Conference Session

Software Engineering Division (SWED) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley Rea, Embry-Riddle Aeronautical University - Prescott; Taylor Alexis Hobbs, Embry-Riddle Aeronautical University - Prescott; Chanel Davis, Embry-Riddle Aeronautical University - Prescott; Abigail Sophia Clerget, Embry-Riddle Aeronautical University - Prescott

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

multinational companies, obscuring the“sociopolitical implications, relevance, and ultimately, liberatory possibilities of teaching andlearning CS” [12, p. 27)] Unlike some K-12 and university coding education models, the codingworkshops studied here are framed within more nuanced conversations about equity and ethics intechnology, countering deficit discourses about marginalized learners and offering a vision ofcoding education grounded in “antiracism and justice” [12, p.36].One of the first inclusive pedagogy strategies we noticed was the relatively expansive view ofaccessibility held by coding workshop organizers and instructors. In our experience, traditionaluniversity software engineering education generally thinks of accessibility in terms

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Software Engineering Division (SWED)

:  Teamwork  Project Management  Research & Development  CommunicationThese are the most important skill areas to the success of an engineer.Capstone I Course (ECE 4900)The course description for ECE 4900 is as follows:This course focuses on team-oriented design projects and technical writing by incorporatinggroup projects, oral presentations and written reports. Incorporates engineering standards andrealistic constraints including economic, environmental, sustainability, manufacturability,ethical, health and safety, social, and political. Emulates the problems encountered by engineersworking in commercial, industrial, and governmental entities.The Course Objectives for this course is as follows:  Plan an engineering project

Conference Session

Software Engineering Division (SWED) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohit Chandarana, Codio; Sindhu Ramachandra, Codio; Joshua Ball, Codio; Maura Lyons, Codio; Phillip Snalune, Codio

Tagged Divisions

Software Engineering Division (SWED)

chatbot functionality to specific course requirements to maximize effectiveness.Earlier work by Bender et al. [8] provided the groundwork for understanding the limitations ofgeneral-purpose chatbots in specialized learning environments.Future of Education: AI and MOOCsVerma et al. [9] examine the role of AI in enhancing MOOCs, emphasizing personalized learningand automated feedback. AI-powered tools have been shown to significantly improve learnerretention and engagement by tailoring content to individual needs. However, ethical concernssuch as data privacy and algorithmic bias remain critical. Verma et al. (2024) draw on theanalytics framework proposed by Kumar et al. [10], which emphasizes proactive interventionstrategies in MOOC platforms.In

Conference Session

Software Engineering Division (SWED) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Software Engineering Division (SWED)

engineer.Capstone I Course (ECE 4900)Capstone I is the first course in the two-part senior design sequence. In this course, studentscomplete several key milestones: 1. Team formation 2. Project proposal and approval 3. Project planning 4. Procurement of hardware components 5. Proof of concept for critical circuits 6. Preliminary Design Review (PDR)Topics covered include:  Engineering design methodology  Project selection and need Identification  Requirement specification development  Concept generation and evaluation  Team dynamics and collaboration  Ethics and legal considerations in engineering  Basics of Engineering EconomicsEach team meets weekly with a faculty advisor to review progress

Conference Session

Software Engineering Division (SWED) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Lukas Kverne, Florida International University; Federico Monteverdi, Florida International University; Agoritsa Polyzou, Florida International University; Christine Lisetti, Florida International University; Janki Bhimani, Florida International University

Tagged Divisions

Software Engineering Division (SWED)

computer science and engineering from the University of Minnesota. Next, she was a Postdoctoral Fritz Family Fellow with the Massive Data Institute of McCourt School of Public Policy at Georgetown University, Washington, DC. She is involved in projects in the intersection of education, data mining, machine learning, ethics, and fairness. Her research interests include data mining, recommender systems, predictive models within educational contexts, and the fairness concerns that arise from their use. Her goal is to help students succeed using data and machine learning models.Dr. Christine Lisetti, Florida International University Christine Lisetti is an Associate Professor at Florida International University (FIU) in

Conference Session

Software Engineering Division (SWED) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ingrid Buckley, Florida Gulf Coast University; Bogdan Carbunar, Florida International University; Juan P Sotomayor, Florida International University; Peter J Clarke, Florida International University

Tagged Divisions

Software Engineering Division (SWED)

of cybersecurity principles and concepts,as well as cybersecurity tools. The course was offered in Spring 2019 and Spring 2020. The cy-bersecurity LOs were integrated into the coursework and contributed to students’ overall grades.The student learning outcomes for the course are as follows. The students should be able to: • Describe the fundamental cybersecurity principles, protocols, and standards; • Identify some of the common problems and solutions in the cybersecurity domain; • Use cybersecurity tools and operations to implement cybersecurity principles and protocols; • Analyze cybersecurity breaches and provide appropriate solutions; • Describe cybersecurity hygiene, ethics, auditing, and management of software