Conference Session

Programming Education 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mariza Tsakalerou, Nazarbayev University; Michalis N. Xenos, University of Patras; Semira Maria Evangelou, University of Patras

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Computers in Education Division (COED)

, demographic surveys, and three tasks. Descriptive statistics and statistical tests provide insights.Performance discrepancies between IT and non-IT backgrounds are statistically significant. Feedback indicatespositive perceptions of low code. 1. Introduction In recent years, the intersection of technology and education has undergone a profound transformation, withemerging paradigms reshaping traditional approaches to teaching and learning. One such paradigm that hasgarnered increasing attention is low-code development—a revolutionary approach to software creation thatempowers individuals, regardless of their technical background, to design and deploy fully functional applicationswith minimal coding expertise. Low-code platforms provide

Conference Session

COED Programming Education 1: Students, Motivation, and Mastery

Collection

2023 ASEE Annual Conference & Exposition

Authors

David M. Feinauer, P.E., Virginia Military Institute; Runna Alghazo, Prince Mohammad Bin Fahd University, Saudi Arabia; Jaafar M. Alghazo, Virginia Military Institute; Sherif Abdelhamid, Virginia Military Institute; James C. Squire, P.E., Virginia Military Institute

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Computers in Education Division (COED)

devices andtechnology in their education. The first cohort of Gen Alpha is expected in university classroomsaround 2028. Generation Z describes those born from ~1997–2009, and Generation Alpha refersto people born in or after 2010. The Gen Alpha student will be one who is truly a “digitalnative”—they will not have known a world without pervasive touchscreen devices. Colleges andUniversities must be ready for possible changes in the learning methodologies required to meetthis new generation. Use of computing devices in primary and secondary education has growntremendously through the use of one-to-one (1:1) device or technology programs. A 2017 report[13] found that more than 50% of K-12 teachers taught in 1:1 classroom environments and ameta

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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Computers in Education Division (COED)

women's participation in scientific and technologicaloccupations. The ARROWS pipeline is an institutional initiative award that introducesacademically outstanding female high school and undergraduate students to majors and jobs inscience, technology, engineering, and mathematics (STEM). This project includes an annualsummer research effort that aims to attract and develop the next generation of female scientists,mathematicians, and technologists. When combined with partner programs such as DevelopingAdvanced Research Through STEM (DARTS) and STEM Pathways for Success, these projectscreate a three-stage student success pipeline: (1) secondary education exposure, (2) college-levelengagement, and (3) transition to graduate school or the technical

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Cortez, Point Loma Nazarene University; Paul Schmelzenbach, Point Loma Nazarene University

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Computers in Education Division (COED)

Education: Insights into Metacognition and Problem-Solving Patterns1 IntroductionThe widespread and rapid emergence of large language models (LLMs) such as ChatGPT,Claude, and Gemini may be fundamentally transforming how students approach their academicwork. This transformation is clear in higher education, where AI tools can now successfullygenerate solutions to many problems that undergraduates previously struggled with for hours [1].Rather than simply supplying answers, educators have experimented with using LLMs in theclassroom in various ways such as brainstorming, proofreading, providing feedback, givingencouragement, and checking for understanding [2–4]. By their widespread availability andincreasing capabilities

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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Computers in Education Division (COED)

, calculator, and grocery list, one can see that the average fruit or vegetabletravels more than 2,400 km from farm to family dinner table. Research indicates that such traveladds 17 times more emissions to the atmosphere than if the food had been bought locally [1]. InMarch 2005, Vancouver couple Alisa Smith and James MacKinnon embarked on a culinaryexperiment: to survive for a year on food produced within 160 km or 100 miles of their home inVancouver, B.C. [2]. The year-long experiment turned into a book on the 100-mile diet, realityTV shows, and a series of invited talks across North America. A local food movement thatincluded the growing, cooking, and living of the 100-mile diet ethos grew and expanded [3].The 100-mile diet experiment led the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

MALEK EL KOUZI, Queen's University; Haley Clark, Queen's University; Richard Reeve, Queen's University

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Computers in Education Division (COED)

augmented reality tools to enhance student comprehension in lessons. His recent research focuses on the collaboration within augmented reality educational applications and its impact on student skills. Personal Website: https://malekelkouzi.com/ Google Scholar : https://scholar.google.ca/citations?user=9yHaley Clark, Queen’s UniversityRichard Reeve, Queen’s University ©American Society for Engineering Education, 2025AR AniMotion: Augmented Reality Application for Enhancing Speech Skills in Children with Speech Difficulties- A Work in Progress Abstract. Roughly 3% of children experience speech delays or difficulties globally [1]. A “speech delay” is defined as a child's speech or language development

