Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Computers in Education Division (COED)

Paper ID #49044BOARD #104: Work-in-Progress: Uncovering AI Adoption Trends AmongUniversity Engineering Students for Learning and Career PreparednessLinda Davis Ahlstrom, Utah State University Linda Ahlstrom PhD student currently studying Engineering Education at Utah State University. Interested in the Univerity to Industry interface and the use of AI tools in engineering. MS Electrical Engineering Cal State Long Beach. Worked in industry: Biomedical, Software Development and Aerospace.Dr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State

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)

enrichunderstanding but also boost motivation and commitment to STEM careers [7].Finally, building an inclusive academic atmosphere ensures that students feel appreciated andencouraged, which is critical for overcoming feelings of isolation common amongunderrepresented groups [8]. This report investigates how ARROWS activities—structuredmentorship, immersive research involvement, and institutional support—help minority STEMstudents achieve better retention outcomes.As a core retention strategy, mentorship is an essential part of the ARROWS curriculum. Theinitiative connects participants with dedicated faculty mentors who give tailored help on bothacademic obstacles and personal development. To date, 15 faculty members from the College ofScience and

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

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Computers in Education Division (COED)

. Even with the support of an instructional team, this process can be time-consuming and increase workload. We employed Charlie, a neural network-enabled grader, toprovide feedback on students’ writing assignments. Students only need to submit one draft,the minimum requirement for the assignment, although multiple submissions are allowed toreceive feedback from Charlie. The results indicate that Charlie’s feedback is generallyeffective, but improvements are needed in accuracy and recognizing revisions. The findingsalso reveal that students integrated feedback well, particularly in refining their career goalsand action plan sections. This study suggests that the design of learning activities could berefined to encourage students to be more

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)

, evaluate working with potential teammates based on needs, and justifytheir selections with data. Finally, CREAC forces students to explicitly articulate why a specificteam composition and project selection support their career trajectories rather than relying onconvenience or habit. The following table illustrates how each stage of CREAC aligns with thecapstone process: CREAC Stage Capstone Application Conclusion Define the ideal project outcome and personal career objectives. Rule Research industry standards and team structures in relevant

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell Feldhausen, Kansas State University; Nathan H Bean, Kansas State University; Joshua Levi Weese, Kansas State University; David S. Allen, Kansas State University

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Diversity

Tagged Divisions

Computers in Education Division (COED)

areas of the United States have less access to computer science education and are underrepresented in computer science majors and careers. At the same time, many rural occupations such as agriculture are becoming reliant on technology, and there is a need for skilled computer scientists with a rural background and skillset to develop effective tools and software that can be used in those occupations. In addition, the values of grit, determination, self-sufficiency, and perseverance often studied in rural populations are also attributed to successful computer scientists. Given the need for rural students to participate in computer science careers, and the overlap in rural values and the qualities of good

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alberto G De La Cruz, Savannah State University; Mir M Hayder, Savannah State University

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Diversity

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Computers in Education Division (COED)

and engagement in the STEM fields.IntroductionFor the last few decades, STEM programs have been underrepresented by minority students,primarily female students in higher education. Fields such as computer science and engineeringare where the absence of minority and female students is more noticeable; however, subjectssuch as biology, chemistry, and life sciences are more attractive to female students whenselecting a college degree and potential career paths [1]. To address this disparity and increasethe diversity of students in computer science and cybersecurity, especially underrepresentedminorities (URM) and women, it is necessary to create awareness and foster interest from anearly age [2]. Implementing effective STEM programs in the K-12

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan H Bean, Kansas State University; Joshua Levi Weese, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Friday Emmanuel James, Kansas State University; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

that these populationssubscribe to a complex shared group identity referred to as rural consciousness [9]. Whilenot yet adequately explored, there is also some evidence to support that, for intersectionalidentities, rural consciousness may play a larger role in decision making than gender, race, orethnic identities.In her landmark 2004 paper, Bridget Barron suggested that a learning ecology perspectivewas a useful mechanism for understanding how and why students engage in activities thatdevelop an interest in technology careers. She identified five contexts that support students indeveloping fluency in an interest like a computer science — school, peers, home, community,and distributed resources — and argued that students need support across

