Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

AI/ML [63], CS support programs may be a promisingopportunity to further engage and motivate socially-oriented students in the field. As suggestedby previous work for AI/ML [64], retaining socially-oriented students may also promote genderdiversity since women show higher levels of ‘social benefit interest’ than their peers who do notidentify as women [63].While our study demonstrated that inspiration from instructors’ displays of support andenthusiasm for CS inspired students’ plan for social impact in CS, we also acknowledge that CSsupport programs have the potential to better address socially-oriented interests. This may beachieved by introducing students to speakers in CS backgrounds with obvious social impact,such as healthcare [64

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

Improving Student Problem Solving and Performance

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alyssa Powell, University of California, San Diego; Justin Paul Opatkiewicz, University of California, San Diego

Tagged Divisions

Chemical Engineering Division (ChED)

, as discussed previously. The authors considered attempting acomparison of student learning outcomes between these two cohorts. However, deconvolutingthe effects of the project alone versus other confounding variables (remote instruction versus in-person learning for core courses, transfer versus 4-year students, and instructor differences)would not have been possible. Given the overwhelmingly positive student response to theprojects, the authors have no plans to remove the project from the curriculum in the future toperform such a comparison, as doing so may negatively impact the cohort not assigned the groupproject. A more extensive survey of the cohort of students completing the project in all 6courses, however, is a subject of ongoing