Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Frank Kreimendahl, Wentworth Institute of Technology; Durga Suresh-Menon

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Diversity

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Computing and Information Technology Division (CIT)

, and management.abundance of research in the area, we still lack retention ofstudents in first-year computing. This is due to many factors C. What are CS I and II at Wentworthincluding, but not limited to, 1) student math preparation andreadiness from high school, 2) adjunct faculty teaching classes Computer Science I (CS I) is a foundational class that iswhere no common coursework is employed, 3) faculty teaching fundamental to the future success of students in computing ma-the same courses in different ways, creating inconsistency in jors at Wentworth. Other majors also rely on CS I to introducematerial covered, and 4) lack of tutoring for students who arestruggling, behind, or do not understand the material

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Opeyemi Taiwo Adeniran, Morgan State University; Md Mahmudur Rahman, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Eric Sakk; Chukwuemeka Duru; Frank Efe; Pelumi Olaitan Abiodun, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

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Diversity

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Computing and Information Technology Division (CIT)

performance, including motivation, self-efficacy, values,curiosity, and, most importantly, learning environments. Learning is a cognitive phenomenon thatdiffers from person to person. There is no doubt, however, that learning through hands-onexperience is an effective method of retaining information. Undergraduate students in this digitalage have grown up with technology and come from an education system that encourages criticalthinking, hands-on learning, teamwork, design skills, problem solving, and experiential learning[1]. Most students today are visual and interactive learners, and research in educational theory andcognitive psychology shows that this type of learning is one of the most effective methods forteaching students of all ages how to

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University

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Diversity

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Computing and Information Technology Division (CIT)

controlled. Wildfires are caused by variousreasons such as droughts, volcanic ignitions, thunderstorms, and human factors. In the last fewyears, the number, frequency, intensity, and severity of wildfires have increased worldwide.Forests are drier because of the global temperature rises caused by climate change. “Today’sflames are larger, more ferocious, and linger longer than they used to be in many regions of theworld. [1]”. Wildfires release huge amounts of carbon dioxide into the environment andsignificantly impact the local and global climate. Thirty percent of carbon dioxide in theatmosphere comes from forest fire [2]. The increase in the number, frequency, and severity ofwildfires is severely affecting countries economics, ecosystem, and

Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Reza Sanati-Mehrizy, Utah Valley University; Cody Lance Strange; Afsaneh Minaie, Utah Valley University

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Computing and Information Technology Division (CIT)

Requires,Receives and Provides. Figure 1 is an Entity Relationship diagram that represents thissimple database model. Figure 1: ER Diagram for Airplane Maintenance System with no Business RuleA service requires many type of trainings, mechanic receives many type of trainings, anda mechanic provides many types of services for many types of airplanes. However, thequestion is: has the mechanic received the required training for the service he providesbefore providing that service? If not, he/she should not be allowed to provide such aservice. This database model has no way of enforcing such a rule. If this is what we want,we better include it in our ER diagram (conceptual model) as a reminder for theprogrammer to implement it in his

Conference Session

Computing and Information Technology Division (CIT) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University - Purdue University Indianapolis; Rajagopal Sankaranarayanan, University of Texas at Austin

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Computing and Information Technology Division (CIT)

help undergraduatestudents master introductory programming concepts. In the microlearning approach, the learningcontent are broke up into small, targeted activities that are delivered digitally in an easilyconsumable form. Some of the benefits of microlearning include (1) increased learningperformance, (2) better knowledge retention, (3) increased learner engagement, (4) improvedlearner attitudes, and (5) high learner satisfaction. Even though microlearning has gained increasedpopularity in Computer Science & IT education, it still has received little attention for teachingintroductory core programming courses. In this work, based on principles outlined in the literature,we integrated microlearning intervention to teach database

Conference Session

Computing and Information Technology Division (CIT) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Benin, United States Coast Guard Academy; William Randall; Angela G Jackson-Summers, United States Coast Guard Academy

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Computing and Information Technology Division (CIT)

) Knowledge Units (KUs) were used as thebasis for the course curriculum. The course was divided into three parts: (1) Introduction toCyber Risk Management and the Maritime Transportation System, (2) Building a Cyber SecurityPlan, and (3) a final team-based project to apply what has been learned to the annual StudentPoster Competition of the Maritime Risk Symposium [1] (see the syllabi provided in Appendix Iand II for additional information on the course schedule).Course Content and DevelopmentThe Cyber Risk Management course at the United States Coast Guard Academy has twoprerequisites: Fundamentals of Information Security (7218) and Systems Analysis and Design(8453). These course descriptions are provided in Appendix III. These courses provide

