Much of what is known about the mechanisms responsible for the success of collaborative learning is largely at the group level rather than at the individual level. And well controlled studies comparing learning across collaborative and non-collaborative settings have been relatively few. Even studies presenting evidence about specific effective patterns of interaction have largely provided correlational evidence, and thus do not offer insights on the causal mechanisms at work on the level of the individual student. But in order to design effective adaptive support for collaborative learning, we must gain insights at this level.

My work on this project started out with a focus on investigating previous claims about best practices in learning companion agent design that have not been subjected to rigorous evaluation. As a key part of this, I am advocating a particular experimental design methodology, which provides a highly controlled way to examine mechanisms by which one peer learner’s behavior influences a partner learner’s behavior and learning. Specifically, it makes use of confederate peer learners who are experimenters acting as peer learners but behaving in a highly scripted way. While this approach lacks the high degree of external validity found in more naturalistic observations of collaborative learning interactions, it provides complementary insights not possible within that framework. The type of insights provided by this type of design are essential for discovering precisely which combination of technological features will ultimately yield the most desirable response from students. By using a controlled experimental approach, we can get specific information about which aspects of the rich interactions are important for achieving the target effect. By using naturalistic collaborative learning and solitary learning as control conditions we can measure the extent to which the collaboration provides value as well as how the manipulated collaboration compares in effectiveness to more naturalistic collaborative learning. A series of studies conducted in this fashion were published together at CHI 2006 and nominated for a best paper award (Gweon et al., 2006).

One important piece of my work that bridges both the LTI and HCII, which is central to the agenda of developing adaptive collaborative learning support, has been the PSLC funded TagHelper project. The goal of this project have been to develop and use language technology to support verbal protocol analysis (Donmez et al., 2005; Donmez et al., submitted; Rosé et al., in preparation). A key focus in this work has been developing techniques for exploiting natural structure in corpora and coding schemes in order to overcome the sparse data problem. This project has afforded me the opportunity to collaborate with technology researchers such as Jaime Carbonell and William Cohen as well as local behavioral researchers such as Bob Kraut and Kenneth Koedinger and especially learning scientists abroad such as Alexander Renkl and his group in Freiburg, Rainer Bromme and Regina Jucks in Muenster, Karen Schweitzer in Heidelberg, Manuela Paechter in Graz, and Frank Fischer and his group in Tuebingen. Pursuing this work is one of my major roles within the interdisciplinary Pittsburgh Sciences of Learning Center. Our Computer Supported Collaborative Learning submission about TagHelper was nominated for a best paper award in 2005. HCI aspects of the TagHelper project are covered in (Gweon et al., 2005), which was presented at INTERACT ’05.

Building on the early success of the TagHelper project, an exciting development in the past year has been two successful evaluations of fully automatic adaptive collaborative learning support interventions. The purpose of these interventions is to “listen in” on student conversational behavior using text processing technology developed on the TagHelper project, decide based on that behavior when to intervene, and to offer support to make the learning experience more successful. In the first study, conducted in a class of sophomore thermodynamics students, we investigated the role of reflection in simulation based learning by manipulating two independent factors that each separately lead to significant learning effects, namely whether students worked alone or in pairs, and what type of support students were provided with. Our finding was that in our simulation based learning task, students learned significantly more when they worked in pairs than when they worked alone. Furthermore, dynamic support implemented with tutorial dialogue agents lead to significantly more learning than no support, while static support was not statistically distinguishable from either of the other two conditions. The largest effect size in comparison with the control condition was Pairs+Dynamic support, with an effect size of 1.24 standard deviations, where the control condition is individuals working alone with no support. The most important finding was that because the effect size achieved by combining the two treatments was greater than that of either of the two treatments alone, thus we conjecture that each of these factors are contributing something different to student learning rather than being potential replacements for one another.

In the second study with Taiwanese 10th grade students we evaluated an adaptive collaborative learning support mechanism in a science inquiry task where the primary learning activity was a brainstorming task. The process of learning during collaboration and the process of collaboratively producing high volume output or a high quality product are separate processes that may occur at the same time but may be at odds with one another. Emphasizing one of these goals, such as short-term productivity, may lead to a loss with respect to the other goal. For example, under realistic working conditions in order to speed up short term progress towards a solution, groups may fall into dysfunctional communication patterns such as quick consensus building behavior or resort to divide and conquer problem-solving approaches where team members work in relative isolation on the part of the process they already know. As a result, team members do not have the opportunity to exchange ideas and gain valuable multi-perspective knowledge or learn new skills. Learning may also result from the brainstorming process itself, as it provides the impetus to engage in constructing bridging inferences that are germane to the process of self-explanation. A significant correlation between idea generation productivity and learning in our data supports the view that learning from brainstorming may come from this constructive process. We suspect that we would not have observed this effect if students did not have the support of supplementary reading materials during their brainstorming. We attribute differences in learning between conditions to differences in how the dynamics of the brainstorming that took place affected how students processed the supplementary readings. Thus, an important question driving our investigation is how we can support both productivity and learning using adaptive collaborative learning support technology.

