Table of Contents

• Designing for a Connected WorldKate Stone. 1 [doi]
• Identity and Belonging for Graduate Apprenticeships in Computing: The experience of first cohort degree apprentices in ScotlandElla Taylor-Smith, Sally Smith, Colin F. Smith. 2-8 [doi]
• Understanding CS Undergraduate Students' Professional Identity through the lens of their Professional DevelopmentAmanpreet Kapoor, Christina Gardner-McCune. 9-15 [doi]
• The Impact of Self-Theories to Academic Achievement and Soft Skills in Undergraduate CS Studies: First FindingsMikko-Ville Apiola, Mikko-Jussi Laakso. 16-22 [doi]
• Identifying and Validating Java Misconceptions Toward a CS1 Concept InventoryRicardo Caceffo, Pablo Frank-Bolton, Renan Souza, Rodolfo Azevedo. 23-29 [doi]
• Explaining Novice Programmer's Struggles, in Two Parts: Revisiting the ITiCSE 2004 working group's study using dual process theoryTony Lowe. 30-36 [doi]
• Novice Rationales for Sketching and Tracing, and How They Try to Avoid ItKathryn Cunningham, Shannon Ke, Mark Guzdial, Barbara Ericson. 37-43 [doi]
• Non-restricted Access to Model Solutions: A Good Idea?Henrik Nygren, Juho Leinonen, Arto Hellas. 44-50 [doi]
• Visual Portrayals of Data and Results at ITiCSESimon, Brett A. Becker, Sally Hamouda, Robert McCartney, Kate Sanders, Judy Sheard. 51-57 [doi]
• A Survey of Introductory Programming Courses in IrelandBrett A. Becker. 58-64 [doi]
• Helping Students Solve Parsons Puzzles BetterAmruth N. Kumar. 65-70 [doi]
• The Relationship Between Students' Engagement and the Development of Transactive Memory Systems in MUVE: An Experience ReportLouis Nisiotis, Styliani Kleanthous. 71-77 [doi]
• Are There Differences in Learning Gains When Programming a Tangible Object or a Simulation?Grégoire Fessard, Patrick Wang 0002, Ilaria Renna. 78-84 [doi]
• New Entrants' Expectations of the First Year Computer Science Experience in the Context of a New National High School CurriculumJyoti Bhardwaj. 85-91 [doi]
• Applying Gamification to Motivate Students to Write High-Quality Code in Programming AssignmentsRemin Kasahara, Kazunori Sakamoto, Hironori Washizaki, Yoshiaki Fukazawa. 92-98 [doi]
• Paper or Online?: A Comparison of Exam Grading TechniquesYingjun Cao, Leo Porter, Soohyun Nam Liao, Rick Ord. 99-104 [doi]
• Measuring Instruction Comprehension by Mining Memory Traces for Early Formative Feedback in Java CoursesFrank Höppner. 105-111 [doi]
• Quantifying Activity and Collaboration Levels in Programming AssignmentsJames F. Power, John Waldron. 112-118 [doi]
• How Teachers Would Help Students to Improve Their CodeHieke Keuning, Bastiaan Heeren, Johan Jeuring. 119-125 [doi]
• Bridging the Digital Skills Gap: Are computing degree apprenticeships the answer?Ella Taylor-Smith, Sally Smith, Khristin Fabian, Tessa Berg, Debbie Meharg, Alison Varey. 126-132 [doi]
• Programme Integrating Courses Fighting to Get Engineers to Reflect on Non-technical TopicsEmma Riese, Olle Bälter, Björn Hedin, Viggo Kann. 133-139 [doi]
• Digital Storytelling and Group Work: Integrating the Narrative Approach into a Higher Education Computer Science CourseAri Korhonen, Marianna Vivitsou. 140-146 [doi]
• Does Studying CS Automatically Foster a Growth Mindset?Michael Lodi. 147-153 [doi]
• Understanding How Work Habits influence Student PerformanceSeth Copen Goldstein, Hongyi Zhang, Majd Sakr, Haokang An, Cameron Dashti. 154-160 [doi]
• Making CS Learning Visible: Case Studies on How Visibility of Student Work Supports a Community of Learners in CS ClassroomsAmber Solomon, Vanessa Oguamanam, Mark Guzdial, Betsy DiSalvo. 161-167 [doi]