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Zabner, Tufts University; Trevion S Henderson, Tufts University

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Computing and Information Technology Division (CIT)

trevion.henderson@tufts.eduAbstractExisting research suggests introductory computer programming courses (i.e., CS1) constitute a significantbarrier for students’ entry into computer science and related disciplines. For example, extant literaturesuggests as high as 33% of students fail or drop out of introductory computer programming courses [1],precluding these students from pursuing computer science education in college. The purpose of thiswork in progress is twofold. First, we describe the development and implementation of a pedagogicalapproach to computing education that draws and expands on the Use-Modify-Create (UMC) framework[2, 3] to support students’ learning in introductory computer programming courses. Second, drawingon unique qualitative data

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Embry Riddle Aeronautical University; Harini Ramaprasad, University of North Carolina at Charlotte

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Computing and Information Technology Division (CIT)

. Our analysis, based on responses from 314 students, demonstrates the effectiveness of the module in meeting our goals and also sheds light on opportunities for further improvement that we have already capitalized on. We envision that our module can be adopted and adapted by other CS programs and that our experiences can serve as an exemplar for the development of similar program-specific AInt learning modules, all with the overarching goal of mitigating AInt violations.1 IntroductionPrior studies suggest that Academic Integrity (AInt) cases are on the rise in Computer Science(CS) compared to other disciplines [1, 2], likely due to the Internet facilitating ready access toabundant CS materials and personal assistance

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jungsoo Lim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles; Eun-Young Kang, California State University, Los Angeles

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Diversity

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Computing and Information Technology Division (CIT)

strategies for female students to broaden theirparticipation in computing.As a part of the study, we collected data on the introductory course sequence, CS1 Introductionto Programming I, CS2 Introduction to Programming II, and CS3 Programming with DataStructure. The data included quasi-cohort course outcomes, quasi-cohort persistence, retentiongraduation, day 1 to census day enrollment, completion by transfer status, outcomes by major,and student support. In addition, to understand in-depth the level of preparedness and the level ofsatisfaction of women and minority students in computing, we also collected additional data.This effort included collecting the results of midterm exams, quizzes, course projects,assignments, and the final exam from CS1

Conference Session

Computing and Information Technology Division (CIT) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chris Marriott; Menaka Abraham; Heather E. Dillon, University of Washington

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Diversity

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Computing and Information Technology Division (CIT)

specific number of points.This challenge was the catalyst to look for new methods of grading, though there were other drawbacks ofthe quality based grading that we also wished to overcome. Traditional grading has been shown topropagate biased and colonial structures [1]. The focus on single submission evaluations like examscaused a great deal of anxiety among students of all skill levels and contributed to greater errors andstereotype threat [2]. Finally, assigning a one-dimensional score to a student's work is necessarilysubjective and invites application of unconscious and conscious biases in grading. While these otherdrawbacks existed prior to the pandemic, their importance was often overlooked or underestimated.Labor-based grading had already

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University; Sadaf Amna Sarwari

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Diversity

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Computing and Information Technology Division (CIT)

of the NSF S-STEM scholars from thisinitiative, their retention and persistence through their educational program, and what elementsof the S-STEM program they found most helpful in supporting their development ascybersecurity professionals [1].This research explores evidence of cybersecurity students’ feelings of inclusion or sense ofbelonging within their discipline. Sense of belonging is one characteristic that has been linkedwith increased retention [2] – and lack of sense of belonging has been linked with attrition –within many STEM majors [2] which struggle to serve a student body that is as diverse as thebroader population of college-age people in the U.S. [3].1.0 IntroductionCybersecurity graduates contribute to achieving public and

Conference Session

Computing and Information Technology Division (CIT) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jia Zhu, Florida International University; Stephanie Jill Lunn, Florida International University; George D. Ricco, University of Indianapolis

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Computing and Information Technology Division (CIT)

women. As such, it is vital toexplore trends over time and find new potential avenues to attract students to computing.Developing a better understanding of students’ trajectories, and potentially the variable ways theymay enter the major before obtaining their degrees, can offer avenues for recruitment. Weconducted a quantitative analysis of switching behaviors using the Multiple-Institution Databasefor Investigating Engineering Longitudinal Development (MIDFIELD). The theoreticalframework of intersectionality guided the inquiry as we examined patterns and disaggregatedthem by gender, race, and ethnicity. We sought to explore trends in switching behaviors for thoseentering computing, including potential variations in: 1) the major in which

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hye Rin Lee, University of Delaware; Sotheara Veng, University of Delaware; Yiqin Cao, University of Delaware; Juliana Baer, University of Delaware; Teomara Rutherford, University of Delaware; Austin Cory Bart