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)

Abstract: This study explores the integration of machine learning (ML) concepts into the curriculum for 6th to 12th-grade students thus, addressing the growing importance of com- putational skills in the STEM workforce. Teachers play a pivotal role as the principal ped- agogical agents in fostering students’ motivation and readiness to engage in postsecondary education in STEM career pathways and eventually, the STEM workforce. Thus, we hy- pothesize that introducing teachers to innovative machine learning (ML) research method- ologies—particularly those applied to real-world problem solving—can significantly en- hance STEM learning and research experiences in grades 6 through

Conference Session

Computers in Education Division (COED) Track 6.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abdulrahman AlRabah, University of Illinois at Urbana - Champaign; Zepei Li, University of Illinois at Urbana Champaign; Meredith Blumthal, University of Illinois at Urbana - Champaign; Sotiria Koloutsou-Vakakis, University of Illinois Urbana-Champaign; Volodymyr Kindratenko, University of Illinois Urbana-Champaign; Tomasz Kozlowski, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois Urbana - Champaign

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Computers in Education Division (COED)

) 501 2926 Advanced Database Systems (DS) 113 133 Advanced Engineering Probability and Statistics (EPS) 21 83 Introductory Nuclear Engineering Fundamentals (NEF) 28 154 Introductory Careers in Agricultural and Consumer Economics (CACE) 5 17 Introductory Table 1: Summary of Collected Logs by Course for Fall 2024 semesterAs shown in Table 1 the logged data highlights varying levels of engagement across courses, withParallel Programming showing the highest activity (501 users and 2,926 conversations), whileCareers in Agricultural and Consumer

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)

expected experiences [5]. Within the workplace,professionals use informal learning for continuing education, seeking help, gathering information,finding support or feedback, collaborating, and gaining further experience in both their career andprivate lives [24, 25]. However, despite research showing the benefits of informal learningopportunities, many individuals and organizations push for formal education over informal ormixed educational pathways [26].Informal Learning Informal education and opportunities in STEM help bridge the gap betweenformal education and real-world experiences and foster continuing education throughout a careerand beyond [27, 28]. Specifically within computer science education (CSEd), active learningtechniques like

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zifeng Liu, University of Florida; Yukyeong Song, University of Florida; Qimao Yang, University of Florida; Wanli Xing, University of Florida; Jing Guo, University of Florida

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Computers in Education Division (COED)

Undergraduate Quantum Computing EducationAbstractAs quantum computing (QC) technologies continue to advance, there is an increasing demand fora workforce skilled in QC. Higher education plays a critical role in preparing students with thefoundational knowledge and specialized skills required for careers in quantum research,development, and application. While a few studies have introduced QC to high school students orcomputer science majors, there is limited focus on students from diverse academic backgrounds.Existing research has primarily shared instructors’ experiences and efforts in teaching quantumcomputing in higher education, but there is a notable lack of studies exploring ways to enhanceQC instruction and examining students’ learning and

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Naveed Aman, University of Nebraska - Lincoln; Moomal Bukhari, University of Nebraska - Lincoln; Eric Clarence Einspahr, University of Nebraska - Lincoln; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Bhuvaneswari Gopal, University of Nebraska - Lincoln

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Diversity

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Computers in Education Division (COED)

highDFW rates. Our course redesign tackled these issues by integrating two key strategies:contextualized learning and the inclusion of undergraduate learning assistants (LAs) to foster apeer-supported learning environment.The first approach, contextualized learning, embeds computing concepts within real-worldengineering problems. By presenting engineering-focused challenges, students were able tobridge the gap between theoretical knowledge and practical application. This approach not onlyfostered deeper comprehension but also significantly increased engagement, helping students toconnect computing principles to their future careers. As a result, we observed improvements inboth retention and academic performance.The second approach involved the