In order to investigate the trade-offs between productivity and learning, we ran a 2X2 factorial study. One independent variable we manipulated experimentally was whether students worked individually or in pairs. A second independent factor we manipulated was whether or not students had the support of the VIBRANT agent, which offers conversational contributions designed to embody principles derived from the social psychology literature on idea generation such as encouraging coherence in the interaction and providing stimulus in the form of suggested categories of ideas. In addition to evaluating the success of idea generation productivity during a single brainstorming task, we also measured learning from brainstorming as well as productivity on individual brainstorming in a subsequent different brainstorming task building on the earlier task. Students in the pairs condition were significantly less productive and learned significantly less during the initial brainstorming task than students in the individual condition. On the other hand, the students who brainstormed in pairs during the first session performed better on the second but related brainstorming task. Our finding was that success for students in pairs on the second brainstorming task was mediated in part by a broader task focus during the first task. This was evidenced in a higher conditional probability that an idea was mentioned during task 2 given that an idea conceptually related to it was mentioned during task 1 for students in the pairs condition. There was a relatively high correlation between this conditional probability and task 2 success. Furthermore, a detailed process analysis revealed that idea productivity decayed exponentially in all conditions such that half of the ideas contributed were contributed during the first five minutes. Consistent with the idea that process losses in group brainstorming occur as a result of cognitive interference from similar idea contributions, we determined that process losses were substantially higher during the first five minutes than in the remainder of the first task. Furthermore, if we look just during the period of time after the first five minutes, possibly as a result of reduced cognitive interference, the agent’s conversational contributions were effective for mitigating process losses. Thus, we conjecture that it would be possible to achieve a positive effect on all three of our outcome measures by having students work alone with no feedback for five minutes before working in pairs with feedback on the first task, and then do the second task as before. We plan to test this conjecture in a follow-up study this coming summer.

My Role in LTI and HCII

I see my role as a bridge between the departments as encompassing more than my research. As part of my mission to bring these two communities into closer contact, I have designed a Conversational Interfaces course (), which was cross-listed in LTI and HCII for Fall of 2004. The twofold goal of this course was to explore the literature addressing the questions raised above as well as to get students from the two departments to work together on projects involving a combination of language technology development on the one side, and design and usability testing on the other side. Similarly I designed a course called Machine Learning in Practice, which is meant to teach students how to use machine learning to solve real world problems using proper methodology. This course was originally designed for HCII PhD students, a great many of whom actively use machine learning in their research. It has since been extended to reach out to SCS undergrads and students from other programs (like MISM) as well. Finally, my most recent course, being offered for the first time in Spring ’07, namely Computer Supported Collaborative Learning, shows the most promise of realizing my vision of bringing LTI and HCII students together to work on joint projects within the same course. Currently the roster contains a balance of students from both departments as well as students from Engineering and Public Policy at CMU and Information Science as well as Intelligent Systems at the University of Pittsburgh. The focus of the course is on adaptive collaborative learning support, which is an issue on the bleeding edge of current research in computer supported collaborative learning. This course covers the social and cognitive foundations of collaborative learning, a survey of current technology for supporting collaborative learning, methodology for studying collaborative learning, and finally a project that will allow students to design an adaptive collaborative learning support intervention from data, use machine learning technology to build that mechanism, and do some evaluation of their project.

Teaching Involvement

Working with students is what I love most about my job here as a Research Scientist. It has been quite a growing experience for me. It’s what I take the most pleasure and the most pride in, and what I most want to learn how to do better. I am pleased to be advising a large group of graduate students with 1 HCII PhD student, 1 LTI PhD student, 5 LTI Master’s students, and 1 undergrad. I am also serving on several local PhD thesis committees, and two external committees. Since coming to CMU I have designed 3 courses including Conversational Interfaces, Machine Learning in Practice, and Computer Supported Collaborative Learning. I have also co-taught the MHCI project course twice, and participated in team teaching Research Methods in the Learning Sciences and Grammar Formalisms. My teaching scores have been average or substantially above (i.e., in the >4 range) for lecture style and seminar style courses that I have taught.

II. Publications List

Chapters in Books:

Rosé, C. P. & Aleven, V. (in preparation). Data-Driven Development of an Effective Tutorial Dialogue Agent for Supporing Simulation Based Learning, to appear in Susan Chipman (Ed.) The Gift of Tongues, Earlbaum.

Rosé, C. P. & Dzikovska, M. (in preparation). Making Robust and Deep Interpretation Practical for Educational Applications, to appear in Susan Chipman (Ed.) The Gift of Tongues, Earlbaum.

Lavie, A. & Rosé, C. P. (2004). Optimal Ambiguity Packing in Context-Free Parsers with Interleaved Unification. In H. Bunt, J. Carroll and G. Satta (eds.), Current Issues in Parsing Technologies, Kluwer Academic Press. (24% of submissions accepted for book publication)

Rosé, C. P., and Lavie, A. (2001). Balancing Robustness and Efficiency in Unification-augmented Context-Free Parsers for Large Practical Applications. In van Noord and Junqua (Eds.), Robustness in Language and Speech Technology, ELSNET series, Kluwer Academic Press.

Rosé, C. P. (1999). A Genetic Programming Approach for Robust Language Interpretation, in L. Spencer et al. (eds.) Advances in Genetic Programming, Volume 3.

Rosé, C. P. & Waibel, A. H. (1997). Recovering from Parser Failures: A Hybrid Statistical/Symbolic Approach, in J. Klavans and P. Resnik (eds.), The Balancing Act: Combining Symbolic and

Statistical Approaches to Language Processing, MIT Press.

Qu, Y., DiEugenio, B., Lavie, A., Levin, L., & Rosé, C. P. (1997). Minimizing Cumulative Error in Discourse Context, In E. Maier, M. Mast and S. LuperFoy (eds.), Dialogue Processing in Spoken Language Systems: Revised Papers from ECAI-96 Workshop, LNCS series, Springer Verlag.

