Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuxuan Chen, University of Illinois Urbana-Champaign; Chenyan Zhao, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Mattox Alan Beckman, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

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Computers in Education Division (COED)

conceptual understanding, pseudocode interpretation, and basic Python programmingtopics. In Fall 2024, a total of 200 upper-level engineering students enrolled in structural analysis,fluid mechanics, and computational mechanics courses completed the CS1 assessment in a timeslot of 50 minutes. Table 5 shows the gender distribution of these students. Note that these (a) Part 1: NumPy (b) Part 3: InitializeEquationFigure 3: Examples from Jupyter notebook sections of the first mini-project. Students start withan introduction to NumPy and progress to creating arrays to support the assembly process in theFinite Element Method.students had not experienced the redesigned CS 101 course due to their academic

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wesley A Brashear, Texas A&M University; Sandra B Nite, Texas A&M University; Richard Lawrence, Texas A&M University; Dhruva Chakravorty, Texas A&M University

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Diversity

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Computers in Education Division (COED)

Paper ID #46734Teaching Python to Secondary Students: A Backward Design ProcessDr. Wesley A Brashear, Texas A&M UniversityDr. Sandra B Nite, Texas A&M University Sandra Nite is trained as a mathematics educator and educational researcher. She is Director of AP Institutes in Mathematics and Computer Science in the College of Arts and Sciences. Besides her Ph.D. in Mathematics Education, she holds master’s degrees in mathematics and music and lifetime Texas secondary teaching certification for mathematics, computer science, biology, chemistry, composite science, music, English, and English language arts as well as

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, University of New Haven; Alice E. Fischer, University of New Haven

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Diversity

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Computers in Education Division (COED)

Paper ID #45526Survey of C/C++ IDEs for a First Year Programming CourseMr. Thomas Rossi, University of New Haven Thomas Rossi is the Assistant Chair of the University of New Haven’s Electrical and Computer Engineering and Computer Science department. His research focuses on improving the post-secondary experience for students through the use of current computing tools and technologies. Thomas graduated with his MS in Computer Science from the University of New Hampshire in 2016. He has previously worked at the Rochester Institute of Technology and at Penn State Erie, the Behrend College.Prof. Alice E. Fischer, University of

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Runu Proma Das, University of Georgia; Tathyana Moratti, University of Georgia; Shari Gasper, University of Georgia; Beshoy Morkos, University of Georgia

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Computers in Education Division (COED)

.”[2] Michael A. Eierman and George C.Pholip, “The Task of Problem Formulation,” Int J Inf Technol Decis Mak, vol. 2, no. 03, pp. 353–372, 2003.[3] C. D. Schunn, P. B. Paulus, J. Cagan, and K. Wood, “Final report from the NSF innovation and discovery workshop; The scientific basis of individual and team innovation and discovery,” 2006.[4] D. A. Cowan, “Developing a Process Model of Problem Recognition,” 1986.[5] J. A. M. Boulet, A. Lumsdaine, and J. F. Wasserman, “The Transition from Textbook Problems to Realistic Problems.”[6] A. R. Sloboda, “The effect of context on student perceptions of homework-style problems in engineering,” in ASEE Annual Conference and Exposition, Conference Proceedings

Conference Session

Computers in Education Division (COED) Track 6.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annie Hui, zyBooks, A Wiley Brand; Nkenge Wheatland, zyBooks, A Wiley Brand; Chelsea L Gordon, zyBooks, A Wiley Brand; Efthymia Kazakou, zyBooks, A Wiley Brand; Neil Thawani, zyBooks, A Wiley Brand; Michael Goldwasser, Saint Louis University; Yamuna Rajasekhar, zyBooks, A Wiley Brand

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Computers in Education Division (COED)

Paper ID #47321Positive Student Impacts of an Unlimited, Randomized Self-Assessment QuizPer Chapter: Study Habits, Self-Efficacy, and Learning OutcomesDr. Annie Hui, zyBooks, A Wiley Brand Annie Hui is a zyBooks assessment specialist. She has 15 years of experience teaching computer science, information technology, and data science courses, in both in-person and online modes. She has taught in Northern Virginia Community College and George Mason University. She specializes on course design to maximize student engagement and success.Dr. Nkenge Wheatland, zyBooks, A Wiley Brand Nkenge Wheatland is a Sr. Manager for Content