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)

privacy in their final project design. For example, one class activitywas for students to decode a Caesar Cipher. Knowledge of common vulnerabilities and defensivecoding strategies is essential in any computer science career.2.4.6 AI and TinyMLGiven the rapid advancements in AI, the course incorporated fundamental concepts of MachineLearning (ML) and how IoT devices can leverage its benefits. We introduced students to theburgeoning field of TinyML (also known as embedded AI). TinyML offers significant advantagesto IoT systems, including enhanced privacy, reduced costs, and increased customization. WhileML at the edge, or on-device, is not entirely new (e.g., Siri running locally on smartphones), itspotential in IoT is transformative. For voice

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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Diversity

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Computers in Education Division (COED)

Utah State University (USU). Her research focuses on the intersections of disability, identity formation, and culture and uses anti-ableist approaches to enhance universal access for students with disabilities in STEM, particularly in engineering. At USU, she serves as the Co-Director of the Institute for Interdisciplinary ©American Society for Engineering Education, 2025 Paper ID #47960Transition Services. In 2024, Dr. McCall received a National Science Foundation CAREER grant toidentify systemic opportunities for increasing the participation of people with disabilities in engineering.Her award-winning

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)

example ofan external environment that impacts students can be seen through space exploration. Accordingto Collins [16], “Without pronounced personal interest, if they never see astronauts that looklike them nor understand how that career field will affect their innermost circle of friends andfamily, there is decreased value to that field of study for them” [16, p. 161]. Figure 1 furtherdemonstrates how these aspects contribute to a STEM identity. Figure 1. Black student STEM identity [16].MethodsResearch DesignThis study used a mixed-method methodology to explore students’ self-efficacy andperformance based on quantitative data sources (pre- and post-implementation surveys andqualitative sources (quality of participants

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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Diversity

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Computers in Education Division (COED)

training instructors can seek.Best Practices Support Learning for EveryoneComputer Science student Imani explained that they feel motivated when the learning isinteresting, authentic, and engaging in the classroom: Trying to find like that value, they may put it in the syllabus or in the beginning like, hey, these are the learning outcomes. This is what you're gonna be learning from it. This is how it's gonna apply to your future career. So that might be some way they're trying to get that interest. Like, hey, this actually does matter.Here, Imani proposes a variety of best teaching practices that include creating well-defined,straightforward learning objectives in the classroom policy and stating how the learning

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)

role model and a learnerincreases the likelihood that that model will raise the learners’ beliefs in their own capabilities11.Identity-based role models have been shown to influence career choice by providing anopportunity for learners to evaluate their own abilities and conception of what is possible forthem in the future, empowering learners to envision themselves in the place of the role model12.Expectancy-value theory states that learners are motivated to complete tasks that they believethey can complete and that they believe have value, including utility value for their future13,14.When students connect with an identity-based role model, their expectations for value and taskfeasibility may increase, leading to increased engagement

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ratana Prinyawiwatkul; brian Warren, Southern University and Agricultural & Mechanical College; Shuju Bai, Clayton State University; Albertha Hilton Lawson, Southern University and A&M College

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Computers in Education Division (COED)

Summer 2023 at a large, public HBCU.Problem StatementIt is a fact that Computer Literacy courses are crucial for student success in academic settingsand have been part of the undergraduate curriculum. The issue of a high failure rate in ComputerLiteracy courses is critical and must be addressed. This high failure rate raises the question ofwhether some factors (students’ attitudes toward computer usage, age, gender, hours worked perweek) contribute to this failure.The results of these investigations can be used to identify students who are at risk of failingComputer Literacy courses. By focusing on these students, we can implement targetedinterventions to improve their academic performance and enhance their prospects for post-academic careers

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, State University of New York - Farmingdale; Alyssa Xiang

Tagged Divisions

Computers in Education Division (COED)

levelsof severity, response efficacy, response costs and self-efficacy in cyberspace [1]. Psychologicalfactors impacting pedagogy of cybersecurity education is discussed in [2] with its impact onstudents’ learning. Exploration of influencing factors in cybersecurity major or career choices islimited and most of the literature focuses on correlation of personality traits, academicperformance in traditional STEM subjects such as math and science, and environmental factorssuch as parents, teachers, counselors, and socio-economic influences [3]. Students having little tono exposure to cybersecurity education within traditional middle school and high schoolcurriculum and environments is pointed out as one of the environmental factors in K12 education[4

