Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Brian Scott Robinson, University of Louisville; Angela Thompson P.E., University of Louisville

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Computers in Education Division (COED)

Paper ID #46639First-Year Student Interest in Hands-On Final Project with an AutonomousRobotDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is a Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His primary research focus is Engineering Education and First-Year Programs. He also has interests in cryptography, and parallel and distributed computer systems.Dr. Nicholas Hawkins, University of Louisville Nick Hawkins is an Assistant Professor in the Engineering Fundamentals Department at the University of Louisville. He

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aimee Allard, North Carolina State University at Raleigh

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Computers in Education Division (COED)

Paper ID #48079A Survey of Task Planning: Pre- and Post-Assessment of a Project ManagementActivity in the Computer Science Senior CapstoneAimee Allard, North Carolina State University at Raleigh Dr. Aimee Allard is a member of the Senior Design Center faculty in the Department of Computer Science at NC State. As the Communications Coordinator and an instructor in Senior Design, she works with students on writing- and communications-based milestones: task planning, documentation, reports, design strategies, presentations, and more. She is passionate about Senior Design because not only do students gain real-world experience

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos R Morales, Purdue University at West Lafayette

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Computers in Education Division (COED)

formation of their senior capstone teams.Introduction and backgroundThe Computer Graphics Technology department at Purdue University requires students to take atwo-course senior capstone to satisfy the Student Objectives (SO) required by the AccreditationBoard for Engineering and Technology (ABET) under the Engineering TechnologyAccreditation Commission (ETAC).During the first semester, students evaluate Requests for Proposals, respond to proposals bypitching solutions to the projects that align with their interests, negotiate terms for the executionof their project, and write the necessary contracts and charters to enter into a binding agreementwith the client.To succeed, the students must demonstrate they have “an ability to apply written, oral

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Mohosina Jabin Toma, University of British Columbia, Vancouver

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Diversity

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Computers in Education Division (COED)

adaptation project within a Canadian InitialTeacher Education (ITE) science education methods course. The 100-Mile Diet was introducedby a Vancouverite couple in British Columbia who embarked on a year-long journey to eat onlyfood sourced within a 100-mile radius of their home. This local food experiment supportssustainable farming and strengthens community connections while promoting the broader localfood movement. In this paper, the 100-Mile Diet adaptation aims to address two centralquestions: In what ways can a 100-Mile Diet adaptation project in a science education methodscourse for early childhood and elementary preservice teachers (PSTs) address climate anxiety bylinking climate change, place identity, and educational technology? Furthermore

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University

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Computers in Education Division (COED)

addresses the integration of artificial intelligence (AI) topics intointroductory engineering courses. With the proliferation of AI in everyday life, it is important tointroduce the topic early in the engineering curriculum. This paper focuses on generative AI andmachine learning topics using two different educational strategies. The objective of this researchwas to explore students’ comprehension of AI and their motivation to engage in AI learning afterbeing introduced to AI tools.In a first-semester project engineering course, generative AI was introduced as a tool. Studentswere guided on the ethical and effective use of generative AI and were encouraged to discuss itslimitations. Students had the option to use generative AI for their writing

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alan Marchiori, Bucknell University

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Computers in Education Division (COED)

capable of executing bare-metal binary filescompiled by standard GCC tools. Students begin by simulating simple digital logic circuits andincrementally add functionality to implement the fully functional CPU in four structured projects:1) decode, 2) fetch, 3) registers & ALU, and finally 4) branches, jumps, and memory. The finalCPU functionality is verified by running the official rv32ui test suite from riscv-tests [3].Building upon the single-cycle implementation, students can then explore more advanced topicssuch as pipelining (3- or 5-stage), cache performance, and branch prediction in the single-cycleimplementation. In three iterations of this approach, students report a strong sense ofaccomplishment by completing the project, and at the

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katie Vu, University of Michigan; Avery Mitchell Maddox, University of Michigan; Caleb William Tonon, University of Michigan; Guli Zhu, University of Michigan; Tyler Wang, Stony Brook University; Rafael Mendes Opperman, University of Michigan; Qiuyi Ding, University of Michigan; Zifei Bai, University of Michigan; zhanhao liu, University of Michigan; Ziyi Wang, University of Michigan; Arvind Rao, University of Michigan; Daniel Yoon, University of Michigan

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Computers in Education Division (COED)