• Perspectives on the Student Transition into CS1Angela A. Siegel, Mark Zarb, Richard Glassey, Janet Hughes. 168-169 [doi]
• How Prior Programming Experience Affects Students' Pair Programming Experiences and OutcomesNicholas A. Bowman, Lindsay Jarratt, K. C. Culver, Alberto Maria Segre. 170-175 [doi]
• A Large-Scale Experimental Study of Gender and Pair Composition in Pair ProgrammingLindsay Jarratt, Nicholas A. Bowman, K. C. Culver, Alberto Maria Segre. 176-181 [doi]
• More Effective Contextualization of CS Education Research: A Pair-Programming ExampleBriana Bettin, Linda Ott, Leo Ureel. 182-188 [doi]
• Instructional Framework for CS1 Question ActivitiesRita Garcia, Katrina Falkner, Rebecca Vivian. 189-195 [doi]
• Behaviors of Higher and Lower Performing Students in CS1Soohyun Nam Liao, Sander Valstar, Kevin Thai, Christine Alvarado, Daniel Zingaro, William G. Griswold, Leo Porter. 196-202 [doi]
• Experience Report: Thinkathon - Countering an "I Got It Working" Mentality with Pencil-and-Paper ExercisesQuintin I. Cutts, Matthew Barr, Mireilla Bikanga Ada, Peter Donaldson, Steve Draper, Jack Parkinson, Jeremy Singer, Lovisa Sundin. 203-209 [doi]
• A Multi-Level Study of Undergraduate Computer Science Reasoning about ConcurrencyAubrey Lawson, Eileen T. Kraemer, S. Megan Che, Cazembe Kennedy. 210-216 [doi]
• Final Year Students' Approaches to Implementing Complex Distributed SystemsClaudia Szabo, Michael Scott Pointon. 217-223 [doi]
• Qualitative Observations of Student Reasoning: Coding in the WildCazembe Kennedy, Eileen T. Kraemer. 224-230 [doi]
• Resources for Researching and Teaching Computing Education in Primary and Secondary Schools: What Exists and What is Still NeededMonica McGill, Miles Berry, Leigh Ann DeLyser, Briana Morrison. 231-232 [doi]
• Teaching AVR Assembly by Building an Arduino Arcade MachineMichael Black, Joseph Matta. 233-234 [doi]
• Connecting Majors/Non-Majors Courses Via Tabular DataAli Erkan, Adam Lee. 235-236 [doi]
• Automatic Evaluation of the Quality of Solutions for an Open Programming TaskStephan Euler. 237-238 [doi]
• csedresearch.org: Resources for Primary and SecondaryComputer Science Education ResearchMonica M. McGill, Adrienne Decker. 239-240 [doi]
• If Memory Serves: A Game to Supplement the Instruction of Concepts Related to PointersMonica M. McGill, Ian Pollock. 241-242 [doi]
• In-Depth Feedback on Programming Assignments Using Pattern Recognition and Real-Time HintsAmir Rubinstein, Noam Parzanchevski, Yossi Tamarov. 243-244 [doi]
• Teaching Self-Balancing Trees Using a Beauty ContestSamah Senbel. 245-246 [doi]
• Exploring the Potential of Social Annotations for Predictive and Descriptive AnalyticsShaveen Singh. 247-248 [doi]
• Laughter over Dread: Early Collaborative Problem Solving through an Extended Induction using RobotsMark Zarb, Michael Scott. 249-250 [doi]
• Securing the Human: Broadening Diversity in CybersecurityMohammad Azhar, Sajal Bhatia, Greg Gagne, Chadi Kari, Joseph Maguire, Xenia Mountrouidou, Liviana Tudor, David Vosen, Timothy T. Yuen. 251-252 [doi]
• Unexpected Tokens: A Review of Programming Error Messages and Design Guidelines for the FutureBrett A. Becker, Paul Denny, Raymond Pettit, Durell Bouchard, Dennis J. Bouvier, Brian Harrington 0001, Amir Kamil, Amey Karkare, Chris McDonald, Peter-Michael Osera, Janice L. Pearce, James Prather. 253-254 [doi]
