Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Lucia Cano, Pontificia Universidad Javeriana, Bogotá, Columbia ; Alejandro Castro Martinez, Pontificia Universidad Javeriana, Bogotá, Columbia; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana, Bogotá, Columbia ; Eduardo Rodriguez Mejia, Pontificia Universidad Javeriana, Bogotá, Columbia

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Diversity

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Computers in Education Division (COED)

implemented and figure 3(b) shows it coupled with theArduino UNO board. (a) (b) Figure 3: (a) Shield implemented (b) shield coupled with an Arduino UNOB. Arduino FirmwareThe firmware that controls the sensors and actuators and communicates with the PC was designedusing a Finite State Machine (FSM). Figure 4 presents the state diagram of the FSM Figure 4: FSM of the implemented firmwareState 1 is a waiting state, in which the machine will stay until there is a timeout equal to“interval” or when it receives a message from the PC. If the timeout occurs, the FSM goes tostate 2 in which the data from sensors is acquired and sent to

Conference Session

Cybersecurity Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Heena Rathore, Texas State University; Henry Griffith, San Antonio College

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Computers in Education Division (COED)

were asked to find flags presented in the formof a ciphertext that corresponds to a place or a person’s name. Teams members were required tocollaborate to decrypt the challenge. As soon as they decrypt the message, each team would dropa single pin (See Figure 1(c)) on the map for each deciphered location (limiting to one pin perlocation per team) on the map. The process involves saving a location pin then input the name ofthe location, followed by the “Group number.” (See Figure 1(b))Upon completing the decryption task, the group would be given a flag to another pin location andwere asked to inform the instructor. The instructor will then provide a clue to the subsequent maplocation by dropping the pin and the process continues. The amazing

Conference Session

COED: Student Perspectives of Instructional and Advising Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Faye Linda Wachs, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Brooke Jones; Jeffrey A. Phillips; Harmony Nguyen, The Pennsylvania State University

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Computers in Education Division (COED)

statistically significantly different.Table 2: Student performance data for each section. Average Fraction of students Average Course Section Course Grade a DF Rate b receiving an A Final Exam Score ME 4150 HyFlex (n = 36) 2.9 19% 30% 71% Non-HyFlex (n = 36) 2.9 17% 22% 67% CE 3211 HyFlex (n = 45) 2.8 4% 13% 67% Non-HyFlex (n = 42) 3.0 2% 13% 72% ETM 3300 HyFlex (n = 29

Conference Session

COED: Cybersecurity Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaoli Yang; Ahmad Y. Javaid, The University of Toledo; SaiSuma Sudha; Sai Sushmitha Sudha

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Computers in Education Division (COED)

listed below. 1. What curriculum components are most effective in teaching the content? a. What are the characteristics of each module that interest students? b. Can these characteristics be employed to make other modules more interesting? 2. How effective are interactive animated visualization modules more interesting? a. Are the unique differences based on gender and/or race? b. Does student perception of cybersecurity concepts improve?ResultsWe have collected surveys before and after each session to determine the students' knowledge ofthe cybersecurity principles taught. Students who attended the University of Toledo and PurdueUniversity Northwest summer camps in 2022 are surveyed. 30 students were subjected to

Conference Session

COED: Student Perspectives of Instructional and Advising Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh

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Computers in Education Division (COED)

enhanceslearning through diverse class activities and discussions.Literature on the flipped classroom considered different methodological treatments. However,most of the findings are consistently encouraging. Previous research suggests that student learningis likely to improve in the flipped setup compared to the traditional classroom [5], [7]–[9]. Muchof the existing research assessing the effectiveness of the flipped classroom in higher educationcontexts (a) compares a flipped course to previous, more traditional iterations [10]–[12] (b) utilizespre-post designs assessing changes from the beginning of the flipped course to the end [13]–[15],or (c) focuses on student perceptions and satisfaction with the flipped approach [16], [17].However, given the

Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University at West Lafayette; Alejandra J. Magana, Purdue University at West Lafayette