Lab, he has been the co-instructor of an innovative project-based course, Diagnostic Intelligent Assistance for Global Health, that exists as part of the University of Michigan’s Multidisciplinary Design Program.Caleb William Tonon, University of MichiganGuli Zhu, University of Michigan Guli Zhu is a graduate student in the Health Data Science program at the University of Michigan. His research interests include machine learning, large language models, and multimodal learning, particularly in the context of healthcare applications.Tyler Wang, Stony Brook UniversityRafael Mendes Opperman, University of Michigan Rafael Opperman is a second-year undergraduate pursuing a B.S.E. in Industrial & Operations Engineering

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zhou Zhang, SUNY Farmingdale State College; Wenhai Li, Farmingdale State College; Khosro Shirvani, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Yizhe Chang, California State Polytechnic University, Pomona; Sven K. Esche, Stevens Institute of Technology (School of Engineering and Science)

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Diversity

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Computers in Education Division (COED)

Engineering Technology studentsat Hispanic-Serving Institutions (HSIs), where diverse student backgrounds necessitatepedagogical approaches that support varying learning styles. This paper introduces a flippedclassroom and Computer-Supported Collaborative Learning (CSCL) model aimed at fosteringpractical skills and teamwork in Tool Design education. In this model, foundational concepts—such as jig and fixture design—are delivered through video lectures, interactive CAD tutorials,and quizzes, enabling students to learn at their own pace. Out-of-class activities reinforcetheoretical knowledge by allowing students to explore pre-built models and solve design-relatedquestions. Class time is dedicated to collaborative projects where students use cloud

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jina Wilde, The University of Texas at San Antonio; Michael Zawatski, The University of Texas at San Antonio; Darean Wilde, The University of Texas at San Antonio; Emiliano Beltran, The University of Texas at San Antonio; Amanda S. Fernandez, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

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Diversity

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Computers in Education Division (COED)

High School Teachers: Insights from Three CohortsAbstractComputer Science for San Antonio (CS4SA) was a computer science (CS) professionaldevelopment program designed for in-service middle and high school teachers—educatorsactively teaching. CS4SA aimed to prepare teachers with essential CS knowledge and skills whileexpanding CS opportunities for Latinx and other underrepresented minority populations within alarge, urban school district in South Texas. An Institutional Review Board approved thisresearch.The program engaged teacher participants through culturally responsive pedagogy, integratedprofessional learning communities, and project-based learning strategies. Teachers appreciatedthe collaborative nature of these approaches, which

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean Louis, University of Florida; Nadia Simone Jean Morrow, University of Florida; Juan E Gilbert, University of Florida

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Computers in Education Division (COED)

, manufac-turing, and retail [1]. IoT allows these industries to collect and integrate data for analytics andartificial intelligence (AI) to help increase productivity [2]. As a result of the needs of these indus-tries, it is projected that the market size of IoT will continue to grow in the next several years [3–6].Fortune Business Insights predicts that the market size of IoT will grow from” $714.48 billion in2024 to [about $4.062 trillion] by 2032” [3]. With its importance in several sectors and continuedgrowth in market size, many jobs in many fields are available for graduates with IoT skills [2, 7].While ACM/IEEE has provided guidance on incorporating IoT into information technology andcomputer engineering courses, ACM/IEEE-CS/AAAI computer

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tony Malayil, Florida Atlantic University; Daniel Raviv, Florida Atlantic University; Juan David Yepes, Florida Atlantic University

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Diversity

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Computers in Education Division (COED)

and large language models, computervision has emerged as a rapidly growing field within artificial intelligence. Computer visioninvolves the use of algorithms to analyze visual stimuli, mimicking our ability to perceive theenvironment around us through vision. This technology has driven advancements across multipleindustries, including applications in the medical field, agricultural production, and autonomousvehicles [1]. Its broad range of applications has significantly increased demand, positioning thefield for substantial projected growth. However, undergraduate students in college and universityinstitutions nationwide lack the adequate experience and skills needed to fill the labor demand. Upon entering university, the student

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maverick Berner, Marquette University; Darcy Ronan, Sacred Heart University; Dennis W Brylow, Marquette University; Maximus Berner, Marquette University

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Computers in Education Division (COED)

participants in the project were ableto realize their new curriculum modules using existing software or classroom technology, here wefocus on those teachers whose designs required a novel digital artifact, such as a new webapplication with specific functionality, customized content to work with an existing tool, or a newpiece of standalone software. By providing the developer support to produce these digitalartifacts, we empower teacher participants to embed CS content into potentially challengingclassroom contexts that are resistant to drop-in, ”one-size-fits-all” integration solutions. Usingthis approach, teachers can create more thoughtful and robust CS curriculum modules that bettercomplement their particular needs.This initiative promotes