Refereed Journal Papers:

Rosé  C. P., & VanLehn, K. (2005). An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals, International Journal of AI in Education 15(4).

Originally published as Rosé, C. P., Roque, A., Bhembe, D., Vanlehn, K. (2003). A Hybrid Text Classification Approach for Analysis of Student Essays, Proceedings of the ACL Workshop on Educational Applications of NLP.

Rosé, C. P., Kumar, R., Aleven, V., Robinson, A., Wu, C. (in press). CycleTalk: Data Driven Design of Support for Simulation Based Learning, International Journal of Artificial Intelligence in Education Special Issue on The Best of ITS ‘04

Originally published as: Rosé, C. P., Torrey, C., Aleven, V., Robinson, A., Wu, C. & Forbus, K. (2004). CycleTalk: Towards a Dialogue Agent that Guides Design with an Articulate Simulator, Proceedings of the Intelligent Tutoring Systems Conference.

Litman, D., Rosé, C. P., Forbes-Riley, K., Silliman, S., & VanLehn, K. (in press). Spoken Versus Typed Human and Computer Dialogue Tutoring, International Journal of Artificial Intelligence in Education Special Issue on The Best of ITS ‘04

Originally published as: Litman, D., Bhembe, D. Rosé, C. P., Forbes-Riley, K., Silliman, S., & VanLehn, K. (2004). Spoken Versus Typed Human and Computer Dialogue Tutoring, Proceedings of the Intelligent Tutoring Systems Conference.

VanLehn, K., Graesser, A., Jackson, G. T., Jordan, P., Olney, A., Rosé, C. P., (in press). Natural Language Tutoring: A comparison of human tutors, computer tutors, and text. Cognitive Science.

Refereed Conference Papers

Kumar, R., Rosé, C. P., Wang, Y. C., Joshi, M., Robinson, A. (to appear). Tutorial Dialogue as Adaptive Collaborative Learning Support, Submitted to AIED 2007 (nominated for a best paper award from one reviewer)

Wang, H. C., Kumar, R., Rosé, C. P., Li, T., Chang, C. (2007). A Hybrid Ontology Directed Feedback Generation Algorithm for Supporting Creative Problem Solving Dialogues, Proceedings of IJCAI 07.

Wang, Y. C., Joshi, M., & Rosé, C. P. (to appear). A Feature Based Approach for Leveraging Context for Classifying Newsgroup Style Discussion Segments, Proceedings of the Association for Computational Linguistics (poster).

Wang, H. & Rosé, C. P. (to appear). A Process Analysis of Idea Generation and Failure. Proceeding of the Annual Meeting of the Cognitive Science Society (poster)

Gweon, G., Rosé,C. P., Albright, E., Cui, Y. (to appear). Evaluating the Effect of Feedback from a CSCL Problem Solving Environment on Learning, Interaction, and Perceived Interdependence, Proceedings of CSCL 2007.

Wang, H. C., Rosé, C.P., Cui, Y., Chang, C. Y, Huang, C. C., Li, T. Y. (to appear). Thinking Hard Together: The Long and Short of Collaborative Idea Generation for Scientific Inquiry, Proceedings of CSCL 2007.

McLaren, B., Scheuer, O., De Laat, M., Hever, R., de Groot, R. & Rosé, C. P. (to appear). Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions, Proceedings of AIED 2007.

Gergle, D., Rosé, C. P., Kraut, R. E. (to appear). Modeling the Impact of Shared Visual Information on Collaborative Reference, Proceedings of ACM SIG-CHI 2007 (Nominated for a Best Paper Award)

Wong, J., Fussell, S., Ou, J. Z., Yang, J., Rosé, C. P., Oh, K. (to appear). Sharing a Single Expert Among Multiple Partners, Proceedings of ACM SIG-CHI 2007

Jordan, P., Hall, B., Ringenberg, M., Cui, Y., Rosé, C. P. (to appear). Tools for Authoring a Dialogue Agent that Participates in Learning Studies , submitted to AIED 2007.

Wang, Y., Rosé, C. P., Joshi, M., Fischer, F., Weinberger, A., Stegmann, K. (to appear). Context Based Classification for Automatic Collaborative Learning Process Analysis, Proceedings of AIED 2007 (poster).

Wang, H. C. & Rosé, C. P. (to appear). Supporting Collaborative Idea Generation: A Closer Look Using Statistical Process Analysis Techniques, Proceedings of AIED 2007 (poster).

Kumar, R., Rosé, C. P., Litman, D. (2006). Identification of Confusion and Surprise in Spoken Dialogusing Prosodic Features, Proceedings of Interspeech 2006.

Arguello, J. & Rosé, C. P. (2006). Museli: A Multi-source Evidence Integration Approach to Topic Segmentation of Spontaneous Dialogue, Proceedings of the North American Chapter of the Association for Computational Linguistics (short paper)

Kumar, R., Rosé, C. P., Aleven, V., Iglesias, A., Robinson, A. (2006). Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context, Proceedings of the Intelligent Tutoring Systems Conference. (nominated for a Best Paper Award)

Wang, H., Li, T., Huang, C., Chang, C., Rosé, C. P. (2006). VIBRANT: A Brainstorming Agent for Computer Supported Creative Problem Solving, Proceedings of the Intelligent Tutoring Systems Conference (Winner of Best Poster Award).