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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Computers in Education Division (COED)

laboratory conditions, the research aims to provide practical insights for educatorsconsidering these tools. The findings will contribute to broader discussions about technology-enhanced learning and the evolving relationship between artificial intelligence and humaninstruction in technical disciplines.Literature ResearchRecent advances in LLMs have shown their potential to transform educational settings, particularlyin programming courses where timely, detailed feedback is important. Fagbohun et al. [1] statesthat LLMs can automate grading with personalized feedback but that they still require carefulhandling of biases combined with human supervision to ensure that LLMs are fair and efficientand to reduce the occurrence of ethical risks like

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H Goodridge, Utah State University; Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University; Michaela Harper, Utah State University; Cassandra J McCall, Utah State University

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Computers in Education Division (COED)

student learning and how students view their engagement with coursecontent. However, recent studies have indicated that student use of AI has led to enhancedcreativity [1-3], greater comprehension of conceptual material [4], and increased motivation tolearn difficult material [2-5]. Further studies have indicated that AI can have a positive effect onstudents’ visualization and simulation of new ideas [2], [6]. A key feature of AI that separates itfrom other learning resources is its ability to tailor learning materials to the needs of individualstudents through conversational approaches, smart assessments, and customized feedback, all ofwhich contribute to enhanced learning [2], [7].While the benefits of AI are numerous, its integration into

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jinyi Jiang, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

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Computers in Education Division (COED)

identifies gaps that require intersectional andlongitudinal research. By centering female students' experiences, we provide future researchdirections and pedagogical strategies to cultivate inclusive, interdisciplinary AI literacy.1. IntroductionThe pervasive integration of AI across industries necessitates comprehensive AI literacy as afundamental skill within higher education. (Timon Sengewald & Tremmel, 2024) AI literacyencompasses not only technical knowledge—such as algorithms and computational logic—butalso ethical awareness, societal implications, and practical applications. (Ng et al., 2021;Matthias Carl Laupichler et al., 2022) As AI increasingly influences communication,decision-making, and knowledge creation, students must be equipped

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Valerie Elise Sullivan, University at Buffalo, The State University of New York; Rachel N. Bonnette, University at Buffalo, The State University of New York

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Computers in Education Division (COED)

) andneurodivergent instructor (n=2) perspectives through interviews and focus groups throughout asemester to understand their experiences with and recommendations for inclusive practices. Ourfindings demonstrate that a combination of practices is required to support these students.IntroductionComputer Science instructors can better teach neurodivergent students when they have thenecessary training to enhance learning and belonging for these students [1]. Neurodiversity is aterm that captures how natural, biological variation in neurological development is a fact andbenefit of the human population [2], [3]. Here, we include any neurominority within the termneurodivergent, including, but not limited to, autism, dyslexia, and mental health disorders [4],[5

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Oluwatosin Abedoh, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University; OLUWATOYOSI OYEWANDE, Morgan State University

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Computers in Education Division (COED)

to process vast amounts of data, identify patterns, andgenerate insights allows educators to understand student needs better and tailor teaching methodsaccordingly [1].The transformative impact of AI in education is evident in its applications across various domains.Adaptive learning systems, for instance, employ algorithms to adjust content delivery based onindividual student performance, ensuring an optimized learning experience [2]. Additionally, AI-powered tools, such as virtual tutors and automated grading systems, reduce the administrativeburden on educators, enabling them to focus on more interactive and creative aspects of teaching[3].Among the most significant advancements in educational AI is the emergence of generative AI,which

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile; Claudia Bascur, Universidad Andres Bello, Santiago, Chile

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Computers in Education Division (COED)

: artificial intelligence, higher education, technology adoption, ethicalchallengesIntroduction and Related WorkThe use of artificial intelligence (AI)-based tools has grown significantly in highereducation [1-3], driven by AI’s benefits in personalized learning [4-6], task automation[7], and administrative optimization [8]. Chu et al. [1] emphasize AI’s role in adaptingpedagogy, predicting academic performance, and identifying at-risk students. However,challenges like data privacy, equitable access, and algorithmic transparency must beaddressed to ensure AI’s effective integration in education.The lack of adequate infrastructure and training hinders the equitable adoption of AI indeveloping countries, particularly in vulnerable environments (de la

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadya Shalamova, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; James Lembke; Maria Pares-Toral, Milwaukee School of Engineering; Derek David Riley, Milwaukee School of Engineering; Daniel Bergen, Milwaukee School of Engineering

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Computers in Education Division (COED)

