Comparing First-Year Student Programming Confidence Perceptions Between Different Hands-On Projects

James E. Lewis; Nicholas Hawkins; Brian Scott Robinson

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COED Programming Education 1: Students, Motivation, and Mastery
Tagged Division: Computers in Education Division (COED)
Page Count: 10
DOI: 10.18260/1-2--43274
Permanent URL: https://peer.asee.org/43274
Download Count: 176

Paper Authors

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James E. Lewis University of Louisville orcid.org/0000-0001-8454-1928

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James E. Lewis, Ph.D. is an Associate Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. is research interests include parallel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology used in the classroom.

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Nicholas Hawkins University of Louisville orcid.org/0000-0002-2553-9438

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Nick Hawkins is an Assistant Professor in the Engineering Fundamentals Department at the University of Louisville. He received his B.S. (2016), M.Eng. (2017), and Ph.D. (2020) in Electrical and Computer Engineering at the University of Louisville. His res

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Brian Scott Robinson University of Louisville

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Brian Robinson is an Associate Professor with the Department of Engineering Fundamentals at the University of Louisville. His primary research focus is in Engineering Education, with highest interest in first-year (and beyond) engineering retention & the effects of value-expectancy theory on student persistence.

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Abstract

Each first-year student attending the XXXXX (XXXX) at the University of XX (XXX), regardless of declared major, must complete a two-course sequence of introductory engineering courses. These courses, Engineering Methods, Tools, & Practice I (ENGR 110) and Engineering Methods, Tools, & Practice II (ENGR 111), introduce the fundamental tenants of the engineering profession. The first course in the sequence, ENGR 110, focuses on introducing a variety of fundamental engineering skills. The second course, ENGR 111, is a hands-on, project-based course housed in a 15,000 square foot makerspace that has students integrate and apply the skills learned in ENGR 110. One of the many skills taught in this sequence is basic programming.

The programming instruction presented in ENGR 111 is an extension of the programming skills learned in ENGR 110. However, ENGR 110 teaches programming basics in Python, whereas the ENGR 111 instruction utilizes Arduino microcontrollers for its programming curriculum. The programming instruction in ENGR 111 also forgoes standalone programming assignments for scaffolded modules that prepare students for an end-of-semester Cornerstone Project. Regardless, students gain a wide introduction to software design concepts that help prepare them for the remainder of their academic and professional careers.

In this paper, two semesters of ENGR 111 with two different Cornerstone Projects will be compared. Project 1 took place during the spring of 2022 and was comprised of a windmill generation system. Students constructed this windmill and used Arduino programming to interpret sensor data and calculate system performance. Project 2 took place during the 2022 summer semester and was comprised of a water filtration system. In this project, students utilized the Arduino to both observe system information and control its behavior.

At the end of each of these semesters, students took a survey in which they provided their perceptions of the programming instruction they received. There are questions in which they self-report their confidence in programming. Results of these questions from Spring 2022 (Project 1) and Summer 2022 (Project 2) are compared in this paper.

Citation
Format

Lewis, J. E., & Hawkins, N., & Robinson, B. S. (2023, June), Comparing First-Year Student Programming Confidence Perceptions Between Different Hands-On Projects Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43274

TY - CPAPER
AB - Each first-year student attending the XXXXX (XXXX) at the University of XX (XXX), regardless of declared major, must complete a two-course sequence of introductory engineering courses. These courses, Engineering Methods, Tools, &amp;amp; Practice I (ENGR 110) and Engineering Methods, Tools, &amp;amp; Practice II (ENGR 111), introduce the fundamental tenants of the engineering profession. The first course in the sequence, ENGR 110, focuses on introducing a variety of fundamental engineering skills. The second course, ENGR 111, is a hands-on, project-based course housed in a 15,000 square foot makerspace that has students integrate and apply the skills learned in ENGR 110. One of the many skills taught in this sequence is basic programming.

The programming instruction presented in ENGR 111 is an extension of the programming skills learned in ENGR 110. However, ENGR 110 teaches programming basics in Python, whereas the ENGR 111 instruction utilizes Arduino microcontrollers for its programming curriculum. The programming instruction in ENGR 111 also forgoes standalone programming assignments for scaffolded modules that prepare students for an end-of-semester Cornerstone Project. Regardless, students gain a wide introduction to software design concepts that help prepare them for the remainder of their academic and professional careers.

In this paper, two semesters of ENGR 111 with two different Cornerstone Projects will be compared. Project 1 took place during the spring of 2022 and was comprised of a windmill generation system. Students constructed this windmill and used Arduino programming to interpret sensor data and calculate system performance. Project 2 took place during the 2022 summer semester and was comprised of a water filtration system. In this project, students utilized the Arduino to both observe system information and control its behavior.

At the end of each of these semesters, students took a survey in which they provided their perceptions of the programming instruction they received. There are questions in which they self-report their confidence in programming. Results of these questions from Spring 2022 (Project 1) and Summer 2022 (Project 2) are compared in this paper.

AU - James E. Lewis
AU - Nicholas Hawkins
AU - Brian Scott Robinson
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Comparing First-Year Student Programming Confidence Perceptions Between Different Hands-On Projects
UR - https://peer.asee.org/43274
DO - 10.18260/1-2--43274
ER -