• Toward Developing a Cloud Computing Model CurriculumD. Cenk Erdil, Laurie White, Derek Foster, Joshua Adams, Amadeo Jose Arguelles Cruz, Brian Hainey, Harvey Hyman, Gareth Lewis, Sajid Nazir, Manh Van Nguyen, Majd Sakr, Lee Stott. 255-256 [doi]
• An International Benchmark Study of K-12 Computer Science Education in SchoolsKatrina Falkner, Sue Sentance, Rebecca Vivian, Sarah Barksdale, Leonard Busuttil, Elizabeth Cole, Christine Liebe, Francesco Maiorana, Monica M. McGill, Keith Quille. 257-258 [doi]
• Towards an Ability to Direct College Students to an Appropriately Paced Introductory Computer Science CourseJames E. Heliotis, Leo C. Ureel II, Mireilla Bikanga Ada, Mohsen Dorodchi, Victoria Eisele, Megan E. Lutz, Ethel Tshukudu. 259-260 [doi]
• Program Comprehension: Identifying Learning Trajectories for Novice ProgrammersCruz Izu, Carsten Schulte, Ashish Aggarwal, Quintin I. Cutts, Rodrigo Duran, Mirela Gutica, Birte Heinemann, Eileen Kraemer, Violetta Lonati, Claudio Mirolo, Renske Weeda. 261-262 [doi]
• 1.5 Degrees of Separation: Computer Science Education in the Age of the AnthropoceneIan Pollock, Bedour Alshaigy, Andrew Bradley, Birgit R. Krogstie, Viraj Kumar, Linda Ott, Anne-Kathrin Peters, Charles Riedesel, Charles Wallace. 263-264 [doi]
• Data Science Education: Global Perspectives and ConvergenceRajendra K. Raj, Allen Parrish, John Impagliazzo, Carol J. Romanowski, Sherif Aly Ahmed, Casey C. Bennett, Karen C. Davis, Andrew D. McGettrick, Teresa Susana Mendes Pereira, Lovisa Sundin. 265-266 [doi]
• Pass Rates in STEM Disciplines Including ComputingSimon, Andrew Luxton-Reilly, Vangel V. Ajanovski, Eric Fouh, Chris Gonsalvez, Juho Leinonen, Jack Parkinson, Matthew Poole, Neena Thota. 267-268 [doi]
• A Periodic Table of Computing Education Learning TheoriesClaudia Szabo, Nickolas Falkner, Andrew Petersen, Heather Bort, Cornelia Connolly, Kathryn Cunningham, Peter Donaldson, Arto Hellas, James Robinson, Judy Sheard. 269-270 [doi]
• Effective Computer Science Teacher Professional Development: Beauty and Joy of Computing 2018Alexandra Milliken, Christa Cody, Veronica Cateté, Tiffany Barnes. 271-277 [doi]
• Infusing Computing: Analyzing Teacher Programming Products in K-12 Computational Thinking Professional DevelopmentYihuan Dong, Veronica Cateté, Nicholas Lytle, Amy Isvik, Tiffany Barnes, Robin Jocius, Jennifer Albert, Deepti Joshi, Richard Robinson, Ashley Andrews. 278-284 [doi]
• Impact of HFOSS on Education on InstructorsLori Postner, Darci Burdge, Heidi J. C. Ellis, Stoney Jackson, Gregory W. Hislop. 285-291 [doi]
• Evaluating the Effectiveness of Explicit Instruction in Reducing Program Reasoning Fallacies in Elementary Level StudentsAshish Aggarwal, Christina Gardner-McCune, David S. Touretzky. 292 [doi]
• A Conceptual Framework for Identifying Emotional Factors Leading to Student Disengagement in VLEsLubna Alharbi, Floriana Grasso, Phil Jimmieson. 293 [doi]
• A Framework for Improving the Sharing of Teaching Practices among Computer Science InstructorsNouf Almujally, Mike Joy. 294 [doi]
• A Reflective Writing Framework for Computing EducationHuda Alrashidi, Mike Joy, Thomas Daniel Ullmann. 295 [doi]
• Eye Tracking to Evaluate Comprehension of Computational ThinkingAbdurrahman Arslanyilmaz, Kendra Corpier. 296 [doi]
• The Use of Gamification to Support the Process of Teaching ScrumLuiz Ricardo Begosso, Luis Henrique Buzzo Franco, Douglas Sanches da Cunha, Luiz Carlos Begosso. 297 [doi]
• OurKidsCode: A National Programme to get Families Involved in CS EducationNina Bresnihan, Glenn Strong, Lorraine Fisher, Richard Millwood, Áine Lynch. 298 [doi]