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chafic Bousaba, Guilford College

Tagged Divisions

Computers in Education Division (COED)

terms, cluster computing refers to the practice of connectingmultiple computing devices together to form and work as a unified system [1]. The advantages ofcluster computing include enhanced processing power, scalability, redundancy, and faulttolerance. It is widely used in fields such as cloud computing, scientific simulations, dataanalysis, and high-performance computing.In educational contexts, cluster computing offers a unique opportunity to engage students withcomplex concepts such as parallel computing, load balancing, and distributed databases. Theseconcepts are integral to modern IT infrastructure, and hands-on experience with cluster systemsis invaluable for the students who are pursuing careers in fields such as data science

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Friday Emmanuel James, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H Bean, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Robert Stewart, Kansas State University; Carrie Grace Aponte; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

created largely by patterns of residentialsegregation and socioeconomic disadvantage [11].The integration of computer science into almost every discipline creates lucrative jobsand promising career opportunities. However, the field is still underpopulated and under-represented [12]. Specifically, one of the significant challenges and bottlenecks in the expansionof computer science education is the inaccessibility of highly qualified teachers in rural areas[13]. To help address the CS teacher deficit, Morrissey and Koballa et al [13] developed apreservice CS certification pathway, a testing option for CS professionals who want to transitionfrom industry into teaching, and a CS endorsement for teachers who are certified in otherteaching areas to

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)

teachers from non-CSbackgrounds to introduce CS experiences and instruction into their classrooms to increase Latinxparticipation in CS. The program presented computer science and pedagogical content alignedwith the state’s high school CS teacher standards. It also assisted teachers in navigating thechallenges of implementing CS teaching in diverse classrooms.To support these goals, CS4SA designed and developed a professional development program thatincluded instructional materials, workshops, tutoring, coding camps, and campus visits, whereteachers observed presentations about university CS degree programs, deepening theirunderstanding of CS applications and career pathways. The instructional materials includedbooks on computer programming [1

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie Bondaryk, The Concord Consortium; Aaron Kyle, Duke University; Ido Davidesco, University of Connecticut; Chad Dorsey; Bianca Montrosse-Moorhead, University of Connecticut

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Diversity

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Computers in Education Division (COED)

Paper ID #46896Embodied Sensors and Digital Twins as an Introduction to MicroprocessorProgramming for Middle and High School Non-CS MajorsMs. Leslie Bondaryk, The Concord Consortium Leslie Bondaryk received the B.S. degree from the Massachusetts Institute of Technology, and the M.S. degree from the University of California, Santa Barbara, both in electrical engineering. She is currently the Chief Technology Officer with the Concord Consortium, Concord, MA, USA. Over her career, Ms. Bondaryk has introduced new technologies to educational research and publishing projects across computer science, mathematics, engineering, and

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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Diversity

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Computers in Education Division (COED)

underscores the necessity for students to acquireskills that complement AI, leveraging its capabilities to enhance their work. Concurrently, AI'spotential to automate current "nonroutine" jobs highlights the importance of AI education inpreparing students for a dynamic labor market. As of early 2024, the skill most in demand in jobpostings was artificial intelligence (0.56%), followed by machine learning (0.5%) [9]. In thiscontext, AI literacy is essential, equipping students to harness AI to improve efficiency andproductivity in their future careers [10], [11].Additionally, higher education must align current pedagogical practices with the changing waysof thinking, learning, and interacting resulting from people’s regular use of AI in

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Marie DeHoog, University of Florida; Jeremiah J Blanchard, University of Florida; Amy Wu, University of Florida; John R. Hott, University of Virginia

Tagged Divisions

Computers in Education Division (COED)

non-STEM courses in programs not traditionally focusedon programming, such as linguistics and political science. Even if students do not need to actuallycode in their careers, programming courses can still provide non-computing majors with themeans to better communicate with programmers more effectively [1]. Being able to work onend-user programming tasks such as data analysis and project management can improve studentsperceived job marketability in the software industry [1]. Overall, the goal of introductoryprogramming courses for non-computing majors is to provide students will computing skills thatwill be applicable to their future careers. Computing has the potential for impact across the rangeof disciplines, not just in computing fields