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tayo Obafemi-Ajayi, Missouri State University; Naomi L Dille, Missouri State University; Dhanush Bavisetti, Missouri State University; Sherrie Ilene Zook

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Computers in Education Division (COED)

12. This project is an outcome of a Research Experience for Teachers (RET) summer program designed to immerse secondary educators in authentic research environments. During the program, participating teachers engaged in a ML project centered on predicting the sever- ity of Alzheimer’s Disease using data collected from smart home sensors—a real-world application of ML in healthcare. The teachers were introduced to foundational computing concepts through Scratch, developed basic ML pipelines with interpretability features using ORANGE, and explored automated machine learning through the Aliro platform. Each tool provided a progressively advanced exposure to ML

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; D. Matthew Boyer, Clemson University; Paige Rodeghero, Clemson University

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Computers in Education Division (COED)

development projects of their choosing weeklyover the course of the semester. The course was conducted over two semesters: an initial pilot,followed by a refined iteration incorporating lessons learned and student feedback.In both iterations of this course, students live stream for a set amount of hours each week whilemaintaining a diary of their accomplishments and how they felt their individual streams went. Weevaluate the students on their perceived self-efficacy and the evolving perceptions of their goalsand desired achievements during this course through three reflection assignments.Our observations reveal that students initially took the course to set aside time to work onpersonal projects and develop their programming skills, with motivations

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuxuan Chen, University of Illinois Urbana-Champaign; Chenyan Zhao, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Mattox Alan Beckman, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

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Computers in Education Division (COED)

University of Illinois Urbana-Champaign to meetthe specific needs of fundamental programming for engineering students. The new curriculumprioritizes teaching foundational programming concepts in lectures while providingengineering-focused applications in lab activities and mini-projects. New topics, such aspseudocode and debugging, were introduced in lectures to deepen engineering students’understanding of programming fundamentals and enhance adaptability to new programminglanguages. Homework and exams were restructured into computer-based assessments featuringauto-grading and randomized problem variations to encourage mastery learning. Bi-weeklymini-projects were designed to connect programming concepts and skills with practicalengineering

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, University of New Haven; Ekaterina Vasilyeva, University of New Haven; Ren Oberdorfer, University of New Haven; Jhansi Sreya Jagarapu, University of New Haven

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Computers in Education Division (COED)

expert. The app provides guidelines for whichresources are relevant, as well as links and phone numbers for each of them. The app has beendesigned with the opportunity for future expansion in mind, allowing it to be updated to handlenew audiences, as needed, and also integrate with other potential off-shoot projects.2 IntroductionOne of the greatest concerns for post-secondary students is mental health, especially issuesbrought on by the stress of academic life. Mental health is impacted by a variety of factors,ranging from academics to personal life to social issues. Many students report high levels ofanxiety, but few students report using University resources to address such issues. In order to facethese concerns, a group of computer science

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Isvik, North Carolina State University at Raleigh; Veronica M Catete, North Carolina State University at Raleigh

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Diversity

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Computers in Education Division (COED)

analysis with a data set of 312 computing-infused lessons created by teachers in aninfusing computing professional development (ICPD) program41 and by high school interns aspart of an educational software design internship42. Of these lessons, 177 were created byteachers and 135 were created by interns. Of these 312 Snap! projects, 230 contained avatar(s)and of that subset, and 131 projects included at least one human avatar. (Note: some projects maynot have any avatars because they only include an instruction page and buttons for running asimulation or playing a memory game, for example). For our analysis, we consider these 131projects and the 207 human avatars within these projects. 44 of these projects contain multipleavatars, while 89 of these

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Salvatore Enrico Paolo Indiogine; Nasiha Lachaud, Texas A&M University; Wei Lu, Texas A&M University; Mohammad Affan Khokhar

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Computers in Education Division (COED)

the course development team, plus one other universityemployee were investigators in the study. The investigators used qualitative artifact analysis andquantitative data analysis.The course development process commenced with the creation of a prototype to assess thecapabilities of the generative AI tools to be used, and to determine the extent to which these toolscan be used to make the course development more efficient. Throughout the process theprofessor and the instructional designer revised their approach towards and the use of differentAI tools to achieve the desired results. While the output from AI was treated as 'raw materials'for the final products, cloned audio was the only product used throughout the project. Textgenerated by AI