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Computers in Education Division (COED)

enough forstudents to become familiar with its use. Through the conceptual lens of Teacher Noticing Thisstudy examined (a) whether faculty saw the potential use of LLMs for teaching and learning, and(b) how they responded to the rapid impact of LLMs in the classroom before university-standardguidance. Via document analysis, we found that despite LLM chatbots being widespread forroughly 9 months before the Fall semester, only a third of faculty acknowledged its use in theclassroom. Faculty took three positions toward it: encouraged, discouraged, and prohibited. Asfound in qualitative analysis, most of the language was precautionary and discouraging. Throughthe lens of Teacher Noticing, we suggest that this is worrisome since faculty beliefs

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Deborah Gbemisola Fabiyi, Washington State University; Nathaniel Hunsu, University of Georgia

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Diversity

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Computers in Education Division (COED)

mobile learning," Journal of E-Learning & Knowledge Society, Article vol. 18, no. 3, pp. 166-177, 2022, doi: 10.20368/1971-8829/1135622.[11] B. Marks and J. Thomas, "Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory," Education and information technologies, vol. 27, no. 1, pp. 1287-1305, 2022 2022, doi: doi:10.1007/s10639- 021-10653-6.[12] N. N. Kuzmina, E. G. Korotkova, and S. M. Kolova, "Implementing E-Learning in the System of Engineering Students Training," ed: IEEE, 2021, pp. 818-823.[13] K. Cook-Chennault and I. Villanueva, Exploring perspectives and experiences of diverse learners' acceptance of online

Conference Session

Teaching with ML and Generative AI

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman AlRabah, University of Illinois Urbana-Champaign; Sophia Yang, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois Urbana-Champaign

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Computers in Education Division (COED)

Paper ID #43159Optimizing Database Query Learning: A Generative AI Approach for SemanticError FeedbackAbdulrahman AlRabah, University of Illinois Urbana-Champaign Abdulrahman AlRabah is a Master of Science (M.S.) in Computer Science student at the University of Illinois at Urbana-Champaign. He holds a Graduate Certificate in Computer Science from the same institution and a Bachelor of Science in Mechanical Engineering from California State University, Northridge. He has experience in various industries and has served in multiple roles throughout his professional career, including in oil and gas and co-founding a food &

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ankunda Kiremire, Louisiana Tech University; Kevin A Cherry, Louisiana Tech University

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Diversity

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Computers in Education Division (COED)

team score webpages where all the team scores are displayed andupdated in real time, and Challenge webpages where student teams can access challenge filesduring the course of a Datastorm Challenge or event.Both the team score and Challenge webpages are designed in a gamified manner to make userinteraction with them more engaging. Figure 2 shows an example of both pages where the team isrepresented by a mouse character, and their progress through the challenges is represented by themouse progressing through a maze. The faster and more successful the team is in solving theirchallenges, the faster the mouse representing their team progresses through the maze. (a) The Team Score page shows the (b) The Challenge Page provides files

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Safia Malallah, Kansas State University; Ejiro U Osiobe; Lior Shamir, Kansas State University; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

b. Bers’ Engineering Model [12] Figure 3. EngineeringEngineering for Early ChildhoodEngineering in early childhood involves using materials to build physical items that addressspecific problems or needs. It is a process driven by purpose and creativity, often requiringchildren to define a problem based on criteria such as available resources and time constraints.Bers outlined an engineering cycle for young learners that includes six steps: suggestingpossible solutions, selecting the most suitable one, creating a prototype, testing it, and refiningthe design. These steps encourage problem-solving and iterative thinking, making engineeringan effective hands-on learning approach for early childhood

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brayan A Díaz, North Carolina State University; Kevin Han, North Carolina State University

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Computers in Education Division (COED)

. (2021). Engineering communication in industry and cross- generational challenges: An exploratory study. European Journal of Engineering Education, 46(3), 389– 401. https://doi.org/10.1080/03043797.2020.1737646Campo, A., Michałko, A., Van Kerrebroeck, B., Stajic, B., Pokric, M., & Leman, M. (2023). The assessment of presence and performance in an AR environment for motor imitation learning: A case-study on violinists. Computers in Human Behavior, 146, 107810.Díaz, B., Delgado, C., Han, K., Lynch, C. (2023, June). Improving graduate engineering education through Communities of Practice approach: Analysis of implementation in computer science, robotics, and construction engineering courses. Papers