Intelligence (AI) is no longer a subject of science fiction or a niche for specializedindustries. AI permeates everyday life, impacting how people work, communicate, and solveproblems locally and globally [1]. AI applications in higher education have grown significantlyin recent years, as evidenced by the adoption of AI-driven instructional design tools andapplications (e.g., Khan Academy's Khanmigo, ChatGPT for Education, MagicSchool), AI-enabled scientific literature search engines (e.g., Semantic Scholar, Consensus), collaborativeapplications (e.g., MS Teams), smart AI features in learning management systems (e.g., Canvas),and AI-based assistants (e.g., Grammarly, Canva).The widespread infusion of generative AI (GenAI) specifically marked a new

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susannah Cooke, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.

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Computers in Education Division (COED)

interact with the desired visualizations via a simple “app”, leavingthe more complex simulation software unseen in the background.Details of the teaching resource creation process, implementation challenges, and examplecurriculum integration opportunities will be shared, as well as preliminary feedback fromacademics and students using the tools presented. Our hope with this work is to lower the energybarrier for including simulation in the engineering curriculum, allowing students to takeadvantage of the visualization capabilities and familiarize themselves with the concepts ofsimulation tools early in their degree journey.1. Motivation: strengthening experiments with simulation to enhance students’ understandingThe skills which engineering

Conference Session

COED: AI and ML Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo; Bahaa Ansaf, Colorado State University, Pueblo

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Computers in Education Division (COED)

research is to help in shaping a safe pathway to AI-based learning environmentsfor human progress.AI is expected to lead the new revolution in the social, economic, health, and technology areas.Currently, the fast development of AI-based products is accompanied by huge investments fromlarge companies and governments. In the U.S., both the previous and the current administrationfully support AI research and development efforts. For example, on February 11, 2019, PresidentTrump issued Executive Order 13859 to maintain American leadership in artificial intelligence[1]. With respect to this executive order, France A. Córdova, Director, National ScienceFoundation (NSF), included the following statements [2]. "NSF has a long and rich history of

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiqiu Zhou, University of Illinois, Urbana-Champaign ; Qianhui Liu, University of Illinois, Urbana-Champaign ; Sophia Yang, University of Illinois, Urbana-Champaign ; Abdussalam Alawini, University of Illinois, Urbana-Champaign

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Computers in Education Division (COED)

positive psychological and socialoutcomes 1 . Computer-Supported Collaborative Learning (CSCL), grounded in the SocialConstructivism Theory, leverages technologies to facilitate and encourage interactions amongstudents across domains 2 . Although CSCL has been incorporated into education by variousstudies 3,4,5,6 , teachers and policymakers may lack understanding of how group collaboration canbe effectively integrated into instructional strategies 7 . The use of CSCL technologies,pedagogies, and curricula by both teachers and students requires further investigation.Past CS education research has attempted to detect individual-level problem-solving behaviors toassist struggling students, including identifying error-fixing patterns 8 and latent

Conference Session

COED: Student Perspectives of Instructional and Advising Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunay Palsole, Texas A&M University

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Computers in Education Division (COED)

to deliver lectures and supplement instruction has been onan upswing for a number of years. This trend showed a tremendous growth over the pandemic asexpected with the transition to some variation of online delivery whether it was remote teachingor via the development of high quality online courses. A dominant mechanism for lecturedelivery in engineering disciplines at a large university in the southwest has been the use ofvideo. A short survey of faculty identified 3 dominant strains in video production (1) Videocontent captured using Zoom (2) Video content captured in professional studio settings and (3)Video content captured in classrooms using existing lecture capture technologies built in class.The second strain of video creation has

Conference Session

COED: Online and Remote Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

James Edward Toney, The Ohio State University

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Computers in Education Division (COED)

sections. In the Fall 2022 semester, we piloted aself-paced, mastery-learning model for the online section, while the in-person sections continuedto follow a traditional format.Mastery LearningThe mastery learning approach was articulated in the 1960s by Bloom [1], who saw it asenabling nearly all students to achieve mastery of a subject, despite variations in aptitude andlearning styles. The essential idea, which derives from Carroll [2], is that variations in aptitudedo not imply differences in the capacity to master the material, only to differences in the timerequired to achieve mastery. Mastery learning is therefore closely linked to self-pacedinstruction.A review of prior work on mastery learning in computer science education is given in [3

Conference Session

COED: Online and Remote Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rishi Sunny Gulati; Matthew West, University of Illinois, Urbana-Champaign; Craig Zilles, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois, Urbana-Champaign