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkata Alekhya Kusam, University of Michigan - Dearborn; Zheng Song, University of Michigan - Dearborn; Khalid Kattan, University of Michigan - Dearborn; Bruce R Maxim, University of Michigan - Dearborn

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Computers in Education Division (COED)

: (A) O(n2 ) (A) High branching and high depth (B) O(bd ) (B) Low branching and high depth (C) O(db ) (C) Low branching and low depth (D) O(n log n) (D) High branching and low depth Correct Answer: C Correct Answer: D Q2 Which of the following is a key difference between informed and Uniform Cost Search expands the node with the: uninformed search algorithms? (A) Lowest heuristic estimate. (A) Informed search uses a heuristic function (B) Shortest path cost so far. (B

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arezou Harraf; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide; A. Mehran Shahhosseini, Indiana State University

Tagged Divisions

Computers in Education Division (COED)

. R., & Tirkolaee, E. B. (2021). Application of Industry 4.0 in the procurement processes of supply chains: a systematic literature review. Sustainability, 13(14), 7520. • Sharma, R., Shishodia, A., Gunasekaran, A., Min, H., & Munim, Z. H. (2022). The role of artificial intelligence in supply chain management: mapping the territory. International Journal of Production Research, 60(24), 7527-7550. • Tsolakis, N., Schumacher, R., Dora, M., & Kumar, M. (2023). Artificial intelligence and blockchain implementation in supply chains: a pathway to sustainability and data monetization? Annals of Operations Research, 327(1), 157-210.All the literature has been verified as authentic and of high quality.AI

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marlee Jacobs, Utah State University; Daniel Kane, Utah State University; Rosemary Yahne, Utah State University; Wade H Goodridge, Utah State University

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Computers in Education Division (COED)

. Guerra, and S. Duran Ballen, “ChatGPT to Support Critical Thinking inConstruction-Management Students,” in 2024 ASEE Annual Conference & ExpositionProceedings, Portland, Oregon: ASEE Conferences, Jun. 2024, p. 48459. doi: 10.18260/1-2--48459.[6] S. Vidalis, R. Subramanian, and F. Najafi, “Revolutionizing Engineering Education: TheImpact of AI Tools on Student Learning,” in 2024 ASEE Annual Conference & ExpositionProceedings, Portland, Oregon: ASEE Conferences, Jun. 2024, p. 47950. doi: 10.18260/1-2--47950[7] B. Qureshi, “Exploring the Use of ChatGPT as a Tool for Learning and Assessment inUndergraduate Computer Science Curriculum: Opportunities and Challenges”. 2023,https://arxiv.org/abs/2304.11214[8] M. O. Agbese, M. Rintamaki, R

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reine Azzi, Lebanese American University

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Computers in Education Division (COED)

, 2023. [Online]. Available: https://doi.org/10.1016/j.caeai.2023.10017921. D. Mah and N. Groß, "Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs," Int. J. Educ. Technol. High. Educ., vol. 21, no. 1, 2024. [Online]. Available: https://doi.org/10.1186/s41239-024-00490-122. J. Rawls, The original position. A theory of justice, Harvard University Press, 2009, p. 118.23. B. Al-haimi, F. Hujainah, D. Nasir, and E. Alhroob, "Higher Education Institutions with Artificial Intelligence: Roles, Promises, and Requirements," in Applications of Artificial Intelligence in Business, Education and Healthcare, 2021. [Online]. Available: https://doi.org/10.1007

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kwansun Cho, University of Florida; Sung Je Bang, Texas A&M University; Syeda Fizza Ali, Texas A&M University; Asefeh Kardgar, Texas A&M University; Saira Anwar, Texas A&M University