Arguello, J., Buttler, B., Joyce, E., Kraut, R., Ling, K., Wang, X., Rosé, C. (2006). Talk to Me: Foundations for Successful Individual-Group Interactions in Online Communities, Proceedings of CHI 06: ACM conference on human factors in computer systems. New York: ACM Press.

Gweon, G., Rosé, C. P., Zaiss, Z., & Carey, R. (2006). Providing Support for Adaptive Scripting in an On-Line Collaborative Learning Environment, Proceedings of CHI 06: ACM conference on human factors in computer systems. New York: ACM Press.

VanLehn, K., Graesser, A., Tanner, J., Jordan, P., Olney, A. & Rosé, C. P. (2005). When is reading just as effective as one-on-one interactive tutoring? Proceedings of the Annual Meeting of the Cognitive Science Society (poster)

Banerjee, S., Rosé, C. P. & Rudnicky, A. (2005). The Necessity of a Meeting Recording and Playback System, and the Benefit of Topic-Level Annotations to Meeting Browsing, Proceedings of Interact ’05.

Rosé, C. P., & Torrey, C. (2005). Interactivity versus Expectation: Eliciting Learning Oriented Behavior with Tutorial Dialogue Systems, Proceedings of Interact ‘05

Gweon, G., Rosé, C. P., Wittwer, J., Nueckles, M. (2005). An Adaptive Interface that Facilitates Reliable Content Analysis of Corpus Data, Proceedings of Interact ’05 (short paper)

Gweon, G., Rosé, C. P., Carey, R., Zaiss, Z. (2005). Towards Data Driven Design of a Peer Collaborative Agent, Proceedings of AI in Education ’05 (poster)

Rosé, C. P., Aleven, V., Carey, R., Robinson, A., Wu, C. (2005). A First Evaluation of the Instructional Value of Negotiatble Problem Solving Goals on the Exploratory Learning Continuum, Proceedings of AI in Eduction ‘05

Rosé, C., Donmez, P., Gweon, G., Knight, A., Junker, B., Cohen, W., Koedinger, K., & Heffernan, N (2005). Automatic and Semi-Automatic Skill Coding with a View Towards Supporting On-Line Assessment, Proceedings of AI in Education '05.

Aleven, V, & Rosé, C. P. (2005). Authoring plug-in tutor agents by demonstration: Rapid rapid tutor development, Proceedings of AI in Education ’05.

Donmez, P., Rose, C. P., Stegmann, K., Weinberger, A., and Fischer, F. (2005). Supporting CSCL with Automatic Corpus Analysis Technology, to appear in the Proceedings of Computer Supported Collaborative Learning. (22% acceptance rate for full papers, nominated for best paper award)

Rosé, C. P., Pai, C., Arguello, J. (2005). Enabling Non-linguists to Author Conversational Interfaces Easily, Proceedings of FLAIRS 05.

Gweon, G., Arguello, J., Pai, C., Carey, R., Zaiss, Z., Rosé, C. P. (2005). Towards a Prototyping Tool for Behavior Oriented Authoring of Conversational Interfaces, Proceedings of the ACL Workshop on Educational Applications of NLP.

Rosé, C. P. & Torrey, C. (2004). DReSDeN: Towards a Trainable Tutorial Dialogue Manager to Support Negotiation Dialogues for Learning and Reflection, Proceedings of the Intelligent Tutoring Systems Conference.

Rosé, C. P. & Hall, B. S. (2004). A Little Goes a Long Way: Quick Authoring of Semantic Knowledge Sources for Interpretation. Proceedings of the Second International Workshop on Scalable Natural Language Understanding.

Rosé, C. P., Gaydos, A., Hall, B., Roque, A., VanLehn, K. (2003a), Overcoming the Knowledge Engineering Bottleneck for Understanding Student Language Input, Proceedings of AI in Education, 2003

(acceptance rate less than 30%)

Rosé, C. P., Bhembe, D., Siler, S., Srivastava, R., VanLehn, K., (2003b). The Role of Why Questions in Effective Human Tutoring, Proceedings of AI in Education, 2003.

Rosé, C. P., Litman, D., Bhembe, D., Forbes, K., Silliman, S., Srivastava, R., VanLehn, K. (2003c). A Comparison on Tutor and Student Behavior in Speech Versus Text Based Tutoring, Proceedings of the HLT-NAACL 03 Workshop on Educational Applications of NLP (acceptance rate less than 30%)

Rosé, C. P., Roque, A., Bhembe, D., VanLehn, K. (2002). An Efficient Incremental Architecture for Robust Interpretation, Proceedings of Human Languages Technologies Conference, San Diego, California

VanLehn, K., Jordan, P., Rosé, C. P. and The Natural Language Tutoring Group (2002). The Architecture of Why2-Atlas: a coach for qualitative physics essay writing, Proceedings of Intelligent Tutoring Systems Conference, Biarritz, France.

Rosé, C. P., Jordan, P., Ringenberg, M., Siler, S., VanLehn, K., Weinstein, A. (2001a). Interactive Conceptual Tutoring in Atlas-Andes, Proceedings of AI in Education 2001, (one of 5 papers nominated for best paper).

Rosé, C. P., Moore, J. D., VanLehn, K., Allbritton, D. (2001b). A Comparative Evaluation of Socratic versus Didactic Tutoring, Proceedings of Cognitive Sciences Society (poster).

Jordan, P., Rosé, C. P., and Vanlehn, K. (2001). Tools for Authoring Tutorial Dialogue Knowledge, Proceedings of AI in Education 2001.