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher J. Lowrance, United States Military Academy; Edward Sobiesk, United States Military Academy; Jean R.S. Blair, United States Military Academy; Christa M Chewar, United States Military Academy

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Diversity

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Computers in Education Division (COED)

Studies and Hands-on Learning to Empower Non-Engineers to Excel in a Tech-Driven WorldAbstractThis paper presents an experience report on a new general education course designed to buildconfidence in students across all academic majors, most of which are non-STEM, in exploring,evaluating, and adopting emerging technologies for their future careers. The modular coursecombines case studies with hands-on learning activities that incorporate generative AI, equippingstudents to thrive in an era of rapid technological change. Results from pre- and post-coursesurveys show a marked increase in student confidence in achieving the course outcomes.Furthermore, module-specific surveys indicate positive student perceptions, highlighting

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Bryan Alan Lutz, Ohio Northern University; Gabriel Mott, Ohio Northern University

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Computers in Education Division (COED)

, but many other careers as well. Interms of how it affects people, AI when developed as a tool makes the jobs of engineers muchmore manageable” (56 words) was suggested to be revised to “While AI is in its infancy, it is asustainable tool that can not only optimize engineering, but all careers” (20 words). Second, bothreviewers would comment if errors in punctuation and grammar were frequent enough tocompromise the effectiveness of the memo, and in many cases provide advice about grammaticalrules. In one instance, both reviewers noted a student had included a “reflection” section in theirmemo was neither a convention nor a move of memos, and that contained information that wasnot solicited by the assignment prompt (all other reviewers ignored

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Iowa State University of Science and Technology; Jason Coleman, Kansas State University; Lis Pankl, Mississippi State University

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Diversity

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Computers in Education Division (COED)

image generator, MicrosoftCopilot is available to all faculty, staff, and students with enterprise-level security and privacy.Courses and CurriculaKSU offers a number of degrees and certificates, each requiring students to take several coursesthat prepare students for technical careers related to artificial intelligence. These include: ● Advanced Intelligent Systems Programming (undergraduate certificate) ● Applied Machine Learning (undergraduate certificate) ● Computer Science (Bachelor of Science, Master of Science, Doctor of Philosophy) ● Data Analytics (Master of Science, graduate certificate) ● Machine Learning and Autonomous Systems (Bachelor of Science, graduate

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jesan Ahammed Ovi, Colorado School of Mines; Gabriel Tomas Fierro, Colorado School of Mines; C. Estelle Smith, Colorado School of Mines

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Computers in Education Division (COED)

are engineering students’ ethical concerns related to the adoption ofGenAI-based tools in their education and future careers? (RQ3) What are students’ perceptionsof benefits v.s. harms of GenAI for themselves, science, and society?To address these RQs, we conducted two separate surveys of all students at the Colorado Schoolof Mines (henceforth referred to as “Mines”), a small (< 10k students) engineering-focused R-11university in the USA in May 2023 (n1 = 601) and Fall 2024 (n2 = 862). This paper reports onthe findings, demonstrating statistically significant results related to increasing frequency of useof GenAI by engineering students over time, and other trends related to use cases, studentmotivations, ethical concerns, and perceived

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sidney Katherine Uy Tesy, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

learning experiences ifimproperly implemented [15], [24]. One key advantage of GenAI in engineering education is its ability to simulate real-worldproblem-solving scenarios [3], [5], [25]. AI-driven adaptive learning systems can dynamicallyadjust complexity levels in problem-based tasks, allowing students to engage with progressivelymore challenging content [23]. Additionally, collaborative AI tools enable students to work inteams on engineering design challenges, reinforcing communication and teamwork skills—bothof which are vital in multidisciplinary and industry-relevant contexts [26]. The increasing fluidity of career pathways in engineering also underscores the need forlifelong learning and interdisciplinary competence, as AI