Reviewerly/exHarmony huggingface dataset:
Creation of a Mobile Science and Engineering Road Show for Texas A&amp;M University at Qatar: Multicultural STEM Education and Entertainment (Resource Exchange)

Abstract While active learning environments within pre-college have become increasingly common, the impact and novelty of the science demonstration cannot be overlooked. For many students, the spectacle of a well-presented science demo, full of gratuitous sparkle and showmanship, is the catalyst that creates initial interest in chemistry, physics, and engineering. Demonstrations can never supplant active learning or cumulative lessons, but they can act as reinforcement in situations where hands-on learning is still in its infancy. The educational systems of Qatar have undergone radical changes in the past twenty years with a rapidly expanding population, influx of international school systems, and an increased focus on teacher training and modern pedagogical ideas. But many of Qatar's students, for a variety of reasons, had no exposure to classroom demonstrations or laboratory experiments to be able to witness scientific phenomena. Texas A&M University at Qatar created the Science and Engineering Road Show to mediate these issues. Based upon the successful Chemistry Road Show and the Physics Festival at Texas A&M University in College Station, USA, the Road Show has performed demonstrations since 2017, traveling across Qatar reaching out to over 25,000 students. A wide variety of topics related to chemistry, physics, and engineering are discovered using audience participation and eye-catching approaches. As part of the Road Show, comprehensive risk assessments, safety and language surveys, and infrastructure methods were created and instituted. Obstacles such as language barriers, gender separation, and cultural differences were resolved via discussions and planning with multiple stakeholders across schools, ministries, and corporate sponsors. The Road Show has become a national institution; invited to schools, public events, and festivals to educate and entertain Qatar children and families. Details regarding the preparation, planning, safety aspects, and organizational structure of such a mobile demonstration platform are included in this paper as a model for others to start their own local road show.
Shifting Identity Trajectories within a Scholarship Program: Local Community Practices that Shape Computing Careers

Abstract As computer science seeks to diversify, the act of becoming in computing will be an important avenue of investigation, and the connections students make to specific careers in the field may support identity development that moves beyond the role of student towards future professional identities. This study is part of a three-year multi-method study of a program serving students in a rural computer science department at a Hispanic Serving Institution. The situative learning theory was employed to understand whether and how students developed interest and agency in a cybersecurity career path as they participate in a federally funded scholarship program for high achieving low income students. Evidence from the case study suggest that structured, mandatory participation in competitions fueled interest in cybersecurity, as did regular opportunities to discuss contemporary events in the field with students across grade levels and professional interests. Access to a national conference with a hackathon as well as a career fair supported career pathways in the field—the iterative nature of the participation in competitions and conferences gave an opportunity to see growth over time in cybersecurity. The study of community practices and discursive language development may support other educators intending to develop career-focused co-curricular activities that emphasize mutual engagement with other students across grade levels and intent on a joint enterprise, or shared goal. With time and through engagement with more capable peers, students in the study developed shared repertoires of technical language and technical skill specific to a potential career. Focusing on cybersecurity as a subfield shifted the emphasis of identity from one of major choice to one of future possibilities and connection to career. This shift may support future identity work in other subfields of computing, as well as in other elements of computing education, such as graduate study.
Work in Progress: Development of an AutoCAD Plugin to Increase Student’s Spatial Visualization Skills

Abstract Spatial visualization of 3D objects based upon 2D drawings is a fundamental skill for engineers, contractors, and architects, and a lack of spatial visualization skills has been shown to result in lower scores in math, science, and engineering courses as well as lower persistence to graduation. Although BIM (Building Information Modelling) technology has grown in adoption throughout the AEC (Architect, Engineering, and Construction) industry, 2D drawings are still a fundamental deliverable that require correct interpretation for accurate construction. Most universities introduce AutoCAD in their lower-level classes to teach 2D drawings in their AEC curriculum, and then include 3D visualization courses in their upper-level classes. Students, however, still find difficulty interpreting 2D lines in AutoCAD as 3D objects, especially when they have poor spatial visualization skills. In addition, students often do not know why they are taught to use different line types when drafting, such as what the difference between a solid and dashed line from a 2D drawing represents in the physical structure. This work-in-progress project is testing a custom plugin developed in AutoCAD to help undergraduates improve their spatial visualization ability, by facilitating the connection between 2D sketches and 3D objects. This custom AutoCAD plugin has been developed that allows students to self-verify their 2D drawings by checking the 3D versions of what they have drafted. Students could then engage in what-if scenarios to visualize what would be the interpretation of 2D objects in a 3D space by changing their drawings and the properties of the assigned line types. As a pilot test of this plugin, this study will collect feedback on the usability and training tutorial for the plugin from students who are enrolled in AutoCAD classes in the construction science and management program in a large, Hispanic Serving Institution in the South-Central United States. This pilot study is guiding the refinement of the plugin tutorial so that the full test of the plugin's efficacy on students' spatial visualization skills can run smoothly. To get this feedback on the tutorial, students enrolled in an AutoCAD course will watch the tutorial video in class and then try out the plugin's features during an in-class exercise. Clarifying questions from the students will be noted as areas to improve upon. Further, students will be asked to complete a survey after the exercise for their feedback and suggestions. The instructor will also be interviewed for the same. This paper will present details about the AutoCAD plugin, the tutorial video, and results from the pilot study.
Sense of Belonging in the Cybersecurity Field of Study