Rosé, C. P. (2000). A Framework for Robust Semantic Interpretation, Proceedings of 1st Meeting of the North American Chapter of the Association for Computational Linguistics

Freedman, R. K., Rosé, C. P., Ringenberg, M. A., VanLehn, K. (2000). ITS Tools for Natural Language Dialogue: A Domain Independent Parser and Planner, Procedings of the Intelligent Tutoring Systems Conference.

VanLehn, K., Freedman, R., Jordan, P., Murray, C., Osan, R., Ringenberg, M., Rose, C., Schulze, K., Shelby, R., Treacy, D., Weinstein, A., and Wintersgill, M. (2000). Fading and Deepening: The Next Steps for Andes and Other Model-Tracing Tutors, Procedings of the Intelligent Tutoring Systems Conference.

Rosé, C. P., Di Eugenio, B., Moore, J. D. (1999). A Dailogue Based Tutoring System for Basic Electricity and Electronics, Proceedings of AI in Education (poster).

Rosé, C. P. and Levin, L. S. (1998). An Interactive Domain Independent Approach to Robust Dialogue Interpretation, Proceedings of COLING-ACL.

Rosé, C. P. and Lavie, A. (1997). An Efficient Distribution of Labor in a Two Stage Robust Interpretation Process, Proceedings of the Second Conference on Empirical Methods in Natural Language Processing.

Rosé, C. P. (1997). The Role of Natural Language Interaction in Electronics Troubleshooting, Proceedings of the Eighth Annual International Energy Week Conference and Exhibition.

Qu, Y., Rosé, C. P., and Di Eugenio, M., (1996). Using Discourse Predictions for ambiguity Resolution, Proceedings of COLING.

Levin, L., Glickman, O., Qu, Y., Gates, D., Lavie, A., Rosé, C. P., Van Ess-Dykema, C., Waibel, A. (1995). Using Context in Machine Translation of Spoken Language, Proceedings of the Theoretical and Methodological Issues in Machine Translation Conference

Rosé, C. P., Di Eugenio, B., Levin, L. S., Van Ess-Dykema, C. (1995). Discourse Processing of Dialogues with Multiple Threads , Proceedings of the Association for Computational Linguistics

Woszczyna, M., Aoki-Waibel, N., Buo, F. D., Coccaro, N., Horiguchi, K., Kemp, T., Lavie, A., McNair, A., Polzin, T., Rogina, I., Rosé, C. P., Schultz, T., Suhm, B., Tomita, M., Waibel, A. (1994). JANUS 93: Towards Spontaneous Speech Translation, Proceedings of the International Conference on Acoustics, Speech, and Signal Processing.

Unrefereed and Non-Selective Conference/Workshop Papers

Rosé, C. P. (2007). The Influence of Chat Agents on Chat Behavior in a Computer Mediated Math Environment, invited workshop paper for The CSCL Workshop on Chat Analysis in Virtual Math Teams

Rosé, C. P., Fischer, F. & Chang, C. Y. (2007). Exploring the Influence of Culture on Collaborative Learning, Working Notes of the ACM SIG-CHI Workshop on Culture and Collaborative Technologies

Gweon, G., Rosé,C. P., Albright, E., Cui, Y. (2006). Help Providers and Help Receivers in a Computer Supported Collaborative Learning Environment, Proceedings of the CSCW Workshop on Role Based Collaboration

Stegmann, K., Weinberger, A., Fischer, F., & Rosé, C. P. (2006). Automatische Analyse nat¸rlich-sprachlicher Daten aus Onlinediskussionen [Automatic corpus analysis of natural language data of online discussions]. Paper presented at the 68th Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF, Working Group for Empirical Educational Research ) Munich, Germany.

Arguello, J. & Rosé, C. P. (2006). Topic Segmentation of Dialogue, Proceedings of the NAACL Workshop on Analyzing Conversations in Text and Speech.

Wang, H. C., Rosé, C. P., Li, T. S., Chang, C. Y. (2006). Providing Support for Creative Group Brainstorming: Taxonomy and Technologies, Proceedings of the ITS Workshop on Ill-Defined Problem Solving Domains

Dzikovska, M. & Rosé, C. P. (2006). Backbone Extraction and Pruning for Speeding Up a Deep Parser for Dialogue Systems, Proceedings of the 3rd International Worksop on Scalable Natural Language Processing (ScaNaLU).

Arguello, J. & Rosé, C. P. (2006). InfoMagnets: Making Sense of Corpus Data, Companion Proceedings for the North American Chapter of the Association for Computational Linguistics (NAACL ’06). (one of three demos selected for presentation in a plenary session)

Ai, H., Harris, T., Rosé, C. P. (2006). The Effect of Miscommunication Rate on User Response Preferences, CHI Notes (Work in Progress Papers).

Tribble, A. & Rosé, C. P. (2006). Usable Browsers for Ontological Knowledge Acquisition, CHI Notes (Work in Progress Papers).

Dzikovska, M. & Rosé, C. P. (2005). TFLEX: Making Deep Parsing Practical with Strategic Pruning, Proceedings of the International Workshop on Parsing Technologies (poster).

Rosé  C. P. & Kraut, R. E. (2005). Towards Community Building for Improving Retention and Achievement in Asynchronous Distance Education, Proceedings of the Interact 2005 Workshop on E-Learning and Human Computer Interaction.