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Computers in Education Division (COED)

class. Sense of belonging was measured by surveysat the beginning and end of the course. Students were asked to respond to questions about their per-ceived comfort in the classroom, perceived isolation, and perceived support from course staff andother students. We note that the whole class’s sense of belonging statistically increases from thebeginning to the end of the semester in both sections. Furthermore, the increased sense of belong-ing is more pronounced in the in-person section. Based on our findings, we conclude that onlinesections for on-campus students may be an effective way to accommodate large class sizes, in-creased enrollment pressure, and students’ need for flexibility, while not disadvantaging students’learning outcomes.1

Conference Session

COED: Grading Systems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois, Urbana-Champaign

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Computers in Education Division (COED)

schedulesresulted in fewer students completing the formative assessments. More students completed thehomeworks before the exam date in the Strict semester, motivated by the partial credit deadline.Completion of formative assessments before the exams correlated with better performance, evenwhen controlling for student GPA.1 IntroductionThe blended teaching format has been rapidly popularized over the past years, especially duringthe COVID pandemic time. This form of combining online and in-class instructions providesstudents with an opportunity to learn how to distribute their time independently [1, 2]. It isimportant for instructors to understand how online engagement on assignments outside theclassroom affects students’ overall course performance, so

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas, El Paso; Wei Yan, Texas A&M University; Song An, University of Texas, El Paso; Jeffrey Liew, Texas A&M University; Kien H. Lim; Lisa Garbrecht, University of Texas, Austin; Philip B. Yasskin

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Computers in Education Division (COED)

interests are on studentsˆa C™ problem-solving disposition and instructional strate- gies to advance their ways of thinking. Dr. Lim is particularly interested in impulsive disposition, stu- dentsˆa C™ propensity to act out the first thing thatLisa Garbrecht, University of Texas, AustinPhilip B. Yasskin ©American Society for Engineering Education, 2023Introduction Mathematics has historically been taught in ways that are a barrier to minority studentspursuing advanced STEM courses in high school and college [1] while current teaching methodsare heavily reliant on spoken and written language, which can be particularly problematic forbilingual students [2]. Consequently, too few underserved students such as

Conference Session

COED: Skills for Moving from Computing Student to Professional

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Dillon, Morgan State University; Abigail Dina; Mariah McMichael; Theodore Wimberly Jr.; Lauren Brown; Krystal L. Williams, University of Georgia

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Computers in Education Division (COED)

assignedproblem sets successfully while expressing positive perceptions, and adequate levels of comfortduring these experiences. However, they also showed adequate levels of anxiety.1. IntroductionEffectively preparing computer science (CS) majors to become proficient practitioners in thefield is a challenge. CS is considered a field with one of the fastest growing career paths in theworld [28]. Yet, the supply of candidates needed to meet the demands of such growth isrelatively low.Research surrounding CS majors and how to appropriately prepare them for success has garneredmuch attention [2-3, 10, 14 18, 21, 29]. Yet, student success that is primarily contingent uponfeeding the CS pipeline with new majors, and encouraging their matriculation through a

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi Huang, University of Michigan, Ann Arbor; Kevin Yan, University of Michigan, Ann Arbor; Andrew Deorio, University of Michigan, Ann Arbor

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Computers in Education Division (COED)

encounters was not statisticallysignificant.2 Introduction and Related WorkThe COVID-19 pandemic has affected many areas of life, and it has disproportionately affectedsome demographic groups. Racial minorities experience higher mortality rates [1][4]. Womenand racial and ethnic minorities are also more likely to report high levels of threat and fear ofCOVID-19 [9]. In certain professions, Black and Hispanic women are more likely to lose theirjobs [6]. The short-term effects of the COVID-19 disproportionately affect low-income, * equal contribution, name in alphabetical orderfood-insecure households [11]. These conditions have the potential to affect the mental health andperformance of students.Research has also linked the pandemic to trends

Conference Session

COED: Grading Systems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Aidan Daniel Carrigg; Karthik Srinivasan; Josephine Relaford-Doyle, University of California, San Diego

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Computers in Education Division (COED)

improveeducational outcomes, especially among undergraduates in the early stages of their academicprogram [1], [2]. In introductory computer programming courses, where inordinately high drop-out rates have been reported [3]–[5], early feedback can play a vital role in supporting studentsuccess and retention. Computer systems capable of automatic grading and feedback generationhave gained considerable traction over the past two decades. Recent literature on automatedfeedback and assessment examines key benefits, opportunities, and challenges of the consideredpractice [6]–[8]. Our study contributes to the existing body of knowledge by examining theeffectiveness of optional no-credit programming exercises featuring automated real-timefeedback in motivating