• Student Motivation and Engagement in STEM Courses: Exploring the Potential Impact of GamificationLillian N. Cassel, Darina Dicheva, Christo Dichev, Breonte Guy, Keith Irwin. 299 [doi]
• Computing Ipsative Assessment. Improving the Student Experience in Higher Education Using Personalised Assessment and FeedbackRyan Crosby, Marie Devlin, Lindsay Marshall. 300 [doi]
• Development of a Checklist Tool for Teaching Problem-Solving SkillsHillary Dawkins, Grant Douglas, Kevin Glover-Netherton, David Hudec, Sean Lunt, Dalton Polhill, Mostafa Rashed, Matthew Sampson, Alliyya Mohammed, James Mosley, Rhys Young, Judi McCuaig. 301 [doi]
• Infusing Data Science Across DisciplinesDebzani Deb, Russell M. Smith, Muztaba Fuad. 302 [doi]
• Idempotent Factorizations: A New Addition to the Cryptography ClassroomBarry Fagin. 303 [doi]
• Improving Functional Programming Understanding through Student-Created Instructional VideosPedro Guillermo Feijóo García, Christina Gardner-McCune. 304 [doi]
• We Need to Talk!! - A Chatroom Application Using a Student-Designed ProtocolGreg Gagne. 305 [doi]
• The Peanut Butter and Jelly Sandwich Challenge as an Approach to Improve Students Abilities in Test Case WritingKiev Gama, Andrew Diniz, Ricardo Almeida, Hendi Coelho. 306 [doi]
• Teaching Logic with Iltis: an Interactive, Web-Based SystemGaetano Geck, Artur Ljulin, Jonas Haldimann, Johannes May, Jonas Schmidt, Marko Schmellenkamp, Daniel Sonnabend, Felix Tschirbs, Fabian Vehlken, Thomas Zeume. 307 [doi]
• Adapting the IT2017 Curricula for Two Year Transfer Programs: Determining Appropriate Competencies for the First Two Years of a Baccalaureate IT ProgramMarkus Geissler, Cindy S. Tucker, Christian Servin, Cara Tang, Melissa Stange. 308 [doi]
• Unplugged Activities to Introduce Parallel Computing in Introductory Programming Classes: an Experience ReportSheikh K. Ghafoor, David W. Brown, Mike Rogers, Thomas M. Hines. 309 [doi]
• From Data To Insights in CS1Ananda Gunawardena. 310 [doi]
• Motivating High School Girls to Study Computer ScienceMirela Gutica. 311 [doi]
• Findings from a Multi-year Study of CT in K-2 Students in Formal and Informal SettingsTony Lowe, Sean Brophy, Monica Cardella. 312 [doi]
• Devising Work-based Learning Curricula with Apprentice Research Software EngineersJoseph Maguire, Quintin I. Cutts, Jack Parkinson, Matthew Barr, Derek Somerville. 313 [doi]
• Insights from using Supplemental Instruction (SI) in Data Structures Course to Increase RetentionAparna Mahadev. 314 [doi]
• Exploring the Correlation Between Teacher Pedagogical Content Knowledge and Content Knowledge in Computer Science ClassroomsTom McKlin, Taneisha Lee, Dana Wanzer, Brian Magerko, Doug Edwards, Sabrina Grossman, Emily Bryans, Jason Freeman. 315 [doi]
• A Proposal for Recognizing Skills in Data Science Using Open BadgesErnestina Menasalvas, Ana M. Moreno, Nik Swoboda. 316 [doi]
• A Gamification Pathway for Computer Science Student SuccessPatricia Morreale, Nohelia Diplan, Dustin York. 317 [doi]
• Impact of Part-Time CS Engineering Internships on WorkloadJuan José Olarte Larrea, César Domínguez, Arturo Jaime Elizondo, Francisco José García Izquierdo. 318 [doi]
• Instructional Pseudocode Guide to Teach Problem-SolvingSvetlana Peltsverger, Sourav Debnath. 319 [doi]
• Supporting Abstraction Skills Using Augmented Reality?Rebecca Reuter, Marco Knietzsch, Florian Hauser, Jürgen Mottok. 320 [doi]
• COOL: Cooperative Open Learning for Beginning ProgrammersBarbara Sabitzer, Iris Groher, Johannes Sametinger. 321 [doi]