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Computers in Education Division (COED)

web-assisted personalized learning.Sung Je Bang, Texas A&M University Sung Je Bang is a Ph.D. candidate in Interdisciplinary Engineering at Texas A&M University, within the Department of Multidisciplinary Engineering. He serves as a graduate research assistant on multiple projects, where he focuses on user experience and psychological aspects of technology. His research interests include artificial intelligence, large language models, user experience design, and engineering education.Syeda Fizza Ali, Texas A&M University Syeda Fizza Ali is currently pursuing her PhD in Interdisciplinary Engineering at Texas A&M University. She works as a graduate research assistant at the Department of

Conference Session

Computers in Education Division (COED) Track 6.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University

Tagged Divisions

Computers in Education Division (COED)

taken to resolve each and the sequence of changes made.5 ResultsFor the following analysis, the three intervention assignments for the Spring 2023 will be calledA, B, and C. The three assignments for Fall 2023 will be D, E, and F. The three assignments forSpring 2024 will be G, H, and I. Finally, the three assignments from Fall 2024 are referred to asJ, K, and L. Table 1 shows a general overview of the submissions made by students across theassignments/semesters. Submissions By Assignment Assignment Total Min Max Median Mean Spring 2023 A 21 0 7 0 0.32

Conference Session

Computers in Education Division (COED) Track 6.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, State University of New York - Farmingdale

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Diversity

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Computers in Education Division (COED)

. Felder and L. Silverman. "Learning and Teaching Styles in Engineering Education, ASEE journal of Engineering Education, 78(7), 674-681, 1988. 4. Tokgöz, E. “Undergraduate Industrial Engineering Majors’ Software Preferences for Solving Statistical Process Control and Operations Research Questions”, ASEE Annual Conference Proceedings – Industrial and Systems Engineering Division, paper ID # 24769, 2019. 5. Tokgöz, E. “Technology Choices of Undergraduate Engineering Students for Solving Calculus Questions”, ASEE Annual Conference Proceedings, paper ID # 17810, 2017. 6. Tokgöz, E., Tekalp E. N., Tekalp S. B., Tekalp H. A., Undergraduate STEM Students’ Role in Making Technology Decisions for Solving Calculus Questions

Conference Session

Computers in Education Division (COED) Track 6.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Edward Dougherty, United States Military Academy; Maria R. Ebling, United States Military Academy

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Computers in Education Division (COED)

one’s own writing.AcknowledgmentsWe thank the CS class of 2024 for helping support CS education research. The views ex-pressed in this article are those of the authors and do not reflect the official policy or positionof the Department of the Army, Department of Defense, or the U.S. Government.References [1] A. B. of Delegates Computing Area. Criteria for Accrediting Computing Programs. Baltimore, MD, Oct. 2022. url: https://www.abet.org/wp- content/uploads/ 2023/05/C001_CAC-Criteria_2023-2024.pdf. [2] V. W. Pine and M. L. Barrett. “What kinds of communication are required on the job?” In: J. Comput. Sci. Coll. 21.2 (Dec. 2005), pp. 313–321. issn: 1937-4771. [3] K. Anewalt and J. Polack. “Industry Trends in Software

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maverick Berner, Marquette University; Darcy Ronan, Sacred Heart University; Dennis W Brylow, Marquette University; Maximus Berner, Marquette University

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Computers in Education Division (COED)

” accessible,” in Proceedings of the 12th International Conference on Interaction Design and Children, ser. IDC ’13. New York, NY, USA: Association for Computing Machinery, 2013, p. 635–638. [Online]. Available: https://doi.org/10.1145/2485760.2485883 [9] M. Worsley and D. Bar-El, “Inclusive making: designing tools and experiences to promote accessibility and redefine making,” Computer Science Education, vol. 32, no. 2, pp. 155–187, 2022. [Online]. Available: https://doi.org/10.1080/08993408.2020.1863705[10] M. Resnick, J. Maloney, A. Monroy-Hern´andez, N. Rusk, E. Eastmond, K. Brennan, A. Millner, E. Rosenbaum, J. Silver, B. Silverman et al., “Scratch: programming for all,” Communications of the ACM, vol. 52, no. 11, pp. 60–67

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Bryan Alan Lutz, Ohio Northern University; Gabriel Mott, Ohio Northern University