Rosé  C. P., Cavalli-Sforza, V., & Robinson, A. (2005). Adapting to and from student goal orientation in guided exploratory learning, invited Symposium presentation, EARLI Symposium on Adaptation in Tutoring and Collaborative Learning

Gweon, G., Rosé, C. P., Carey, R., Zaiss, Z. (2005). Exploring the Effectiveness of Mixed-Language Peer Problem Solving Interactions, Proceedings of the AIED 2005 Workshop on Mixed Language Explanations in Learning Environments.

Rosé  C. P. & Donmez, P. (2005). TagHelper: An application of text classification technology to automatic and semi-automatic modeling of collaborative learning interactions, Proceedings of the AIED 2005 Workshop on Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent? .

Rosé  C. P., Aleven, V. & Torrey, C. (2004). CycleTalk: Supporting Reflection in Design Scenarios with Negotiation Dialogue, Proceedings of the CHI 2004 Workshop on Designing for Reflective Practitioners: Sharing and Assessing Progress by Diverse Communities

Rosé, C. P., Torrey, C. & Aleven, V. (2004). Guided Exploratory Learning in a Simulation Environment for Thermodynamics: A Pilot Study, Proceedings of the ITS Workshop on Tutorial Dialogue Systems

Aleven, V. & Rosé, C. P. (2004). Towards Easier Creation of Tutorial Dialogue Systems: Integration of Authoring Environments for Tutoring and Dialogue Systems, Proceedings of the ITS Workshop on Tutorial Dialogue Systems

Rosé, C. P., VanLehn, K. & NLT Group (2003). Is Human Tutoring Always More Effective than Reading, Proceedings of AIED Workshop on Tutorial Dialogue Systems: With a View Towards the Classroom.

Siler, S., Rosé, C. P., Frost, T., VanLehn, K., & Koehler, P. (2002,). Evaluating Knowledge Construction Dialogues (KCDs) versus minilessons within Andes2 and alone, Proceedings of ITS Workshop on Empirical Methods for Tutorial Dialogue Systems, San Sebastian, Spain.

Rosé, C. P., VanLehn, K., Jordan, P. (2002). Can we help students with a high initial competency?, Proceedings of ITS Workshop on Empirical Methods for Tutorial Dialogue Systems, San Sebastian, Spain.

Graesser, A. C., VanLehn, K., Rosé, C. P., Jordan, P. W., & Harter, D. (2001). Intelligent Tutoring Systems with Conversational Dialogue, AI Magazine, Special Issue on Intelligent User Interfaces, Volume 2, Number 4.

Rosé, C. P. (2000). A Syntactic Framework for Semantic Interpretation, Proceedings of the ESSLLI Workshop on Linguistic Theory and Grammar Implementation

Rosé, C. P. (2000). Facilitating the Rapid Development of Language Understanding Interfaces for Tutoring Systems, Proceedings of the AAAI Fall Symposium on Building Tutorial Dialogue Systems

Mason, M. & Rosé, C. P. (1998). Learning Constraints for Plan-Based Discourse Processors With Genetic Programming, AAAI Spring Symposium on Discourse and Machine Learning.

Rosé, C. P. (1996). A Genetic Programming Approach to Robust Interactive Dialogue Interpretation, American Association of Artificial Intelligence Workshop on Detecting, Repairing, and Preventing Human-Machine Miscommunication, Portland, Oregon.

Rosé, C. P. (1995). Conversation Acts, Interactional Structure, and Conversational Outcomes, Proceedings of the American Association of Artificial Intelligence Spring Symposium on Empirical Methods in Discourse Interpretation and Generation

Suhm, B., Levin, L., Coccaro, N., Carbonell, J., Horiguchi, K., Isotani, R., Lavie, A., Mayfield, L., Rosé, C. P., Van Ess-Dykema, C., Waibel, A. (1994). Speech-Language Integration in a Multi-Lingual Speech Translation System, Proceedings of the American Association of Artificial Intellgence Workshop on Integration of Natural Language and Speech Processing.

Woszczyna, M., Coccaro, N., Eisele, A., Lavie, A., McNair, A., Polzin, T., Rogina, I., Rosé, C. P., Sloboda, T., Tsutsumi, J., Aoki-Waibel, N., Waibel, A., Ward, W. (1993). Recent Advances in JANUS: A Speech Translation System, ARPA Proceedings of the Human Language Technologies Workshop.

Technical Reports

Rosé, C. P. (1997). Robust Interactive Dialogue Interpretation , Ph.D. Dissertation, School of Computer Science, Carnegie Mellon University.

Software Artifacts

The CARMEL Workbench, including technology and general purpose knowledge sources for authoring robust language understanding interfaces for English, being used or having been used in 9 universities in the US, Europe, and Asia

TagHelper, a resource for supporting content analysis of corpus data

TuTalk, an authoring environment for tutorial dialogue agents

III. Evidence of External Reputation

Faculty Affiliate of the University of Pittsburgh’s Sara Fine Institute (an institute devoted to the study of inter-personal behavior and technology)

Keynote talk, title TBA, Technology-integrated Science and Engineering Education Workshop (TechSEE), National Taiwan Normal University, May 2007

Plenary talk, Kaleidoscope CSCL Rendez Vous, Towards Triggering Adaptive Collaboration Support Using Automatic Interaction Analysis, January 2007

Keynonte talk, Towards Adaptive Collaboration Support, Workshop on Computer Supported Collaboration Scripts, Kaleidoscope CSCL Rendez Vous, January 2007

