Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashish Aggarwal, University of Florida; Griffin Pitts, University of Florida; Sage Bachus, University of Florida; Sarah Rajkumari Jayasekaran, University of Florida; Saira Anwar, Texas A&M University

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Diversity

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Computing and Information Technology Division (CIT)

their own predic-tion about their final course grade at the beginning of the semester. In particular, we study students’learning self-efficacy, that is, their confidence in themselves to learn in a CS1 course and outcomeexpectancy, that is their expected final grade in the course. We use the term learning self-efficacybecause it refers to students’ confidence measured at the beginning of the course. It’s a proxyfor their perceived ability to solve problems and learn to program. By taking factors like gender,prior programming experience, and GPA, we are interested in analyzing which factors influence astudent’s outcome expectancy and their learning self-efficacy at the beginning of a CS1 course.2 Background and Related WorkVarious instruments

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

Tagged Divisions

Computing and Information Technology Division (CIT)

phase, we now conduct weekly reviews of rules notebooksto understand patterns of misunderstanding, using these and other observations to responsively developlater class activities. In the conceptualization and investigation phases, during which we offer students previously gener-ated code examples, learning activities now include guided questions pointing students to explore specificconcepts (e.g., syntax, data structures, error messages) as well as to report on their understanding of thoseconcepts in open ended responses. Our future work will continue to study the results of applying this pedagogical strategy. We willcollect more data, including surveying students to measure self-efficacy and other indicators of studentaffect and collect

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary E Lockhart, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

groups in computer science programs and careers have been suggested. Lackof access to computing technology, inadequate K-12 preparation, lack of role-models, stereotypethreat, and lower self-efficacy have all been identified as reasons non-majority students do notenter or eventually leave computing programs [8]-[19]. Specifically in STEM fields anddisciplines, non-majority students’ sense of belonging is imperative to their retention and successwithin STEM programs and is associated with a variety of positive outcomes for individualsincluding: increased GPA, increased self-reported health and well-being, and increased academicscores [20], [21]. Yet, in direct opposition to non-majority students cultivating this sense ofbelonging, or fit, in

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)

acceptance that a student receives from variouspersonal stakeholders, such as family, peers, and mentors. Finally, competence/performance isthe closest construct to a student’s feeling of self-efficacy and indicates their level ofself-confidence in their knowledge and abilities in computing. While the four sub-constructsmeasure distinguishable aspects of a student’s sense of identity in a field, they also influence eachother in a dynamic manner based on a student’s unique environment and context [24], a facet weindicate with bi-directional arrows.Students’ computing identity has previously been used as a measure of persistence [27] and alsotheir career choice [24]. We applied the computing identity framework to study students’ ties tothe discipline

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)

pursue a professional computing industry careerpathway [11]. Factors hindering computing students from pursuing internships are studentinterest in internships include, lower self-efficacy, the challenging application process forinternships, and other priorities such as family, focusing on their GPA, etc. [12]. Less frequently,students may consider going into business for themselves as an entrepreneurship pathway. Jobmarket conditions and socioeconomic status are primary factors influencing the students’decision to pursue entrepreneurship [4], [13]. Finally, though perhaps not exhaustively, studentscan consider attending graduate school and conducting research through a master’s or Ph.D.degree. Students’ interest and actual enrollment in graduate

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 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hashmath Fathima, Morgan State University; Kofi Nyarko, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

include subscales that assess research abilities, leadership potential, self-efficacy,sense of one’s identity as a scientist, plans to attend graduate school, plans to pursue engineering,mentorship connections, attitudes toward research, etc. The conclusions drawn from the SageFoxassessment report are presented in this section and available on the program website [15].REU HighlightsThe data collected during the four years of the program shows that the program has beensuccessful during the pandemic and beyond. The results from the survey suggest that there hasbeen an increase in STEM knowledge, confidence, and high intention to pursue engineering as adegree. Even though the program has been successful and met its goals, the data results showthat

Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Melissa Cruz Castro, University of Florida; Jenny Patricia Quintana-Cifuentes, University of Louisiana at Monroe; Akash Kumar

Tagged Divisions

Computing and Information Technology Division (CIT)

debugging has also been tested, finding relationships betweensystematic debugging exposure and students' self-efficacy and effective debugging ([22], [23]).Debugging and students’ performancePrevious research has established the complexity and multiple factors that influence studentsdebugging performance. To date, several studies have focused on how the program errormessage influences students’ skills and strategies to debug [24], the time novice students take todebug a problem by using counting error compilers [13], identifying how visual attention couldalso impact students debugging performances [25] and the type of high or lower achieversinfluence students’ strategies and performance on debugging [13], [26].Studies have shown that students spend

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)

] A. Robins, J. Rountree, and N. Rountree, “Learning and teaching programming: A reviewand discussion,” Computer Science Education, vol. 13, no. 2, pp. 137–172, Jun. 2003, doi:https://doi.org/10.1076/csed.13.2.137.14200.[13] S. Katz, D. Allbritton, J. Aronis, C. Wilson, and M. L. Soffa, “Gender, achievement, andpersistence in an undergraduate computer science program,” ACM SIGMIS Database: theDATABASE for Advances in Information Systems, vol. 37, no. 4, pp. 42–57, Nov. 2006, doi:https://doi.org/10.1145/1185335.1185344.[14] G.Y. Lin, “Self-efficacy beliefs and their sources in undergraduate computing disciplines,”Journal of Educational Computing Research, vol. 53, no. 4, pp. 540–561, Nov. 2015, doi:https://doi.org/10.1177/0735633115608440.[15