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Computers in Education Division (COED)

feedback to the users [24]. The key difference isthe purpose. ChatGPT was designed to be more general whereas Copilot was designed toincrease work productivity and to interact with various Microsoft tools (Bing, the Office Suite,Office 360) [24].Analysis MethodsWe develop a validation approach to test the strength of our rubric, and likewise the strength ofAI tools. A sample of 40 blinded memos from the 2023-2024 academic year were scoredaccording to our rubric by eight total “evaluators.” Four were human and four were AI. Thehuman evaluators consisted of two engineering experts (Engineering A, Engineering B) and twolanguage experts (Language A, Language B). Engineering B contains the first 20 of 40 memos.ChatGPT and Microsoft Copilot were both

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Isvik, North Carolina State University at Raleigh; Veronica M Catete, North Carolina State University at Raleigh

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Diversity

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Computers in Education Division (COED)

: AJournal of Women Studies, 26(1):90–98, 2005.[7] Sarah Chapman and Rebecca Vivian. Engaging the future of stem: A study of internationalbest practice for promoting the participation of young people, particularly girls, in science,technology, engineering and maths (stem). Technical report, Chief Executive Women (CEW)Ltd, 2017.[8] Linda J Sax, Kathleen J Lehman, Jerry A Jacobs, M Allison Kanny, Gloria Lim, LauraMonje-Paulson, and Hilary B Zimmerman. Anatomy of an enduring gender gap: The evolutionof women’s participation in computer science. The Journal of Higher Education, 88(2):258–293,2017.[9] Nazish Zaman Khan and Andrew Luxton-Reilly. Is computing for social good the solution toclosing the gender gap in computer science? In Proceedings of the

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Marie DeHoog, University of Florida; Jeremiah J Blanchard, University of Florida; Amy Wu, University of Florida; John R. Hott, University of Virginia

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Computers in Education Division (COED)

able to identify trends in programming languages andenvironments used, as well as course policies in regards to collaboration. The results of the surveyand our analysis provide insight into the disciplines in which computing coursework is becomingmore prevalent, use cases within those disciplines, and what techniques they employ. Our findingswill support future research of fundamental programming courses beyond computingdisciplines.References [1] P. K. Chilana, C. Alcock, S. Dembla, A. Ho, A. Hurst, B. Armstrong, and P. J. Guo, “Perceptions of non-CS majors in intro programming: The rise of the conversational programmer,” in 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), pp. 251–259, Oct. 2015. [2] P

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); Fadhla Binti Junus, Purdue Engineering Education

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Computers in Education Division (COED)

Paper ID #48290Analyzing Feedback of an AI tool for formative feedback of Technical WritingabilitiesDr. Sean P Brophy, Purdue University at West Lafayette (COE) Dr. Sean Brophy is a learning scientist, computer scientists and mechanical engineering who design learning environments enhances with technology. His recent research in engineering design focuses on students’ development of computational thinking through physical computing. His work involves students’ design of smart systems that integrate both hardware and software to achieve a client’s needs. In this work students communicate their ideas through proposal

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jina Wilde, The University of Texas at San Antonio; Michael Zawatski, The University of Texas at San Antonio; Darean Wilde, The University of Texas at San Antonio; Emiliano Beltran, The University of Texas at San Antonio; Amanda S. Fernandez, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

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Diversity

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Computers in Education Division (COED)

University of Texas at San Antonio Student researcher interested in how the delivery of professional development can impact a teacher’s ability to influence students to pursue STEM (and more specifically, CS-related) degrees.Dr. Amanda S. Fernandez, The University of Texas at San Antonio Amanda S. Fernandez an Assistant Professor of Computer Science at the University of Texas at San Antonio.Dr. Timothy Yuen, The University of Texas at San Antonio Timothy T. Yuen is the Associate Dean for Undergraduate Studies in the College of Sciences at the University of Texas at San Antonio. ©American Society for Engineering Education, 2025 Computer Science Professional Development for Middle and

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Naveed Aman, University of Nebraska - Lincoln; Moomal Bukhari, University of Nebraska - Lincoln; Eric Clarence Einspahr, University of Nebraska - Lincoln; Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Bhuvaneswari Gopal, University of Nebraska - Lincoln

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Diversity

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Computers in Education Division (COED)