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Diversity

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Computing and Information Technology Division (CIT)

learning experiences in CS programs. Keywords—computer science, course sequence, curriculum design, higher education I. INTRODUCTION With rapid technological advancements, computer scientists are needed more than ever tosupport our nation’s economy and global competitiveness. However, approximately 59% ofcollege students in computer science (CS) programs drop out [1]. Many efforts have been madeto reduce this rate [e.g., 2, 3]. One area of research that has been examined to reduce this highattrition rate is CS course and curricula design [4, 5, 6]. Investigating the CS undergraduateprogram is important for finding strategic ways to improve student learning and motivation tocontinue in the CS

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

James R. Mallory, Rochester Institute of Technology (COE); Edmund Lucas, National Technical Institute for the Deaf; William Arnold

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Computing and Information Technology Division (CIT)

moving images. While this approach allows for remotelearning, students interact with the IoT data stream, not the IoT devices. Scaling up stillrequires investing in additional hardware and could result in a higher cloud service cost.MethodsTwo of the faculty authors of this article implemented a Level 1 lab activity that required theirAAS level Applied Computer Technology students to develop a system with both a physicalRaspberry Pi model and in a VM environment and compare the two systems. A level (L1)activity means that the project involves both research and implementation and will take severalweeks to complete. These would include the QEMU hypervisor, Python programming, the GPIOLibrary, and Interfacing with Lights, Servos, and LEDs. The

Conference Session

Computing and Information Technology Division (CIT) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emil H. Salib, James Madison University

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Computing and Information Technology Division (CIT)

work. In addition, we describe the project oppor-tunity, goal, objectives, and proposed solution.2.1 Related WorkIn the process of tackling the challenges presented by the introduction of the WPA3 security mode,we identified three training and education categories of related work that we should explore: (1)cybersecurity , (2) WPA3 security algorithms and (3) WPA3 vulnerabilities.In the first category, Glantz, et al paper [1] highlighted that training so far has only focused on”traditional” cybersecurity that lightly touches on wireless in undergraduate. They encouraged cur-ricular development that includes critical wireless security hands-on (experiential) training. Theyalso identified a number of available training platforms but concluded

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alejandra Noemi Vasquez, Tufts University; Trevion S Henderson, Tufts University; David Zabner, Tufts University

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Computing and Information Technology Division (CIT)

, focusingparticularly on manifestations of algorithmic thinking. Our work was guided by the followingresearch question:1. How are students’ algorithmic thinking skills manifested in their approaches to solving problems using programming? MethodsResearch SettingIn this research, we focus on one section of an introductory computer science course for first-year engineering students at a private, highly selective research university in the northeasternUnited States. Because the course is for engineering students, there is a heavy emphasis onmodeling, data analysis, and statistics. The course is also a testbed for the inclusion of ethics andsociotechnical thinking within engineering classrooms. The section in this study

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

MacKenzie Gray, Portland State University; Erin Shortlidge, Portland State University; Christof Teuscher, Portland State University

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Diversity

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Computing and Information Technology Division (CIT)

assessment and student feedback. We believe that the altREUmodel can be relatively easily replicated across institutions.I. INTRODUCTIONPromoting undergraduate students’ persistence in the Science, Technology, Engineering, andMathematics (STEM) fields is critical for meeting national calls to strengthen the future STEMworkforce. National data has shown that of all students who enter a STEM degree program, lessthan 40% earn a STEM degree within six years [1]. Calls have been made to produce anadditional one million STEM professionals to maintain the countries’ relevance in these fields,thus an annual increase in the number of students who graduate with a STEM degree is requiredto meet this demand [1]. These calls also emphasize the need to increase

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tingjun Lei, Mississippi State University; Timothy Sellers, Mississippi State University; Chaomin Luo, Mississippi State University; Gene Eu Jan, Tainan National University of the Arts ; Zhuming Bi, Purdue University, Fort Wayne

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Computing and Information Technology Division (CIT)

Bi3 1 Department of Electrical and Computer Engineering, Mississippi State University 2 National Taipei University, and Tainan National University of the Arts 3 Department of Civil and Mechanical Engineering, Purdue University Fort WayneAbstractIn the Computer Architecture curriculum, teaching the complex topics of single cycle andpipelined datapath to senior students is challenging, which this paper addresses through a hybridpedagogy combining Technological Pedagogical Knowledge with flipped learning (TPK-FL) andmultiple practice exercises. TPK explores the technology-pedagogy interaction, particularly indatapath design. This approach enables students to construct