Keynonte talk, TagHelper: Computer Support for Applying Coding Schemes, Workshop on Computer Based Analysis and Visualization of Collaborative Learning Activities, Kaleidoscope CSCL Rendez Vous, January 2007

Keynote talk, Towards Adaptive Support for On-line Learning, Technology-integrated Science and Engineering Education Workshop (TechSEE), National Taiwan Normal University, May 2006

Featured Talk, Making Authoring of Conversational Interfaces Accessible, Workshop on Authoring Tools for Advanced Learning Systems with Standards (organized by Arthur Graesser, The Advanced Distributed Learning Workforce Co-Lab at the University of Memphis), November 2005

Invited Talk, Evaluating the Instructional Value of Errors in Through Peer Tutoring Interactions, DeKalb University, September 2005

Invited Talk, Guided Exploratory Learning in a Simulation Environment for Thermodynamics, University of Muenster, July 2005

Invited Talk, Facilitating Reliable Content Analysis of Corpus Data with Automatic and Semi-Automatic Text Classification Technology, EPFL Switzerland, July 2005

Invited Talk, Adapting to and from student goal orientation in guided exploratory learning, invited EARLI symposium talk, August 2005

Invited Talk, Cycletalk: Toward a Tutorial Dialogue Agent that Supports Negotiation Dialogues for Learning and Reflection, Karl-Franzens Universitaet in Graz, Austria, April 2004

Invited Talk, Overcoming the Knowledge Engineering Bottleneck for Understanding Student Language Input, University of Edinburgh, November 2003

Invited Talk, Tutorial Dialogue Systems: Where are we, and where are we going? DFKI, Saarbruecken Germany, November 2003

Nominated for Best Paper Award at ACM SIG-CHI, 2006 & 2007

Nominated for Best Paper Award at the Intelligent Tutoring Systems conference (ITS), 2006

Winner of Best Poster Award at the Intelligent Tutoring Systems conference (ITS), 2006

Nominated for Best Paper Award at Computer Supported Collaborative Learning (CSCL), 2005.

Nominated for Best Paper Award at AI in Education Conference, 2001.

Carnegie Scholar Award, Carnegie Mellon University, 1994-1997.

Phi Beta Kappa, University of California at Irvine, 1991.

Golden Key National Honor Society, University of California at Irvine, 1991.

Simms Memorial Scholarship, University of California at Irvine, 1991-1992.

IV. External Professional Activities

Has reviewed for the HCI Journal, the Journal of Natural Language Engineering, the Computational Linguistics journal, the Journal of Artificial Intelligence in Medicine, the Journal of AI Research, User Modeling and User-Adapted Interaction: The Journal of Personalization Research, as well as the Discourse Processes Journal and the Iranian Journal of Electrical and Computer Engineering, and regularly reviews for conferences and workshops including CHI, ACL, NAACL, EACL, LREC, AIED, IJCAI and ITS, plus workshops, and AAAI symposia.

Founding Editorial Board Member for the Journal of Dialogue Systems 2006-

Member of the Association for Computational Linguistics

Member of the International Artificial Intelligence in Education Society

Member of ACM SIGCHI

Senior Program Committee Member, AIED 2007

Tutorial Co-Chair, AIED 2007

Reviewer for CSCL 2007

Reviewer for AAAI 2007

Co-Organizer for ICLS 2006 Workshop on Dynamic Support for CSCL: Conceptual Approaches and Technologies for Flexible Support of Collaborative Knowledge Construction

Program Committee for FLAIRS 2006

Program Committee for ITS 2006

Program Committee for AAAI 2006

Scientific Committee for LREC 2006

Invited Expert External Reviewer for internal Call for Learning Center Project Proposals at Swiss Federal Institute of Technology in Lausanne (EPFL), Summer 2005

Program Committee for AIED 2005

Review Committee for the Journal of Natural Language Engineering Special Issue on Educational Applications

Program Committee for ACL 2005 Workshop on Educational Applications of NLP

Program Committee for the ITS 2004 workshop on Tutorial Dialogue

Panel Organizer for ITS 2004 panel “Towards Encouraging a Learning Orientation Above a Performance Orientation”

Program Committee for ScaNaLU: Workshop on Scalable Natural Language Understanding technology, 2004

Co-Chair for AI in Education 2003 workshop on Tutorial Dialogue Systems: With A View Towards the Classroom

Organizing Committee for HLT-NAACL 2003 workshop on Building Educational Applications Using Natural Language Processing

Co-Chair for ITS Workshop on Empirical Methods for Tutorial Dialogue Systems, 2002

Organizing Committee member for AIED 2001 workshop on Tutorial Dialogue Systems

Co-Chair for AAAI Fall Symposium on Building Tutorial Dialogue Systems, 2000

Thematic Session Co-Chair, 37th Annual Meeting of the Association for Computational Linguistics, 1999.

Review Committee member, European Chapter of the Association for Computational Linguistics, 1999.

Review Committee member, Student Session of the 35th Annual Meeting of the Association for Computational Linguistics, 1997.

