Tim Chamillard
Associate Professor of Computer Science
Engr 182, (719) 262-3150
Office Hours: M 9-10; T 9:30-10:30; W 1-2
Game Design and Development Options
Learning Style/Personality Type Surveys
My Office Hours for the Spring 2008 semester are Mondays, 9-10; Tuesdays, 9:30-10:30; and Wednesdays, 1-2. Unless I notify you otherwise, I guarantee that I'll be in my office during these times to meet with students.
I will of course also make an appointment to meet with you if you can't make it during my office hours. I do NOT make any Friday appointments.
Finally, I'm in the office for a good part of each day. If my door is open, feel free to drop in, though I reserve the right to turn you away if I’m busy. If my door is closed, it means I'm busy doing something; in those cases, please only interrupt in case of an emergency.
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Computer Science Department
University of Colorado at Colorado Springs
1420 Austin Bluffs Parkway
P.O. Box 7150
Colorado Springs, CO 80933-7150
Office: Engr. Room 182
Phone: (719) 262-3150
e-mail: chamillard@cs.uccs.edu
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Spring 2008
CS 115: Principles of Computer Science
CS 536: Software Product Assurance
GDD 120: Introductory Programming for Game Developers
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Game Design and Development Options
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I'm the Comp Sci Online Program Coordinator, which essentially means that I'm responsible for the new Comp Sci Online program that will provide graduate and undergraduate computer science courses through Extended Studies. Click here for more information.
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Learning Style/Personality Type Surveys
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Click here to see a statement of my teaching philosophy.
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My primary research area is computer science education, though I also have a number of software engineering research interests.
My computer science education research is primarily concerned with research that provides useful teaching, advising, and curriculum development techniques to computer science educators. There are two major issues that I have been investigating and intend to pursue: student performance prediction techniques and the relationship between student learning styles and student performance. In the area of student performance prediction, I'm currently evaluating the performance of 285 computer science majors over 7 class years to generate predictive models for student performance based on performance in previous courses. Results from this work could prove valuable to curriculum developers by identifying relationships between the courses in the major, which in turn can facilitate identification of appropriate curriculum modifications. In my work examining student learning styles and their relationship to student performance, I've collected data on approximately 3,500 students enrolled in an introductory computer science course. I'll be using this data to analyze the relationships between learning style and student performance on particular kinds of course assessments (programming assignments vs examinations, for example) and the course as a whole. In addition, I'm in the process of collecting learning style data across the entire curriculum for 4 class years of computer science majors, which I'll then use to evaluate the effects of student learning styles on particular courses across the computer science curriculum.
In the software engineering area, I'm examining a number of different topics, including software metrics, dependency analysis, and software process improvement. The data to support these research activities comes from analysis of actual web-based applications being developed for use by the Defense Contract Management Agency. For software metrics, I'm devising, calculating, and evaluating a number of metrics to measure the size and complexity of web-based applications. My dependency analysis work concerns identifying and documenting the dependencies among the database structures and the multiple files (JavaScript, Java, XML, etc.) comprising the web-based applications. This work includes the development of a toolset that can be used to identify which application components will be affected by a change to a particular database structure or application file, which should facilitate the impact analysis component of software maintenance activities. Finally, my software process improvement research involves measuring the software development processes being used to develop these web-based applications, statistically identifying opportunities for improvement to those processes, implementing process changes, and measuring the effects of those process changes.
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Bachelor of Electrical Engineering, Georgia Institute of Technology, 1987.
M.S. in Computer Engineering, University of Southern California, 1990.
Ph.D. in Computer Science, University of Massachusetts, Amherst, 1996.
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Click here to see a current copy of my CV.
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Click here to access pdf copies of my publications.
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I've enjoyed cycling for some time now, and I completed numerous centuries (100 mile bike rides) in the late 80s and early 90s. One of those centuries was even rated by Bicycling Magazine as one of the 10 toughest centuries in the country. Why? Because it had over 10,000 feet of climbing!
Something strange happens to your head when you do that much riding (and climbing), so I decided I should try running next. I've completed the L.A. Marathon, the Pueblo Marathon, the Pikes Peak Ascent, and numerous shorter races as well.
Of course at that point, I only needed to add one more sport (swimming) to really go crazy. I did my first triathlon in 1993, and I completed a number of sprint-distance, Olympic-distance, and Half-Ironman races in the mid-90s. The ultimate, so far, was when I completed an Ironman-distance race in 1999. Swimming 2.4 miles, cycling 112 miles, then running 26.2 miles makes for a long day!
Palmares
In cycling, your palmares are like your resume of significant results. I'll abuse the term a bit here by listing most of the races I've done without worrying about whether or not my results were significant! Click here for my palmares.
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