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

Tagged Divisions

Computing and Information Technology Division (CIT)

are poorpredictors of students’ learning gains due, in part, to students’ inability to accurately assess theirlearning as socio-cognitive elements such as a students’ self-efficacy beliefs may distort theirperceptions of their own learning, causing some to overestimate their learning gains while others,with lower self-efficacy beliefs, underreport their learning gains (Lattuca, 2023).We contend that this issue is particularly important in computer science (CS) education, whereautograded assignments are a growing approach to delivering students, instructors, andresearchers feedback on written coding assignments (Haldeman et al., 2018). That is, autogradersmay falsely suggest that students who have developed and implemented working code

Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Xiao Luo, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

personnel, and others. In our approach, first, we devised course-specificmentoring objectives through literature surveys and pre-course surveys. To achieve theseobjectives, we created a set of mentoring activities. We also designed evaluation metrics to assesswhether there are any changes in students' perceptions toward computing programs and perceivedimpacts on students' self-efficacy and sense of belonging over time. Through these analyses, wetried to measure whether we need to design course-level-specific mentoring to help ourunderrepresented students attain their computing careers. We believe our mentoring should helpour underrepresented and predominantly major students who may hesitate to pursue a computingprogram or require enhanced self

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Barry M. Lunt, Brigham Young University; Mudasser Fraz Wyne, National University; David A Wood, Brigham Young University

Tagged Divisions

Computing and Information Technology Division (CIT)

Sensor Networks in Health Care 72 2013 System STEM Outreach: Assessing Computational Thinking and 49 2017 Problem Solving Cloud Computing in Computer Science and Engineering 30 2012 Education Survey of Cybersecurity Education through Gamification 24 2016 The Impact of STEM Experiences on Student Self-Efficacy 22 2016 in Computational Thinking Gamification-Based Cyber-Enabled Learning Environment 20 2016 of Software Testing Exploring Computing Identity and Persistence Across 18 2019 Multiple Groups Using Structural Equation

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

Tagged Divisions

Computing and Information Technology Division (CIT)

, but also the environmental and behavioral influences[27]. Based on Bandura’s self-efficacy [28], it considers the factors that may have an impact onand determine performance, including interactions with others and personal achievements, andhow they may contribute. Ultimately, this leads to outcome experiences — the perceived resultsof taking certain actions [26]. It seeks to describe how interventions and activities can enhancepersonal mastery experiences. Furthermore, in the context of computing, it has been shown todescribe not only interests, but also choice goals [27].An overview of the framework, as it pertains to our study, is presented in Figure 1. We considerlearning experiences in terms of professional and technical skill development

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

Tagged Divisions

Computing and Information Technology Division (CIT)

computing.The first metaphor, the pipeline, focuses on students’ progression through an educational systemtoward the computing workforce. It emphasizes student retention, aiming to address the issue ofindividuals dropping out of the pipeline before reaching professional roles. Lee [19] emphasizesthat this metaphor highlights the deficits of students who do not continue along the pipeline,often implying that these individuals lack the necessary skills or attributes to remain in thecomputing field. For instance, the “leaky” pipeline metaphor might attribute theunderrepresentation of women in computing to a lack of self-efficacy or skills to sustain theirinterest and commitment to computing careers (e.g., [20]). We also align with scholars whocritique the

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

graduate school, and I Am First program for first generation students. Inaddition, the BE-TEC program is extending or adapting successful evidence-based practicesfrom its Track 1 program. The planned support services and programs have been selected toincrease academic learning, completion, and career or graduate school placement, as well as toassist in soft-skills development which is so important for graduates such as communication,teamwork, self-efficacy, leadership, and knowledge integration.NSF BE-TEC Program AssessmentTo assess the outcome of our NSF BE-TEC program, a study has been started by the institution’sBusiness Intelligence and Research Services to compare the NSF BE-TEC students to twocontrol groups:  UVU students