Paper ID #48087Reducing the DFW Rate for Engineering Majors in Introductory ComputerScience Through Contextualized Learning and Peer-Supported EngagementMuhammad Naveed Aman, University of Nebraska - LincolnMoomal Bukhari, University of Nebraska - Lincoln Moomal Bukhari received the B.Sc. degree in Electrical Engineering and M. Sc. degree in Electrical Engineering from the National University of Computer and Emerging Sciences, Islamabad, Pakistan in 2013 and 2017, respectively. She worked as a Lecturer at National University of Computer and Emerging Sciences. She is currently doing her PhD in Computer Engineering from

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madison Melton, University of North Carolina at Charlotte; Mohsen M Dorodchi, University of North Carolina at Charlotte

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Computers in Education Division (COED)

to enhanceeducation. Studies show that students benefit from using ChatGPT in the classroom [16, 17], andmany educators now view AI as a valuable tool for enriching learning experiences for bothstudents [18, 19] and teachers [20, 21].Project ApproachResearch Categorization FrameworkFigure 1, below, gives an overview of what will be covered within this work. AI is broken downinto (i) Predictive AI and (ii) Generative AI. These topics are further categorized by (a) learningtype and architecture and (b) application level and focus, which will be explained in detail below.Although some aspects of the categorization may be subjective, it primarily serves as aframework for organizing the research and highlighting trends within each category

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean Louis, University of Florida; Nadia Simone Jean Morrow, University of Florida; Juan E Gilbert, University of Florida

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Computers in Education Division (COED)

web development modules (see Figure 1). The first week focused on the front-end,while the second focused on back-end technologies such as Node.js, socket programming, andFirebase. To further connect the course to user experience (UX) research, students were intro-duced to methodologies like A/B testing and card sorting [24, 25]. This exposure helped broadenthe students’ skill set, as some students were not familiar with user testing methodologies as partof their regular curriculum.2.4.5 Cyber SecurityIoT devices are often low-resource, making them a ripe target for attacks. These devices often havelow computational abilities and cannot implement complex encryption schemes or run antimalwaresoftware [26]. IoT devices may be more susceptible

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rose Thompson, Oklahoma State University; David L Harris, Harvey Mudd College; James Stine Jr., Oklahoma State University; Sarah L Harris, University of Nevada - Las Vegas

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Computers in Education Division (COED)

), floating-point (Zfh/F/D/Q),atomic (A), and bit manipulation (B) extensions. Wally supports the RVI20U32, RVI20U64, andRVA22S64 RISC-V profiles and can boot Linux with privilege modes and virtual memory andcan run on an FPGA. The textbook can be used to teach courses in computer architecture, SoCdesign, design verification, embedded systems, or a subset of these in theory, practice, or both.We describe two types of courses we taught using a draft version of this textbook: asenior/master’s level course that focused on all stages of SoC design and a second course taughtat the sophomore/junior level that focused on computer architecture and processor design only.These courses used the labs, exercises, and Wally SoC that accompany the textbook. We

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jesan Ahammed Ovi, Colorado School of Mines; Gabriel Tomas Fierro, Colorado School of Mines; C. Estelle Smith, Colorado School of Mines

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Computers in Education Division (COED)

. (b) Coding Use Cases. (c) Writing Use Cases.Figure 2: Use Cases for LLM-Chatbots in Engineering Education in 2024 (n = 651). Y-axes: Usecase labels. X-axes: Frequencies normalized by # of respondents per department cluster.their knowledge and academic routines, rather than less savory motivations related to grades,overwhelm, etc. The most commonly reported motivations were to enhance understanding andgain deeper insights into subjects (n = 82, 57.7%), to improve the quality of academic orprofessional work (n = 57, 40.1%), and curiosity to experiment with cutting-edge AI tools(n = 47, 33.1%). These findings underline the multifaceted appeal of LLM-powered chatbots inengineering education, driven by a mix of

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Siddharthsinh B Jadeja, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; A Lynn Stephens

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Computers in Education Division (COED)

