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: http://www.cs.cmu.edu/~cprose
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 (http://shamash.cycletalk.cs.cmu.edu/ConvInf.html), 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¸rlichsprachlicher 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 ELearning 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 HumanMachine 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 SemiAutomatic 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 2006Member 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 N00014-001-0600, 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)