V. Contract and Grant Support

Current Awards

1. PI of Office of Naval Research, Cognitive and Neural Sciences Division Grant N00014-05-1-0043, 11/15/2004-11/15/2007, “A Shared Resource for Robust Semantic Interpretation for Both Linguists and Non-Linguists”, 300K

2. PI for Office of Naval Research, Cognitive and Neural Sciences Division Grant N00014-00-1-0600, 11/15/2003-11/15/2006, “CycleTalk: Further Exploring the Pedagogical Value of Tutorial Dialogue in Simulation Based Learning”, 513K (Co-PI Vincent Aleven & Allen Robinson)

3. CoPI of NSF/IERI REC-043779, Learning-Oriented Dialogue in Cognitive Tutors: Towards a Scalable Solution to Performance Orientation, 10/10/2004-10/10/2010, $1,270,000.00 over 5 years (PI Vincent Aleven, CoPI Albert Corbet)

4. CoPI for GE Foundation grant, “Facilitating Accountability for Standards-Based Math at All Levels”, 356K over 3 years starting 1/1/05. (PI Kenneth Koedinger)

5. CoPI for NSF ITR EIA-0325054, “Tutoring Scientific Explanations Via Natural-Language Dialogue”, 1/1/2004-12/31/2007 (PI Kurt VanLehn, CoPIs Diane Litman, Micki Chi, Pamela Jordan)

6. Senior Personnel, NSF Sciences of Learning Center

PI of Subgrant, Tutalk: Infrastructure for authoring and experimenting with natural language dialogue in tutoring systems and learning research, 10/1/2004-10/1/2006, 160K over 2 years (extended)

PI of Subgrant, TagHelper 2.0: A Semi-Automatic Tool That Facilitates Reliable Content Analysis of Corpus Data,136K over 1 year (extended for 2 more years) (CoPI William Cohen)

Previous Support

1. CoPI for Office of Naval Research, Cognitive and Neural Sciences Division MURI Grant N00014-00-1-0600, 5/1/2000-4/30/2005

2. PI for NSF SGER REC-0411483, “Calculategy: Exploring the Impact of Tutorial Dialogue Strategy in Shaping Student Behavior in Effective Tutorial Dialogue for Calculus”, $96,627.00, 2/1/2004-1/31/2006

3. PI for Office of Naval Research, Cognitive and Neural Sciences Division Grant N00014-00-1-0600, 11/15/2003-11/15/2006, “CycleTalk: A Tutorial Dialogue System that Supports Negotiation in a Design Context”, 450K (Co-PI Vincent Aleven)

VI. Evidence of Teaching Performance

Instructor for Computer Supported Collaborative Learning, Spring 2007

Faculty Mentor for HCI for Computer Scientists, Spring 2007

Instructor for Applied Machine Learning, Spring 2006, Fall 2006 (average teaching score 4.3)

Co-Instructor for PIER Educational Research Methods, Spring 2006, Spring 2007

Instructor for Conversational Interfaces, Fall 2004 (average teaching score 4.5), Fall 2005

CoInstructor for MHCI Project Course, Spring/Summer 2004, Spring/Summer 2005

CoInstructor for Grammar Formalisms, Spring 2004 (average teaching score 4.2)

VII. Contributions to Education

Designed a Conversational Interfaces course that was cross-listed in LTI and HCII in Fall, 2004 and 2005. Designed an Applied Machine Learning course, offered Spring ’06 and Fall ’06 and a Computer Supported Collaborative Learning course to be offered in Spring 2007. Invited co-instructor for PIER Research Methods for the Learning Sciences course, offered in Spring ’06 and Spring ‘07.

Invited to be an instructor at the ITS summer school Ken Koedinger and Vincent Aleven organized in Summer, 2004 and again in 2006, 2007

Organized and ran a 2 week Math Camp for under-prepared middle school students in Summer 2006 with Ariane Watson at Propel Charter School in Homestead as part of a research project on supporting math communication. As a follow up, organized an afterschool program at the same school for Spring 2007.

VIII. Student Advising

Primary advisor for Hao-Chuan Wang, LTI PhD student, Gahgene Gweon, HCII PhD student, Rohit Kumar, LTI PhD student, and Emil Albright, LTI Master’s student, Yi-Chia Wang, LTI Master’s Student, Mahesh Joshi, LTI Master’s Student, Yue Cui, LTI Master’s Student (deferred until Fall 07)

Former advisor for Cristen Torrey, Interdisciplinary PhD, Language Technologies Institute and Pinar Donmez, LTI PhD student, Jaime Arguello, LTI PhD (completed Master’s with me)

Invited to serve on the PhD thesis committees of Ananlada Chotimongkul (LTI, in progress), Alicia Tribble (LTI, in progress), Satanjeev Banerjee (LTI, working on proposal), and Darren Gergle (HCII, completed)

Invited to serve on Master’s committee for Rashmi Gangadharaiah (LTI)

Supervised independent studies with Gahgene Gweon (MHCI), Satanjeev Banerjee (LTI Phd), Chih-yu Chao (LTI Masters), Adele Weitz (Heinz undergrad), Stephanie Rosenthall (CS undergrad)

Mentoring Pitt Education Master’s student Ariane Watson’s Master’s thesis work

Outside Reader for Andrew Marriott’s PhD Dissertation, December 2006, Curtin University of Technology, Perth, Western Australia

Outside Committee Member for Mihai Rotaru, Computer Science Department, University of Pittsburgh

IX. University Service

MHCI Admissions Committee, 2005, 2006

LTI Admissions Committee, 2004, 2006

HCII PhD Admissions Committee, 2007

HCII Curriculum Committee Member 2006-2007

Sciences of Learning Center Seminar Series Coordinator

Facilitator for Collaborative Learning Reading and Discussion Group

Organizer of LTI 2007 Faculty Retreat (in progress)

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