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Carnegie Mellon University; Eesha tur razia babar, University of California, Irvine; Muhsin Menekse, Purdue University, West Lafayette; Ali Alhaddad, Purdue University, West Lafayette

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Diversity

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Computers in Education Division (COED)

answering systems,” Applied Intelligence, vol. 53, no. 9, pp. 10602–10635, May 2023, doi: 10.1007/s10489-022-04052-8.[26] B. D. Lund and T. Wang, “Chatting about ChatGPT: how may AI and GPT impact academia and libraries?,” Library Hi Tech News, vol. 40, no. 3, pp. 26–29, 2023.[27] M. Soni and V. Wade, “Comparing Abstractive Summaries Generated by ChatGPT to Real Summaries Through Blinded Reviewers and Text Classification Algorithms,” arXiv preprint arXiv:2303.17650, 2023.[28] A. Katz, M. Norris, A. M. Alsharif, M. D. Klopfer, D. B. Knight, and J. R. Grohs, “Using natural language processing to facilitate student feedback analysis,” in 2021 ASEE Virtual Annual Conference Content Access, 2021.[29] T. Khan et al., “AR in

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; David Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; Erick Ramírez-Cedillo, Tecnologico de Monterrey, School of Engineering and Sciences; Félix Martínez-Jiménez, Tecnologico de Monterrey, School of Engineering and Sciences; Ana I. Benavides Lahnstein, Manchester Metropolitan University; Alison Buxton, University of Sheffield

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Diversity

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Computers in Education Division (COED)

additive manufacturing workshop.Results3D ModelThe model for teaching and student learning is defined according to University of Sheffieldfacilities. Here, Chichén Itzá pyramid is chosen as the prototype to be manufactured, Figure 2 a).Thus, the scan of the sculpture is done, and the *.stl archive is obtained, with enough resolutionand detail, Figure 2 b). The dimension of the model is rescaled to 20×20 cm of base and 10 cm ofheight. Then, using the software Autodesk Slicer for Fusion, the archive *.dxf is created, and themodel is divided into 17 layers; this, considering that it is sliced vertically with a thickness of 5mm. Hence, the pyramid model can be built using recycled material, Figure 2 c), where thecharacteristic of the architecture is

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phyllis J. Beck, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity

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Computers in Education Division (COED)

assumes an understandingof functions, function arguments, function return values, calling functions, branching, if/elif/elsestatements, variables, type conversions, input and output and output formatting.3.1.2 Exercise B: Alternating CipherExercise B was a more logically complex programming problem intended to take a beginnerprogrammer an hour to design and program. It assumes an understanding of the concepts inExercise A in addition to working with lists, loops, and working with strings. The alternatingcipher is a variation on the rail cipher and requires users to encrypt and decrypt input text byplacing each character of the message on alternating lines, ignoring spaces, and then creating asingle cipher text string by concatenating the two

Conference Session

Cybersecurity Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mahmoud K Quweider, The University of Texas Rio Grande Valley; Liyu Zhang; Alexis Aaron De La Cruz

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Computers in Education Division (COED)

will discuss in detail.1. Pedagogy Components: a. Cloud Computing i. Theory & Concepts ii. Lab Modules iii. Assessment iv. Q/A Sessions2. Platform Support: a. Primary: GCP (Google Gloud Platform) b. Secondary: AWS, Azure3. Degree Support Courses: a. Electives: AI/ML b. Required: Capstone Project4. Job Support Certifications: a. Primary: Cloud+ and GCP/AWS/Azure b. Secondary: Linux+We designed the CTaaS framework as a seamlessly integrated system where componentscomplement each other without requiring any extra effort beyond what is required by thecybersecurity degree. In the following, we go over CTaaS’s details. Cloud

Conference Session

Programming Education 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy James, Purdue University; Alejandra J. Magana, Purdue University

Tagged Divisions

Computers in Education Division (COED)