• Designing Engaging Learning ExperiencesRaghav V. Sampangi, Angela A. Siegel. 322 [doi]
• Shaping Curricular Guidelines for Associate-Degree Cybersecurity ProgramsMelissa Stange, Cara Tang, Christian Servin, Cindy Tucker, Markus Geissler. 323 [doi]
• Computing Opportunities for Students of ColorGloria Townsend, Khadija Stewart. 324 [doi]
• A Prototype MATLAB Code CritiquerMarissa Walther, Leo C. Ureel II, Charles Wallace. 325 [doi]
• How Can Children Express Their Intentions Through Coding?: Analysis of Viscuit Programs in KindergartenTakeshi Watanabe, Yuriko Nakayama, Yasunori Harada, Yasushi Kuno. 326 [doi]
• Challenges of Delivering a Graduate ApprenticeshipTiffany Young, Mark Zarb. 327 [doi]
• Incorporating On-Campus Days in a Graduate ApprenticeshipTiffany Young, Mark Zarb. 328 [doi]
• Integrating Real-World Clients in a Project Management ModuleMark Zarb, Tiffany Young, William Ballew. 329-330 [doi]
• Lessons from Experts: Software Design DialoguesMarian Petre. 331 [doi]
• Interdisciplinary Computer Science Pre-service TeacherPreparation: PanelFrancesco Maiorana, Gretchen Richards, Chery Lucarelli, Miles Berry, Barbara Ericson. 332-333 [doi]
• A Grounded Theory of Computing Professional Identity FormationAmanpreet Kapoor. 334-335 [doi]
• Investigating Novice Programmers' Interaction with Programming EnvironmentsIoannis Karvelas. 336-337 [doi]
• From Studying to Learning Computer Science: A study of the first-year experience of computer science education at universityMadeleine Lorås. 338-339 [doi]
• A Theory of Applied Mind of Programming: Understanding the challenges in learning to programTony Lowe. 340-341 [doi]
• Gamification and Collaboration to Evaluate and Improve the Security Mindset of DevelopersLéon McGregor. 342-343 [doi]
• Computational Thinking At Primary School: Didactical and Psychological AspectsMarialaura Moschella. 344-345 [doi]
• Pattern-Oriented Instruction and its Influence on Meaningful Learning of Algorithmic Patterns and Acquiring Fundamental Skills in Computer ScienceLiat Nakar. 346-347 [doi]
• Learning through Construction's Influence on IT Students' Identity FormationJustyna Szynkiewicz. 348-349 [doi]
• "I Don't Know Too Much About It": On the Security Mindsets of Future Software CreatorsMohammad Tahaei. 350 [doi]
• Utilising Game Design to Create Engaging Education: A framework for Gameful LearningDavid Williams. 351-352 [doi]
• Direct Manipulation versus Text-based Programming: An experiment reportMichel Adam, Moncef Daoud, Patrice Frison. 353-359 [doi]
• Auto-Generating Visual Exercises for Learning Program SemanticsRebecca Smith, Terry Tang, Joe Warren, Scott Rixner. 360-366 [doi]
• Identifying Predictors for Code Highlighting Skills: A Regressional Analysis of Knowledge, Syntax Abilities and Highlighting SkillsMatthias Kramer, Mike Barkmin, Torsten Brinda. 367-373 [doi]
• Teaching Electronics and Programming in Norwegian Schools Using the air: bit Sensor KitBjørn Fjukstad, Nina Angelvik, Morten Grønnesby, Maria Wulff Hauglann, Hedinn Gunhildrud, Fredrik Høisæther Rasch, Julianne Iversen, Margaret Dalseng, Lars Ailo Bongo. 374-380 [doi]
• Below C Level: A Student-Centered x86-64 SimulatorCaitlin Fanning, Saturnino Garcia. 381-387 [doi]
• Developing Course Projects in a Hack Day: An Experience ReportKiev Gama. 388-394 [doi]
• Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM ClassesNicholas Lytle, Veronica Cateté, Danielle Boulden, Yihuan Dong, Jennifer Houchins, Alexandra Milliken, Amy Isvik, Dolly Bounajim, Eric N. Wiebe, Tiffany Barnes. 395-401 [doi]