Conference Session

COED: All about That Math

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashish Amresh, Arizona State University; Vipin Verma, Arizona State University; Michelle Zandieh, Arizona State University

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Computers in Education Division (COED)

game-based learning elements intoan existing curriculum that teaches undergraduate linear algebra via an inquiry-orientedpedagogy. The aim of this paper is to discuss the game design strategies used in connecting gamebased learning to inquiry oriented methods.1 IntroductionAn introduction to linear algebra is widely accepted as an important, albeit being challenging,course for engineering undergraduate students. It is an important foundational course for manyengineering students as it provides the ability to apply mathematical constructs in real-wordproblem based settings that are essential for any engineering discipline [1]. Many strategies havebeen proposed to help teach linear algebra across various modes, representations and

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland Baltimore County; Nilanjan Banerjee

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Computers in Education Division (COED)

expert in mobile and sensor systems with focus on designing end-to-end cyber-physical systems with applications to physical rehabilitation, physiological mon ©American Society for Engineering Education, 2023 Work-In-Progress: Feasibility of anonymous grading for reducing performance discrepancies across student demographics Neha Raikar1 and Nilanjan Banerjee2 1 Department of Chemical, Biochemical, and Environmental Engineering 2 Department of Computer Science and Electrical Engineering University of Maryland, Baltimore CountyIntroduction/MotivationExams and quizzes are critical tools for

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vijesh J. Bhute, Imperial College London; Ellen Player; Deesha Chadha, Imperial College London

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Computers in Education Division (COED)

website can serve as a simplemethod to facilitate an accessible and inclusive learning environment for students.KeywordsTeaching/Learning Strategies, Accessibility, Inclusivity, Distributed Learning Environments,Online learning, Course design1. Introduction1.1 BackgroundThe use of Virtual Learning Environments (VLEs) have enabled us to organize learningresources and disseminate information to students with positive impacts in their motivation tolearn [1], [2]. Importantly, analytics from VLEs such as clickstream data can be used topredict at-risk students [3], [4] as well as academic performance of students [5], [6]. VLEsare primarily used as a repository for teaching materials but recently, integration withapplications such as Turnitin, VLEs

Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Safia A. Malallah, Kansas State University; Lior Shamir, Kansas State University; William Henry Hsu, Kansas State University; Joshua Levi Weese, Kansas State University; Salah Alfailakawi, Kansas State University

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Computers in Education Division (COED)

, including children in early childhood education, must be consistentlyexposed to data science concepts to meet future industry requirements [1, 2]. Students wholearn data science at a young age are better equipped to implement the concepts at later stageswhere they will have more chances to practice and develop their skills [3]. However, currentdata science research for early childhood is very limited, and although previous data scienceframeworks for K–12 education have claimed that the content is suitable for kindergarteners,application has proven that, in reality, the content is more appropriate for students in grade 4and beyond [4]. Therefore, this paper proposes a data science framework suitable for the developmentalstages of young

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Valerie A. Carr, San Jose State University; Jennifer Avena, San Jose State University; David Schuster, San Jose State University; Wendy Lee, San Jose State University; Belle Wei, San Jose State University

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Computers in Education Division (COED)

the program and encourage faculty across the country to adopt our modelof embedding computing experiences in lower division courses.IntroductionAdvancements in digital technology have radically changed our daily lives and routines, from theway we educate students and navigate traffic to how we treat patients and collaborate withcoworkers. This infusion of technology brings with it an increased need for interdisciplinaryprofessionals with both domain knowledge and computing skills. Including more women andindividuals from historically marginalized communities will further diversify and grow thedigital workforce to meet this increased need. As interdisciplinary computing jobs command anaverage 14% salary premium [1], an increasingly diverse

Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Lucia Cano, Pontificia Universidad Javeriana, Bogotá, Columbia ; Alejandro Castro Martinez, Pontificia Universidad Javeriana, Bogotá, Columbia; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana, Bogotá, Columbia ; Eduardo Rodriguez Mejia, Pontificia Universidad Javeriana, Bogotá, Columbia

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Computers in Education Division (COED)

of educationaltools for teaching computational thinking. The entire solution will be used in summer camptraining to teach programming skills to a young audience in Colombia. New projects havederived from the results, like the development of instructional guides for practices that use thesolution, and the development of enhanced versions that can reduce the costs of production andintroduce wireless communication.I. IntroductionIn “The Future of Jobs Report 2020” [1], the world economic forum (WEF) built a list of tenskills that will be most required in jobs by 2025, one of them being “technology design andprogramming”. Having technological skills is becoming crucial to find better job opportunities indifferent domains, but that poses a