, no. 4, pp. 789–809, Dec. 2020, doi: 10.1007/s10758-020-09441-x.[5] J. Goopio and C. Cheung, “The MOOC dropout phenomenon and retention strategies,” Journal of Teaching in Travel and Tourism, vol. 21, no. 2, pp. 177–197, 2021, doi: 10.1080/15313220.2020.1809050.[6] B. B. Morrison, L. E. Margulieux, and M. Guzdial, “Subgoals, context, and worked examples in learning computing problem solving,” in ICER 2015 - Proceedings of the 2015 ACM Conference on International Computing Education Research, Association for Computing Machinery, Inc, Jul. 2015, pp. 267–268. doi: 10.1145/2787622.2787733.[7] M. Yarmand, J. Solyst, S. Klemmer, and N. Weibel, “It feels like i am talking into a void: Understanding

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chinyere Offor, Lincoln University of Pennsylvania; Tiffanie R Smith, Lincoln University

Tagged Divisions

Computers in Education Division (COED)

during the process through observations and metrics which utilize Keller’sARCS motivation model which analyzes a learner’s attention, relevance, confidence, andsatisfaction of educational materials [14]. The Van Hiele model of geometric learning will alsobe evaluated for its practicality and usefulness. The goal of this research is to raise student’sengagement levels and overall performance. This research hopes to revolutionize mathematicseducation in the world and transform mathematics from being “nobody’s favorite subject”, to asubject met with resounding excellence.References[1] F. Biocca and B. Delaney, “ Immersive virtual reality technology “ in Communication in theage of virtual reality, Hillsdale, NJ, Lawrence Eribaum Associates, Inc

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sweni Shah; Hamid S Timorabadi P.Eng., University of Toronto; Sanjana Dasadia; Samreen Khatib Syed; Doaa Muhammad, University of Toronto

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Computers in Education Division (COED)

. In Figure 2,for instance, Mentee 4 is matched with Mentor 0, showcasing the algorithm's inclination towardsoptimizing for the best possible match based on overall compatibility. Figure 2: Test results for one-to-one test scenario. Check Appendix B for algorithm outputTo thoroughly assess the algorithm's performance in terms of speed and accuracy, a substantialdataset comprising 1000 mentees and 500 mentors was introduced. Each mentor's capacity wascapped at 2. The matching execution time, as outlined in Table 2, demonstrated efficiency at 4.08seconds which is lower than the anticipated value for the runtime. Given that many matchingalgorithms often exhibit a complexity of O(n2), where n is the number of users in the database,the algorithm's

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Aarohi Shah, University of Cincinnati

Tagged Divisions

Computers in Education Division (COED)

Literature Review of Empirical Research on ChatGPT in Education.” Rochester, NY, Sep. 06, 2023. doi: 10.2139/ssrn.4562771.[18] C. K. Lo, “What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature,” Educ. Sci., vol. 13, no. 4, Art. no. 4, Apr. 2023, doi: 10.3390/educsci13040410.[19] C. M. L. Phillips, J. S. London, W. C. Lee, A. S. Van Epps, and B. A. Watford, “Reflections on the messiness of initiating a systematic literature review on broadening participation in engineering and computer science,” in 2017 IEEE Frontiers in Education Conference (FIE), Oct. 2017, pp. 1–8. doi: 10.1109/FIE.2017.8190482.[20] L. Krupp et al., “Unreflected Acceptance -- Investigating the Negative Consequences of ChatGPT

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yu Sheng Pan, University of Toronto; Aniruddha Redkar, University of Toronto; Sowrov Talukder, University of Toronto; Parth Sindhu, University of Toronto; Hamid S. Timorabadi, University of Toronto

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Computers in Education Division (COED)

/10.4324/9780203507711/learning-teach-higher-education-paul-ramsden-paul-ramsden. [Accessed: 05-Feb-2023].[2] A. Leite and S. A. Blanco, “Effects of Human vs. Automatic Feedback on Students’Understanding of AI Concepts and Programming Style.” [Online]. Available:https://arxiv.org/pdf/2011.10653.pdf. [Accessed: 06-Feb-2023].[3] B. Hanks, S. Fitzgerald, R. McCauley, L. Murphy, and C. Zander, “Pair programming ineducation: A literature review.” [Online]. Available:https://www.tandfonline.com/doi/abs/10.1080/08993408.2011.579808. [Accessed: 05-Feb-2023].[4] R. E. Mayer, “Teaching and learning computer programming: Multiple research perspec,”30-Sep-2013. [Online]. Available:https://www.taylorfrancis.com/books/mono/10.4324/9781315044347/teaching