• Text-based Programming in Elementary School: A Comparative Study of Programming Abilities in Children with and without Block-based ExperienceMarcos J. Gomez, Marco Moresi, Luciana Benotti. 402-408 [doi]
• Exploring Differences in Minority Students' Attitudes towards Computing after a One-Day Coding WorkshopMichael J. Lee. 409-415 [doi]
• A Framework for Decomposition in Computational ThinkingPeter J. Rich, Garrett Egan, Jordan Ellsworth. 416-421 [doi]
• Making Computer Science Education Mandatory: Exploring a Demographic Shift in SwitzerlandAlexander Repenning, Anna Lamprou, Serge Petralito, Ashok R. Basawapatna. 422-428 [doi]
• Pedagogical Content for Professors of Introductory Programming CoursesYorah Bosse, David F. Redmiles, Marco Aurélio Gerosa. 429-435 [doi]
• An Exploration of Novice Programmers' Comprehension of Conditionals in Imperative and Functional ProgrammingClaudio Mirolo, Cruz Izu. 436-442 [doi]
• Towards a Common Instrument for Measuring Prior Programming KnowledgeRodrigo Silva Duran, Jan-Mikael Rybicki, Arto Hellas, Sanna Suoranta. 443-449 [doi]
• Copying Can Be Good: How Instructors Use Imitation in Teaching ProgrammingCarol Zander, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Kate Sanders, Lynda Thomas. 450-456 [doi]
• Applying Case-Based Learning for a Postgraduate Software Architecture CourseEng Lieh Ouh, Yunghans Irawan. 457-463 [doi]
• Students' Misconceptions of Optimization AlgorithmsJ. Ángel Velázquez-Iturbide. 464-470 [doi]
• AlgoBOWL: A Competition-Based Group Project for Algorithms CoursesDinesh P. Mehta, Jack Rosenthal. 471-477 [doi]
• The Effectiveness of Creating Localized Content for Middle School Computing CurriculumHuda Gedawy, Saquib Razak, Hanan Alshikhabobakr. 478-484 [doi]
• Using Action Research to Distill Research-Based Segments of Pedagogical Content Knowledge of K-12 Computer Science TeachersOfra Brandes, Michal Armoni. 485-491 [doi]
• A Systems Change Approach to CS Education: Creating Rubrics for School System ImplementationLeigh Ann DeLyser, Lauren Wright. 492-498 [doi]
• Effect of Native Language on Student Learning and Classroom Interaction in an Operating Systems CourseAdalbert Gerald Soosai Raj, Eda Zhang, Saswati Mukherjee, Jim Williams, Richard Halverson, Jignesh M. Patel. 499-505 [doi]
• Using Automated Prompts for Student Reflection on Computer Security ConceptsHui Chen, Agnieszka Ciborowska, Kostadin Damevski. 506-512 [doi]
• Teaching Integer Security Using Simple VisualizationsJames W. Walker, Man Wang, Steven Carr, Jean Mayo, Ching-Kuang Shene. 513-519 [doi]
• The Impact of Adding Textual Explanations to Next-step Hints in a Novice Programming EnvironmentSamiha Marwan, Nicholas Lytle, Joseph Jay Williams, Thomas W. Price. 520-526 [doi]
• Using Social Annotations to Augment the Learning Space and Learner ExperienceShaveen Singh, Bernd Meyer 0001. 527-533 [doi]
• RepoBee: Developing Tool Support for Courses using Git/GitHubSimon Larsen, Richard Glassey. 534-540 [doi]
• Evaluating Instructors' Classification of Programming Exercises Using the Revised Bloom's TaxonomySusana Masapanta-Carrión, J. Ángel Velázquez-Iturbide. 541-547 [doi]
• Design and Pilot Testing of Subgoal Labeled Worked Examples for Five Core Concepts in CS1Lauren E. Margulieux, Briana B. Morrison, Adrienne Decker. 548-554 [doi]
• Syntax-based Improvements to Plagiarism Detectors and their EvaluationsLawton Nichols, Kyle Dewey, Mehmet Emre, Sitao Chen, Ben Hardekopf. 555-561 [doi]