Jeffrey A. Stone

Work place: Pennsylvania State University, Center Valley, PA, 18034, USA



Research Interests: Computer Science & Information Technology, Computer systems and computational processes, Planning and Scheduling, Computer Architecture and Organization, Data Structures and Algorithms


Dr. Jeffrey A. Stone received his B.S. in Computer Science with an emphasis on Systems Programming from Shippensburg University in 1996. He received his M.S. in Computer Science from Shippensburg University in 1998. His Master’s research focused on network design through simulation. Dr. Stone received his Ph.D. in Public Administration from Penn State University in 2010, where his dissertation focused on the implementation of one-to-one (1:1) programs in K-12.
Presently, Dr. Stone is an Assistant Professor of Information Sciences and Technology at Penn State University, Lehigh Valley campus. His research interests include Computer Science Education, K-12 integration of computer technology, and the intersection of public policy and IT. His research has previously appeared in Communications of the ACM, the Journal of Computing Sciences in Colleges, and other venues. His teaching interests include introductory Computer Science, computer programming, databases, and information and organizations.
Dr. Stone is an active member of the Association for Computing Machinery (ACM) and its Special Interest Group on Computer Science Education (SIGCSE).

Author Articles
A Sustainability Theme for Introductory Programming Courses

By Jeffrey A. Stone

DOI:, Pub. Date: 8 Feb. 2019

Sustainability is an important topic for modern college and universities, many of whom are actively promoting sustainable practices and integration of sustainability topics into course curricula. The inclusion of socially-relevant projects and course “themes” has been shown to assist in attracting students to Computer and Information Science, and practical, problem-based applications have also been shown to attract females and underrepresented groups to the discipline. In Computer and Information Science education, most documented approaches attempt to integrate sustainable computing topics either as learning modules, open-ended project topics, or as concentrated courses. This paper describes a lightweight, non-intrusive pedagogical approach to integrating sustainability education in introductory programming courses. By creating introductory programming projects focused on sustainability topics, students are exposed to the general concepts and terminology involved with the important scientific and societal topic. This approach also allows students to see the practical applications of computing in a socially relevant context. Results of a two-year study of this approach have been encouraging, though more work is needed to assess the full impact of this approach and to overcome the limitations of the implementation context.

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Integrating Apple iPads into University Computing Courses

By Jeffrey A. Stone

DOI:, Pub. Date: 8 Sep. 2016

The use of mobile devices is becoming increasingly common in both society and in the K-12 environment. Products such as the Apple iPad and the Microsoft Surface, among others, have matured to a point where university faculty are striving to integrate this increasingly ubiquitous technology into the classroom and the curriculum. This paper represents a case study examining one attempt to integrate the use of tablets into five university-level computing courses during the 2015-2016 academic year. The author used a set of iPads and accompanying classroom technology (e.g. Apple TV, keyboards) in an attempt to engage students and build their problem-solving and collaborative skills. Student feedback suggests that students were engaged, and the results for the iPad’s impact on problem-solving and collaborative skills improved over the course of the year. A number of challenges were observed, including inadequate student knowledge of tablets, wireless connectivity issues, student resistance to the group learning afforded by the iPads, and keeping the tablets charged and clean. Future plans for the study intend to address the challenges uncovered, using student and instructor feedback as an impetus for future development. This paper serves as an experiential report designed to inform other faculty who may be looking into similar projects.

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