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ankunda Kiremire, Louisiana Tech University; Kevin A Cherry, Louisiana Tech University; Christian Smith, Louisiana Tech University

Tagged Divisions

Computers in Education Division (COED)

contributing to their coursegrade. A passing score for each challenge was predefined and communicated in advance, andteams could earn additional points to improve their grades. Each challenge set was conductedduring a single class period, referred to as a “challenge day.” Examples of specific problems fromeach challenge set can be found in Appendices A, B, and C.In the rest of this paper, we shall refer to these three challenges as Java, Complexity, and BasicADTs respectively.Data CollectionEach challenge set was accompanied by a survey or quiz designed to collect pertinent data. Thesequizzes were administered three times in relation to the challenge day to track student progress.The structure of each quiz mirrored that of the corresponding challenge

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Computers in Education Division (COED)

passages were recordedand grouped into a priori types, such as conceptual, practical, ethical, procedural, andmathematical knowledge, while allowing for new possibilities [51]. This process yielded severalpassages, which were then given to Claude, the large generative model from Anthropic alongwith the following prompt: You are an expert social science researcher studying computer science textbooks. Given a collection of engineering textbook passages, let’s develop a framework for categorizing them into distinct knowledge types. For each passage, consider: 1) Content characteristics: (a) What is the primary purpose of this passage? (b) What information is being conveyed? (c) How is it being presented? 2) Linguistic

Conference Session

Programming Education 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, University of Florida

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Computers in Education Division (COED)

evidence. It is also possible to studystudents’ retention in a class before and after the change and track their persistence inengineering after several semesters. References[1] T. J. D’Zurilla, A. M. Nezu, and A. Maydeu-Olivares, “Social Problem Solving: Theory and Assessment.,” Social problem solving: Theory, research, and training., no. 1971, pp. 11–27, 2009, doi: 10.1037/10805-001.[2] K. Sorsdahl, D. J. Stein, and B. Myers, “Psychometric properties of the Social Problem Solving Inventory-Revised Short-Form in a South African population,” International Journal of Psychology, vol. 52, no. 2, pp. 154–162, 2017, doi: 10.1002/ijop.12192.[3] D. Kokotsaki, V. Menzies, and

Conference Session

Programming Education 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy James, Purdue University; Alejandra J. Magana, Purdue University

Tagged Divisions

Computers in Education Division (COED)

amount of additional explanation mayyield diminishing returns. Another area for further investigation may be an attempt at exploringhow much is too much and the amount of content that leads to the best results for the highestnumber of students.References[1] B. B. Morrison, L. E. Margulieux, and M. Guzdial, “Subgoals, context, and worked examples in learning computing problem solving,” in ICER 2015 - Proceedings of the 2015 ACM Conference on International Computing Education Research, Association for Computing Machinery, Inc, Jul. 2015, pp. 267–268. doi: 10.1145/2787622.2787733.[2] C. Vieira, A. J. Magana, A. Roy, and M. L. Falk, “Student Explanations in the Context of Computational Science and Engineering Education,” Cogn

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois Urbana-Champaign; Juan Alvarez, University of Illinois Urbana-Champaign; Benjamin Cosman, University of Illinois Urbana-Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign

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Diversity

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Computers in Education Division (COED)

Paper ID #41696(Board 56/Work in Progress): How Do Students Spend Their Time Studyingin a CS Discrete Math Course?Yael Gertner, University of Illinois Urbana-Champaign Dr Gertner joined the Computer Science Department at the University of Illinois in 2020 as a Teaching Assistant Professor. She received her B.S. and MEng in Electrical Engineering and Computer Science from MIT, and Ph.D. in Computer and Information Science at the University of Pennsylvania. She was a Beckman Fellow at the University of Illinois Urbana-Champaign. Her current focus is on broadening participation in Computer Science and Computer Science

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah L. Harris, University of Nevada, Las Vegas; Daniel Chaver Martinez, University Complutense of Madrid, Spain; Luis Piñuel; Olof Kindgren; Robert C.W. Owen

Tagged Divisions

Computers in Education Division (COED)