Paper ID #47884BOARD # 82: WIP: A scoping review of AI agent systems supporting students’navigation of open-ended problems: Towards a model to support design thinkingMr. Siddharthsinh B Jadeja, University at Buffalo, The State University of New York Siddharthsinh Jadeja is a passionate and driven engineering education graduate research student in the Department of Engineering Education at the University at Buffalo, deeply committed to enhancing engineering education through innovative, human-centric design approaches. With a strong foundation in engineering principles and a keen interest in educational methodologies

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alan Marchiori, Bucknell University

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Computers in Education Division (COED)

; def testbench():14 reg a, b; wire out; a = reg(); b = reg()15 andgate device (out, a, b); device = andgate(a, b)16 initial begin def monitor():17 $monitor("a=%b, b=%b, out=%b", print("a=%s, b=%s, out=%s" %\18 a, b, out); (a(), b(), device()))19 // step through the inputs # step through the inputs20 #10 a = 0; b = 0; a.set(0); b.set(0); monitor()21 #10 a = 0; b = 1; a.set(0); b.set(1); monitor()22 #10 a = 1; b = 0; a.set(1); b.set(0); monitor

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Cortez, Point Loma Nazarene University; Paul Schmelzenbach, Point Loma Nazarene University

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Diversity

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Computers in Education Division (COED)

overlaying sine waves with randomized amplitude and frequency following thesespecifications: (a) Use randi() to generate a random integer between 1 and 10, and store it in the variable A (amplitude). (b) Use rand() to generate a random decimal value between 0.1 and 1, and store it in the variable f (frequency). (c) Create a range of 200 equally spaced values stored in the variable t (time) between 0 and 10 seconds. (d) Create the array y of the sine wave using the formula y = A sin(2πf t) (e) Make a plot of t and y, where t is the horizontal axis and y is the vertical axis. Use a solid line if the frequency is less than 0.5 Hz, and dashed line if it is greater than or equal

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Alvarez, University of Illinois at Urbana - Champaign; Max Fowler, University of Illinois at Urbana - Champaign; Cheryl Ann Cohen; Jennifer Martinez; Jennifer R Amos, University of Illinois at Urbana - Champaign; Yael Gertner, University of Illinois at Urbana - Champaign

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Computers in Education Division (COED)

our students and how their grades correlate with their mindset,we divided the students into four groups based on the grade they received. As seen in Table 1,there were 127 students in the “A” group, 70 in “B”, 25 in “C” and 12 in “D”.To answer RQ1, we found that there were no differences between the groups in students’value or sense of belonging at the start of the course, suggesting that these measures aloneat the beginning are not strong enough to predict course outcomes. However the A studentshad higher expectations to do well. This is perhaps because some students come in withprior background knowledge, which increases their Expectancy measure and performance.It is also possible that students who expect to do well will do better

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, State University of New York - Farmingdale; Alyssa Xiang

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Computers in Education Division (COED)

andMann-Whitney tests.Part A. What environmental factors impact (i.e. motivate or discourage) you to enjoy (i.e. like ordislike) an online course? Please mark the factors below that you believe impact you. 1. My computer 6. The organization of the course 2. My cell phone 7. Amount of feedback/support from 3. Professor professor 4. The educational environment 8. Amount of course work 5. Level of engagement in coursePart B. Which of the following impacts your learning from courses you completed? Please markthe factors below that you believe impact you. 1. Family

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Ricardo Ferreira, Universidade Federal de Viçosa; José Nacif, Universidade Federal de Viçosa

Tagged Divisions

Computers in Education Division (COED)

s e l f . prev clock = clock15 return self . state16 . . . SNIPPETS . . .17 # Connect widgets18 clock widget . observe ( update display , ’ value ’ )19 data widget . observe ( update display , ’ value ’ )20 # I n i t i a l display21 update display ()22 # Create layout23 w i d g e t s b o x = w i d g e t s . HBox ( [ c l o c k w i d g e t , d a t a w i d g e t ] )24 display ( widgets box )25 display ( output widget ) This code creates an interactive D Flip-Flop with the following features: Two checkbox widgets for Clock and Data inputs An SVG visualization showing: The D Flip-Flop symbol Input lines with colored indicators for Clock and Data states An output LED that changes