Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paea LePendu, University of California, Riverside; Cecilia Cheung, University of California, Riverside; Mariam Salloum, University of California, Riverside; Pamela Sheffler, University of California, Riverside; Kelly Downey, University of California, Riverside

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Diversity

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Computing and Information Technology

used to examine whether students’ learningoutcomes differed between boys and girls. On the first day of the camp, there was no difference instudents’ perceptions of competence, homework motivation, and school engagement betweenboys and girls, ts < 1.47, ps > .148. Likewise, a month after the conclusion of the camp, therewas no statistically reliable difference between boys and girls on the outcome measures,ts < 1.10, ps > .283. Hence, the camp experiences were similarly effective in these domains oflearning for both boys and girls.6 DiscussionResults show that the code camp is an effective informal learning activity, as it can facilitatestudents’ self-efficacy and engagement in both computing as well as learning in

Conference Session

Computing and Information Technology Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sami N. Rollins, University of San Francisco; Alark Joshi, University of San Francisco; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Matthew Malensek; Gian Bruno, University of San Francisco

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Diversity

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Computing and Information Technology

sought to measure the same thing, the studentsunderstood the questions differently. Finally, the survey and interview results suggest that theCES|CS program is having a positive impact on identity development.Related WorkThis work builds on a body of literature focused on student persistence and success as well asdisciplinary identity.Self-efficacy, Retention, and Academic SupportPerez et al. [3] discuss the impact that professional identity has on retaining students in STEMfields in college. Graham et al. [4] introduced a “persistence framework” that underscores theconnection between persistence (especially in STEM fields) with motivation and confidence(self-efficacy [5]). They discuss three factors that form the persistence framework: (i

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caleb James O'Malley, University of Florida; Ashish Aggarwal, University of Florida

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Diversity

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Computing and Information Technology

researchershave studied various factors for their ability to influence the performance of a student in anintroductory programming course discussed below.1.1 Factors of SuccessA wide range of factors spanning from a student’s gender to their experience with video gameshave been studied in the context of student success in programming courses. Some of the mostcommonly analyzed factors include gender [3], [4], [5], [6], prior programming experience [3],[5] – [9], and previous math or science courses [3], [8]. Other factors include self efficacy [6],[8], comfort level [3], [6], [10], motivation [10], and attributions [6], [8].There is currently little evidence that gender plays a major role in student success. Quille et al.[4] conducted a multi-institutional

Conference Session

Topics in Computing and Information Technology-I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan Ph.D., The Carpentries; Marianne Corvellec, Institute for Globally Distributed Open Research and Education (IGDORE); Elizabeth D. Wickes, University of Illinois at Urbana-Champaign; Naupaka B. Zimmerman, University of San Francisco; Jonah M. Duckles, Software Carpentry; Tracy K. Teal, The Carpentries

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Diversity

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Computing and Information Technology

motivation to usethe tools they learned, and specific behaviors learners adopted after attending a Carpentriesworkshop.We compiled existing instruments measuring computer self-efficacy [14], Java programmingself-efficacy [15], Python and computational ability [16], self-efficacy towards FLOSS projects[17], and student-instructor relationships [18]. Assessment specialists on staff and from ourinstructor community used a rubric to vote on whether to omit questions, keep them as-is, oradapt them for the purposes of our data collection. Rather than focusing on learners’ skills withrespect to particular tools, we wanted to focus on assessing learner confidence, motivation, andadoption of good research practices [19], as these elements represent the

Conference Session

Computing Research I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohsen Taheri, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University; Deepa Chari, Florida International University; Zahra Taheri

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Diversity

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Computing and Information Technology

some educationaland career choices are made. SCCT shows the impact of interest and self-efficacy, learningexperiences, personal inputs and environmental influences on choice actions, persistence andsatisfaction.Likewise, disciplinary identity theory [12], [13] describes how students’ perceived feelings oftheir competence/performance, recognition, interest, and sense of belonging form their identities.In this framework (Figure 1), identity has been defined using four sub-constructs includingcompetence/performance, recognition, interest, and sense of belonging [14]. Student interest isdefined by their engagement with respect to a topic. Competence/performance refers to astudent’s self-confidence in understanding a particular topic and feeling

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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Diversity