. Sedano, Y. Panchul, and B. Ableidinger, “MIPSfpga: Using a Commercial MIPS Soft-Core in Computer Architecture Education”. IET Circuits, Devices & Systems, 2017. 11.10.1049/iet-cds.2016.0383.[5] RISC-V International University Resources: https://riscv.org/learn/. Accessed February 21, 2023.[6] R. Agrawal, S. Bandara, A. Ehret, M. Isakov, M. Mark, and M. Kinsy, “The BRISC-V Platform: A Practical Teaching Approach for Computer Architecture”, Proceedings of the Workshop on Computer Architecture Education, pp. 1-8, Jun. 2019. 10.1145/3338698.3338891.[7] N. Binkert, B. Beckmann, G. Black, S. K. Reinhardt, A. Saidi, A. Basu, J. Hestness, D. R. Hower, T. Krishna, S. Sardashti, R. Sen, K. Sewell, M. Shoaib, N. Vaish, M. D

Conference Session

COED: Cybersecurity Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sai Sushmitha Sudha; SaiSuma Sudha; Ahmad Y. Javaid, The University of Toledo; Xiaoli Yang

Tagged Divisions

Computers in Education Division (COED)

cybersecurity as a career. However, there is still potential for improvement topersuade more students to consider this field. b. Changes in Cybersecurity Knowledge of High School StudentsThe poll's findings in Figure 5 taken before and after the lectures on cybersecurity point to asignificant improvement in the student's knowledge of the topic. According to the chart'sresearch, from 0% in the pre-survey to 8.7% in the post-survey, more students now haveadvanced cybersecurity knowledge. On the other hand, from 46.75% in the pre-survey to 0% inthe post-survey, the proportion of pupils with novice knowledge decreased. It is interesting to seethat more students now have intermediate knowledge of cybersecurity, which suggests that thelecture

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Dillon, Morgan State University; Theodore Wimberly Jr.; Mariah McMichael; Lauren Brown, Morgan State University; Abigail Dina; Krystal L. Williams, University of Georgia

Tagged Topics

Diversity

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Computers in Education Division (COED)

middle school–aged children's perceptions of women in science using the Draw-A-Scientist Test (DAST).” Science Communication, 29(1), 2007, pp. 35-64.[11] UNCF.org. “Black Females Moving Forward in Computing Program Launched.” https://uncf.org/annual-report-2020/black-females-moving-forward-in-computing. (Retrieved February 27, 2023).[12] S. Zweben, and B. Bizot. “Taulbee survey: CS Enrollment Grows at All Degree Levels, With Increased Gender Diversity.” Computing Research Association, 2021.

Conference Session

COED Programming Education 2: Instructional Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Morrison, University of Notre Dame

Tagged Divisions

Computers in Education Division (COED)

(circled) in the horn track of Superstition used as a Side-Channel Attack MetaphorFinally, we discuss how programming paradigms may be used in different ways to convey ideas,or as a different take on the same idea. Superstition was co-developed by guitarist Jeff Beck, whowas collaborating with Mr. Wonder on songs in TONTO, and who wrote his own rock version.13Beck’s version uses a reverb guitar to give a “superstitious” feeling. I point out that both StevieWonder and Jeff Beck use the same drum beat, and that funk drum beats can be used in bothR&B and Rock to convey the same idea, just like different programming languages like Python,C, C++, or Java can use the same architecture to accomplish similar tasks.Lecture Conclusion and Student

Conference Session

Cybersecurity Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anyi Liu, Oakland University; Bruce R Maxim, University of Michigan, Dearborn; Xiaohong Yuan, North Carolina A&T State University; Yuan Cheng, Grand Valley State University

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Diversity

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Computers in Education Division (COED)

should beable to control the victim from the attack’s VM. For this lab module, students should work withtwo deliverables: Figure 3: Session information output on the attacker’s VM. 1. In the meterpreter console, run MSF commands to control the victim VM. You should be able to see a screenshot similar to the one in Figure 3. 2. Explain why the exploit can be launched successfully.5 Evaluation Setup (a) Student Classification (b) Ethnicity (c) Majors Figure 4: Students’ ethnic and academic background at Institutions 1 and 2.5.1 Lab and Assessment SetupThe lab tasks are conducted in a physical classroom or online, following a standard process. Moststudents were