York College of Pennsylvania

About: York College of Pennsylvania is a education organization based out in York, Pennsylvania, United States. It is known for research contribution in the topics: Nurse education & Health care. The organization has 290 authors who have published 511 publications receiving 8352 citations. The organization is also known as: YCP.

Using Static Analysis to Find Bugs

Abstract: Static analysis examines code in the absence of input data and without running the code. It can detect potential security violations (SQL injection), runtime errors (dereferencing a null pointer) and logical inconsistencies (a conditional test that can't possibly be true). Although a rich body of literature exists on algorithms and analytical frameworks used by such tools, reports describing experiences in industry are much harder to come by. The authors describe FindBugs, an open source static-analysis tool for Java, and experiences using it in production settings. FindBugs evaluates what kinds of defects can be effectively detected with relatively simple techniques and helps developers understand how to incorporate such tools into software development.

Our Separate Ways: Black and White Women and the Struggle for Professional Identity

Abstract: The article reviews the book "Our Separate Ways: Black and White Women and the Struggle for Professional Identity," by Ella L.J. Edmondson Bell and Stella M. Nkomo.

Peer Relationships and Collaborative Learning as Contexts for Academic Enablers

Abstract: In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Based on work on socia...

Research in Organizational Behavior

Abstract: The article presents a review of the book "Research in Organizational Behavior," vol. 5, edited by L.L. Cummings and Barry M. Staw.

The Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is It Effective?.

Abstract: The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.