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); Fadhla Binti Junus, Purdue Engineering Education

Tagged Divisions

Computers in Education Division (COED)

environments for higher education students studying computer programming. She is particularly interested in investigating students’ programming learning processes, exploring methods to simplify programming instruction, examining theoretical foundations for effective instructional design, and integrating artificial intelligence technologies to facilitate peer-like knowledge construction. ©American Society for Engineering Education, 2025 Analysing Feedback of an AI Tool for Formative Feedback on Technical Writing AbilitiesAbstractThis Full paper describes the use and validation of feedback provided by an AI tool to supportstudents’ technical writing abilities. The project is part of a

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel B Mazzone, Marquette University; Dennis W Brylow, Marquette University

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Diversity

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Computers in Education Division (COED)

Angeles, ECS expandednationwide with NSF support. However, teachers in Milwaukee encountered challenges inadapting the ECS curriculum, particularly Unit 3 on web development, due to virtual settings,rising truancy, and Chromebook limitations. Many teachers opted for web-based alternatives withautomated coding activities, despite these being less effective for underrepresented students.These platforms lacked project submission and feedback features, increasing teacherworkload.In response, we developed the ECS Web Lab (ECS-WL), a Chromebook-compatible web tooldesigned to facilitate HTML and CSS learning while preserving ECS’s core principles: CScomprehension, inquiry-based learning, and educational equity.ECS-WL integrates features such as an in

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Ryan Integlia, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

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Computers in Education Division (COED)

, students were assigned a MATLAB-based projectfocused on solving an engineering problem focused on projectile motion using variousprogramming approaches. The details of this project are provided in Appendix A. The complexityof the computations made manual calculations impractical, necessitating the use of MATLAB forefficient execution. Students were required to develop their own code independently but wereencouraged to seek assistance from ChatGPT 4.0 whenever they encountered difficulties.ChatGPT provided hints, suggested debugging strategies, and explained coding principles asstudents worked through their solutions. An example of this is presented in Appendix B, whichoutlines the procedure for solving the first part of the project.After

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina A&T State University; Pal Dave, North Carolina A&T State University

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Diversity

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Computers in Education Division (COED)

Paper ID #45588BOARD # 69: Improving Student Retention Using Research MentorsDr. Evelyn Sowells-Boone, North Carolina A&T State University Dr. Evelyn R. Sowells is an assistant professor in the Computer Systems Technology department at North Carolina A&T State University’s College of Science and Technology.Pal Dave, North Carolina A&T State University ©American Society for Engineering Education, 2025 Improving Student Retention Using Research MentorsAbstractThe Advancing Retention via Research Opportunities for Workforce Development in STEM(ARROWS) Project aims to boost minority

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johannes Kubasch, University of Wuppertal; Dominik May, University of Wuppertal; Doha Meslem, Bergische Universität Wuppertal

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Computers in Education Division (COED)

Paper ID #48417BOARD # 99: Work in Progress: AI in online laboratory teaching - A SystematicLiterature ReviewMr. Johannes Kubasch, University of Wuppertal Johannes Kubasch is a mechanical engineer and research associate at the Chair of Technical and Engineering Education at the University of Wuppertal. As a engineer in automotive engineering, he initially worked in the automotive supply industry in the development of airbag systems before moving to the University of Wuppertal to work in the field of engineering education. In the past, he worked on the AdeLeBk.nrw project to digitize the university training of prospective

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; David Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; Erick Ramírez-Cedillo, Tecnologico de Monterrey, School of Engineering and Sciences; Félix Martínez-Jiménez, Tecnologico de Monterrey, School of Engineering and Sciences; Ana I. Benavides Lahnstein, Manchester Metropolitan University; Alison Buxton, University of Sheffield

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Diversity

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Computers in Education Division (COED)

, examining their impact on teachers’ practices and student learning. Ana’s research also explores the pedagogical potential of environmental citizen science, particularly how science learning occurs through participation in community-based projects. She is currently a Research Associate at Manchester Metropolitan University and an Associate Lecturer at the Open University, where she teaches undergraduate modules on international education and research with children and young people.Dr. Alison Buxton, University of Sheffield ©American Society for Engineering Education, 2025 Paper ID #49151Dr Alison Buxton is a

Conference Session

Computers in Education Division (COED) Track 4.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Marie Haire, University of Florida College of Education; Pavlo Antonenko; Christine Wusylko, University of Florida; STEPHANIE KILLINGSWORTH, University of Florida; Brian Abramowitz, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Diversity