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emil H Salib, James Madison University

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Computing and Information Technology Division (CIT)

. In Section 5, we providebrief descriptions of the concepts behind four (4) newly created and tested WPA3 lab exercises.Finally, Section 6 engages in a discussion, encompassing our students’ observations, and sugges-tions for qualitative assessment of the lab instructions, the concepts they are based on, along withour conclusions and potential future steps.2 Our ProjectIn this section, we outline the project’s opportunity, goal, objectives, and the proposed solution.The overarching objective of this endeavor is to seamlessly integrate WPA3’s wireless personaland enterprise security mode, as defined by [1], into our existing Information Technology (IT)undergraduate curriculum. Specifically tailored for juniors and seniors majoring in IT, the

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Edward Dillon, Morgan State University; Zubayer Ahmed Sadid, Florida International University

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Computing and Information Technology Division (CIT)

group with (n = 7) faculty members from around the UnitedStates. We applied social cognitive career theory as we explored: 1) learning experiences thateducators may incorporate into courses; and 2) actions perceived as necessary for institutions toenhance students’ technical interview performance and career attainment. We employed thematicanalysis to assess their responses and suggestions on ways forward. Within courses, three themesemerged, as educators described opportunities for “fostering professional skills” (e.g.,communication and teamwork) and “fostering technical skills” (e.g., use of tools, programmingproblem decomposition, and testing). They also spoke about job preparation, including utilizingrole play in the context of mock

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

SAGNIK NATH, University of California, Santa Cruz

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Computing and Information Technology Division (CIT)

assembly implementation. Gathering quantitative and qualitative feedbackfrom course surveys, our study reaffirms the effectiveness of this pedagogical strategy. Preliminary datasuggest that students not only gain a deeper comprehension of machine architecture but also exhibitimproved readiness for subsequent courses, underscoring the notional machine's role in facilitating asmoother transition between programming paradigms. This abstract encapsulates our ongoing efforts torefine computer science curricula, highlighting the promising impact of RARS in enriching students'educational experiences.1 IntroductionIn computer science and computer engineering curricula, assembly language programming holds asignificant position. Its inclusion not only

Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Tiana Solis, Florida International University; Atota Bedane Halkiyo, Arizona State University; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Jacqueline Faith Sullivan, University of Central Florida; Ken Christensen P.E., University of South Florida; Angela Estacion

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Computing and Information Technology Division (CIT)

purposes of this research andthe program, we review the existing literature about three primary pathways: graduate school,internship or industry profession, and entrepreneurship.Pursuing a graduate degree in computing is sought after by individuals seeking advancedknowledge and specialization [1], [2], [3]. Kapoor & Gardener-McCune [1] delve into themotivations behind students’ choices to pursue graduate education in computing, where theystudied how students weigh career goals, industry demands, financial considerations, andpersonal interests when pursuing a higher degree. Another study revealed that there is also alooming ambiguity around how financial aid works while pursuing graduate degrees sinceeconomic stability is particularly important

Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreekanth Gopi, Kennesaw State University; Nasrin Dehbozorgi, Kennesaw State University

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Diversity

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Computing and Information Technology Division (CIT)

published papers | Research Project winner! Education: BE in Mechanical Engineering MBA in Information Technology MS in Computer Science (IP) My paper is accepted for 2024 ASEE Southeastern Section Conference, Marietta, GA, March 10 - 12, 2024. Research interests: 1. Meditation 2. Music 3. AI Hackathons: 1. INTEL AI Hackathon FIRST prize Winner! 2. Llama 2 ClarifAI LablabAI hackathon SECOND prize winner! Published papers: Peer-reviewed Published papers: 1. FIE 2023 IEEE conference, Texas, USA: EEG Spectral Analysis and Prediction for Inattention Detection in Academic Domain 2. AIMC 2023, Brighton, UK: Introductory Studies on Raga Multi-track Music Generation of Indian classical music using AI. 3. ASEE

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University

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Diversity

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Computing and Information Technology Division (CIT)

and Computer Engineering havebeen called upon to teach certain CS courses. From their standpoint, there appears to be adisparity between software and hardware, with CS students often lacking fundamental awarenessof the digital circuits that form the backbone of software operations. While courses in computerorganization and architecture are the most relevant in addressing hardware aspects, their primaryfocus tends to be on register-transfer level optimizations [1-3].To furnish CS students with a comprehensive understanding of computer systems from theground up, we offer a course that commences with the fundamentals of basic logic gates. Asshown in Fig. 1, it covers layers 4-7 on logic gates, digital circuits, micro-architecture, and ISAthat

Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roberto Patricio Carú; Juan Felipe Calderón, Universidad Andres Bello, Viña del Mar, Chile

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Computing and Information Technology Division (CIT)

adopt more dynamic and participatory pedagogical approaches,particularly in technical and applied areas such as Industrial Engineering.Unlike traditional approaches, active methodologies emphasize student participation in thelearning process [1]. These include techniques such as problem-based learning, project-basedlearning, case studies, and flipped classroom pedagogy. These methods focus on developingtheoretical knowledge, practical skills, and competencies essential in the modern industrialenvironment.Active methodologies are particularly pertinent in teaching Information Systems withinIndustrial Engineering [2], [3]. Information Systems is a dynamic area that requires a theoreticalunderstanding and a practical and applied one. The speed

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alireza Kavianpour, DeVry University

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Computing and Information Technology Division (CIT)

oflearning”. That is exactly what the author noticed among students indiscovering the use of this new tool.Overall, based on the author’s experiences, most students were curious to learnmore about this new tool. As a result, they were more engaged in writing codes.The author has warned students that scientific advances can both help and hurt andAI is no exception. Students highly welcomed this new tool and were eager to useit in a positive way in the other courses to enhance their learning.(1) IntroductionThere is a lot of buzz around AI and specifically, how ChatGPT6,7 is being used inthe academic field. Most notable comments include: “AI will take over the role ofan instructor” or “students will never write their own research papers or their

Conference Session

Computing and Information Technology Division (CIT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bhuvaneswari Gopal, University of Nebraska, Lincoln

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Diversity

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Computing and Information Technology Division (CIT)

, has gained attention from the computingeducation community over the last few years [1]. The focus in PI is active student engagementthrough discussion, involving students in the answering and discussion of multiple-choicequestions. This is typically accomplished by obtaining real-time student feedback through theuse of student response systems in class as the students learn the topic.SOLID is an acronym that denotes five basic principles widely used in designing software builton the .NET platform. S stands for SRP (Single Responsibility Principle), O for OCP (OpenClosed Principle) L for LSP (Liskov Substitution Principle), I for ISP (Interface SegregationPrinciple) D for DI (Dependency Inversion Principle). The main purpose of these

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelyn Williams Trost, North Carolina Agricultural and Technical State University

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Diversity

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Computing and Information Technology Division (CIT)

University Greensboro, NC USAChapter 1: Introduction1.1 Background In the United States, over one in four adults deal with some type of disability, includingissues with mobility, cognition, hearing, vision, or other limitations to their self-care. The Centerfor Disease Control and Prevention (CDC) estimates that approximately 27% of all adults in theUnited States are dealing with some sort of disability, which includes issues with mobility,cognition, hearing, vision, and self-care [1]. One barrier to independent living faced by peoplewith disabilities is the struggle to complete activities of daily living (ADL). Those dealing withissues of physical limitations are sometimes unable to complete ADLs without

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Bailey Bond-Trittipo, Florida International University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Angela Estacion, WestEd; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University; Jacqueline Faith Sullivan, University of Central Florida

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Diversity

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Computing and Information Technology Division (CIT)

’ likelihood of finding a job upon graduation, andentrepreneurship education increases the awareness to become self-employed and form newventures [1] – [4]. However, the factors influencing lower-income students’ career decisionsspecifically are underexplored.For this paper, we surveyed all Flit-GAP students to understand their perceptions of their futurecareer paths with a particular focus on how they select the career path for them. We utilizesurveys conducted at the end of the first year of the first cohort of participation to exploratorilyexamine various demographic and psychological factors that would support a student’s selectionof one career pathway over another. While all the career pathways may be valuable, lower-income students may be

Conference Session

Computing and Information Technology Division (CIT) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nimmi Arunachalam, Florida International University; Mark A. Weiss, Florida International University; Jason Liu, Florida International University; Alina Melissa Perez, Florida International University; Giri Narasimhan, Florida International University; Stephanie Jill Lunn, Florida International University

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Diversity

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Computing and Information Technology Division (CIT)

computing.1 IntroductionWhile decades of efforts have sought to broaden participation in computing, women andnon-binary students remain minoritized in the discipline [1, 2]. The lack of gender parity poses anongoing challenge for post-secondary academic institutions in the United States (U.S.).According to the 2021 Taulbee report [2], 22.3% of baccalaureate degrees in computer science(CS) were awarded to women, and approximately zero percent of degrees were awarded tonon-binary students. The extent of the problem is especially apparent when one considers that therepresentation in the U.S. is quite different, with 50.5% of the total population of the countryidentifying as women [3] and 1.6% identifying as transgender or non-binary [4