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Computing and Information Technology

variablesthat influence an individual’s career behaviors [17–20]. Derived from Bandura’s general socialcognitive theory [29], self-efficacy, outcome expectations, and personal goals are central facets ofthe framework, and are considered foundational aspects for career development [19]. Applying abidirectional causality model, personal attributes (including physical characteristics and affectivestates), actions, and external environment factors describe the influences that shape choices.An overview of SCCT as it pertains to computing careers and preparation is shown in Figure 1,adapted from a combination of Lent et al. [17] and other STEM-specific researchers [30, 31].Achieving mastery of skills (performance and accomplishment), social persuasion

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Ellis, Virginia Tech; Catherine T. Amelink, Virginia Tech; Stephen H. Edwards, Virginia Tech; Clifford A. Shaffer, Virginia Tech

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Diversity

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Computing and Information Technology

movesFigure 1: List of common problem-solving heuristics referenced in Problem Solving in ComputerScience courseStudents reported feeling intimidated, needing to teach themselves material required for courses,and that there was distance between students who had computing as a hobby and those who didnot 2 . Students identified tinkering and previous experience as an important part of feelingsuccessful in computer science. We are motivated to build students’ confidence and help thempersist in the field. We are inspired by previous work demonstrating that students’ sense of CSidentity, belonging, and self-efficacy is correlated with success 39,23,24 , and that tinkering andskill-building can improve these feelings 38 . We consider students’ comfort in a

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

[school anonymized for publication] change as a result of your internship? How will yourexperiences this summer shape your approach to next quarter and beyond?” at the end of their internship.This mixed-methods approach helps us track students’ motivations, perspectives, and plans for action andsituates their internship as an integral part of their CSE undergraduate education.B. Background 1) The role of motivation in learning: Motivation is critical to learning and leads one to pursueand continue to pursue an objective [1, Part II]. Importantly, motivation is believed to be an emergentphenomenon, meaning it can develop over time and be updated based on new experiences. As described in[2], self-efficacy theory [3] and situational interest

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lina Battestilli, North Carolina State University; Sarah Korkes, North Carolina State University

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Diversity

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Computing and Information Technology

variablespredefined. The second row shows Q5 Analyze-type questions for the treatment group and thecorresponding Q5 Create-type question for the control group.End-of-Lab SurveyAfter completing the auto-graded exercises, the students completed a survey, which was writtenusing validated questions from 24,25 . We asked the students self-efficacy questions and questionsabout their perception of the auto-graded exercises. Example Exercises Converted to Create-Type Q1: APPLY-type Q5: ANALYZE-type Table 3: Types of Auto-Graded ExercisesResultsLearning Efficiency (RQ1)Figure 2a shows differences in the number of attempts on each question between the two groupsthrough box-and-whisker plots with some outliers

Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shanon Marie Reckinger, University of Illinois at Chicago; Chris Gregg, Stanford University; Bryce E. Hughes, Montana State University Bozeman

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Diversity

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Computing and Information Technology

, 2001). Some of the factors includesattributions where students rated possible reasons for success or failure on the midterm exam to(a) attribution to ability, (b) attribution to task ease/difficulty, (c) attribution to luck, and (d)attribution to effort. They also looked at factors like self-efficacy, previous programmingexperience, gender, and more. The attributions for success/failure were predictive toperformance.This proposed intervention is framed by attribution theory. Attribution theory is aphenomenological approach to the study of behavior. It is approach that focuses on how peopleexplain the reasons for their own and others' behavior. The idea is that two students could take aCS exam and both receive Ds. Student A could be very upset

Conference Session

Computing and Information Technology Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, and/orthe National Society of Black Engineers Convention [11, 46, 70, 76].In addition, it is important that hiring managers are aware of the gender-bias that pervades manyof the online communities used for recruitment. Stack Overflow is one notable example, wherewomen are often underrepresented [124, 125]. As demonstrated by Vasilescu et al. [124], womenare less likely to become involved for many reasons, among which are fear of unfriendly or hostilereactions to their posts, a lack of self-efficacy, and finding the community to be intimidating.However, having even one female active in a thread makes a female more likely to participate[125]. Also, although GitHub does not explicitly request information about gender, research byTerrell et al