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Computers in Education Division (COED)

of middle and high-school-aged Black scholarspartook in a summer program for two weeks to learn about AI in science. Throughout theprogram, they explored how paleontologists utilize computer vision to classify images forscientific purposes. The children also identified potential issues with AI, such as biases in thedatasets used to train ML models. Not only did the scholars learn about AI, but they also hadhands-on experiences building models using Google Teachable Machine, a teacher andstudent-friendly tool for classifying data. For their project presentations, participants createdposters that identified community-relevant issues to address via computer vision, theclassification to perform, the data they used, and classification

Conference Session

Computers in Education Division (COED) Track 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pradeep Radhakrishnan, Worcester Polytechnic Institute; David C Brown, Worcester Polytechnic Institute

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Computers in Education Division (COED)

project were to assess and enhance the usability of PMKS+. Thisinvolved identifying and addressing the challenges and user needs associated with the application.A redesigned interface, informed by user research and feedback, was implemented, alongside theaddition of new features to improve the overall user experience. The effectiveness of these changeswas analyzed to determine their impact. Such changes will not only improve the usability ofPMKS+ software at WPI but also at other universities with Mechanical Engineering degrees whereplanar linkages are an important topic in the curriculum.The paper is organized as follows: Section 2 delves into the background of the application,including its development history and earlier improvements. Section 3

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Shaw, Texas A&M University; L. Taylor Starr, Texas A&M University; laila badran, Texas A&M University

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Diversity

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Computers in Education Division (COED)

minimizes on-the-job-training and allows the workplace to maximize the productivity of newhires that have the necessary skills to integrate seamlessly and almost immediately into theirworkplace. The academia-to-industry skills gap in engineering has existed for many years,specifically in the areas of communication, collaboration, professionalism, project management,etc., which are collectively called professional skills [1], [2]. Professional skills in engineeringcan be defined as the skills needed to succeed in the engineering industry such as employabilityskills, leadership skills, interpersonal skills, organization skills, emotional intelligence skills, etc.The term “soft skills” was first referenced for engineering education in 1918 by Charles

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Nirupam Raj; Ashwath Muppa, Thomas Jefferson High School for Science and Technology; Rhea Nirmal; Teo W. Kamath; Achyut Dipukumar; Aarush Laddha; Mihai Boicu, George Mason University

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Diversity

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Computers in Education Division (COED)

education as classsizes grow, and instructor resources are limited. Recent advances in large language models (LLMs)offer a practical way for educators to provide structured feedback for students on variousassignments. A pre-experiment involved four student researchers solving Project Euler problemsand showed an average improvement of 17.5 points on a scoring rubric out of 100 after coderevision using feedback generated from Claude 3.5 Sonnet. There were also notable gains in timecomplexity, efficiency, and edge case handling, with percentage increases 24.45%, 22.59%, and22%, respectively. Building on these results, we designed a classroom-based experiment involvingstudents across various programming courses. Students will be divided into control

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Cameron Amely, California State University, Fresno; Wei Wu, California State University, Fresno; Jesus Leyva, California State University, Fresno

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Computers in Education Division (COED)

, Construction, and Planning from the University of Florida in 2010. Dr. Wu’s teaching interests include Construction and Engineering Graphics, Design Visualization, Design-Build Project Delivery, Building Information Modeling (BIM), Advanced Planning and Pre-construction, and Construction Management Senior Capstone. He received the 2018 Teaching Excellence Award of the Associated Schools of Construction (Region 7) and the 2019 Provost Award in Innovation from Fresno State. Dr. Wu’s research focuses on BIM, educational technology, extended reality (XR), and construction and engineering education. He has published more than 70 articles and conference proceedings in these areas. Dr. Wu’s research has been funded by regional and

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Safia Malallah, Kansas State University; Ejiro U Osiobe; Lior Shamir, Kansas State University; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

and purposeful engagement. This project addresses this gap by offering an "Hour of Code" experience where children assist island inhabitants in solving computer science problems through structured tasks, fostering an understanding of engineering, data science, coding, and artificial intelligence (AI) in a fun and engaging way. “The Hidden Island of Computational Thinking” is an immersive, narrative-driven virtual world built on Roblox, designed to teach children ages 6-12 the fundamentals of computational thinking through diverse computer science pedagogies. The educational island features five main sections, each representing a distinct CS field, offering tailored, age-appropriate challenges