Alon Friedman

Zachariah Beasley, Alon Friedman, Paul Rosen

Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In addition to increasing engagement, peer review provides diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. We discuss the construction and application of peer review in two visualization courses from different colleges at the University of South Florida. We then analyze student projects and peer review text via sentiment analysis to infer insights for visualization educators, including the focus of course content, engagement across student groups, student mastery of concepts, course trends over time, and expert intervention effectiveness. Finally, we provide suggestions for adapting peer review to other visualization courses to engage students and increase instructor understanding of the peer review process.

Alon Friedman, Paul Rosen

In visualization education, both science and humanities, the literature is often divided into two parts: the design aspect and the analysis of the visualization. However, we find limited discussion on how to motivate and engage visualization students in the classroom. In the field of Writing Studies, researchers develop tools and frameworks for student peer review of writing. Based on the literature review from the field of Writing Studies, this paper proposes a new framework to implement visualization peer review in the classroom to engage today's students. This framework can be customized for incremental and double-blind review to inspire students and reinforce critical thinking about visualization.

Zachariah Beasley, Alon Friedman, Les Piegl et al.

Peer review is a widely utilized pedagogical feedback mechanism for engaging students, which has been shown to improve educational outcomes. However, we find limited discussion and empirical measurement of peer review in visualization coursework. In addition to engagement, peer review provides direct and diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. In this paper, we discuss the construction and application of peer review in a computer science visualization course, including: projects that reuse code and visualizations in a feedback-guided, continual improvement process and a peer review rubric to reinforce key course concepts. To measure the effectiveness of the approach, we evaluate student projects, peer review text, and a post-course questionnaire from 3 semesters of mixed undergraduate and graduate courses. The results indicate that course concepts are reinforced with peer review---82% reported learning more because of peer review, and 75% of students recommended continuing it. Finally, we provide a road-map for adapting peer review to other visualization courses to produce more highly engaged students.

Itay Benou, Ronel Veksler, Alon Friedman et al.

We present the concept of fiber-flux density for locally quantifying white matter (WM) fiber bundles. By combining scalar diffusivity measures (e.g., fractional anisotropy) with fiber-flux measurements, we define new local descriptors called Fiber-Flux Diffusion Density (FFDD) vectors. Applying each descriptor throughout fiber bundles allows along-tract coupling of a specific diffusion measure with geometrical properties, such as fiber orientation and coherence. A key step in the proposed framework is the construction of an FFDD dissimilarity measure for sub-voxel alignment of fiber bundles, based on the fast marching method (FMM). The obtained aligned WM tract-profiles enable meaningful inter-subject comparisons and group-wise statistical analysis. We demonstrate our method using two different datasets of contact sports players. Along-tract pairwise comparison as well as group-wise analysis, with respect to non-player healthy controls, reveal significant and spatially-consistent FFDD anomalies. Comparing our method with along-tract FA analysis shows improved sensitivity to subtle structural anomalies in football players over standard FA measurements.