Abstract ABSTRACT Because cybersecurity professionals are crucial to increased and continuing national security, public safety, and economic prosperity, employment opportunities in cybersecurity continue to increase. To meet the public and private sectors' need for cybersecurity professionals, universities are adding academic programs in Cybersecurity. One large, mid-Atlantic, land-grant R1 University with a vibrant cybersecurity program that offers a B.S. degree, academic minor, and an Area of Emphasis in Cybersecurity has received an NSF S-STEM grant to increase the number and diversity of highly qualified cybersecurity graduates by offering scholarships to high-achieving and economically challenged undergraduate students. Past research has focused on grit and motivation of the NSF S-STEM scholars from this initiative, their retention and persistence through their educational program, and what elements of the S-STEM program they found most helpful in supporting their development as cybersecurity professionals [1]. This research explores evidence of cybersecurity students' feelings of inclusion or sense of belonging within their major. Because many of the benefits of the NSF S-STEM program are available to all cybersecurity professionals, we will consider the level of engagement of all cybersecurity students and the effect of that engagement on an indication of their sense of belonging. This research is important because sense of belonging is one characteristic that has been linked with increased retention [2] – and lack of sense of belonging has been linked with attrition – within many STEM majors, which struggle to serve a student body that is as diverse as the broader population of college-age people in the U.S. [3]. References [1] Paper presented at the2022 ASEE Annual Conference at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. [2] Sophia Krause-Levy, William G. Griswold, Leo Porter, and Christine Alvarado. 2021. The Relationship Between Sense of Belonging and Student Outcomes in CS1 and Beyond. In Proceedings of the 17th ACM Conference on International Computing Education Research (ICER 2021), August 16–19, 2021, Virtual Event, USA. ACM, New York, NY, USA 13 Pages. https://doi.org/10.1145/3446871.3469748 [3] The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers. National Science Foundation and National Science Board, Science & Engineering Indicators. August 2021. https://ncses.nsf.gov/pubs/nsb20212/participation-of-demographic-groups-in-stem. Accessed 11.16..2022.
Application of Product Lifecycle Management in the University Classroom and Laboratory

Abstract Despite widespread acknowledgement of PLM technologies' pivotal role in supporting modern industry, undergraduate STEM programs often struggle to include instruction on PLM topics due to the difficulty of covering the preponderance of discipline-specific concepts inherent in traditional curricula within the allocated credit hours. This paper discusses the establishment and operation of a new center at with directives to prepare collegiate students in utilizing PLM technologies through a variety of extracurricular activities and PLM resources. These include short-course lectures, guided software workshops, semester-length projects, support for research activities, and provision of PLM software in an open-access computer lab. To access the effectiveness of these educational efforts, the analysis of student surveys can help to tailor the activities to better meet learning needs. This model of supporting traditional curricula with extracurricular activities shows potential in preparing students for career roles driven by modern, digital processes.
Rock, Paper, Scissors, Code! Laying a Foundation for Writing Algorithms (Resource Exchange)

Abstract This ~50 minute decontextualized introductory coding activity will challenge students' critical thinking, communication, and collaboration skills while developing a robust understanding of the foundations of algorithms (sequence, selection, and repetition). First, students individually develop written instructions for how to play "Rock, Paper, Scissors." Next, students swap instructions with a partner and attempt to play the game exactly as written. Inevitably, students will have issues with instructions (e.g., unclear, not repeatable) and will work together to develop improved game instructions. Throughout this lesson, the instructor will utilize effective questioning strategies to help students develop conceptual understanding of algorithms, sequencing, selection, and repetition by connecting concepts back to their Rock, Paper, Scissors instructions. After these concepts are developed as a whole class, small groups rotate instructions and help one another critique and modify instructions, promoting collaboration and exchange of ideas. Finally, students will apply their understanding of the foundations of algorithms by developing algorithms for a well-known game of their choosing. In addition to coding concepts, the instructor will incorporate Nature of Engineering ideas (e.g., Engineering solutions may vary as there may be more than one solution to the same problem). Instructors should actively evaluate student understanding through effective questioning throughout the activity and can use the final application (new game write-up) as an assessment of conceptual understanding. This activity is structured using the Learning Cycle and involves small group and whole group discussions. Goals for students include critical thinking and problem-solving, communication and collaboration, as well as a deep understanding of the foundations of algorithms (i.e.,sequence, selection, and repetition). This introductory activity can be utilized for middle or high school students to teach foundational coding concepts.
A Literature Review to Explore a Relationship: Empathy and Empathy and Mindfulness in Design Education

Abstract Learning to design in undergraduate engineering is a higher-order mentality that entails creative, conceptual, and methodological capabilities. One of the core principles of design thinking is its focus on human values at every stage of the process, including empathy for the eventual recipients or users of the tangible outcomes of the designs. Learning to be empathetic has a wide range of benefits, such as supporting effective teamwork and communication; supporting ethical decision-making; and informing the design process. The existing literature provides not enough guidance on how to foster empathy in undergraduate engineering programs, despite the recognized benefits. However, a growing body of research on the benefits of mindfulness has begun to show its potential as an intervention strategy to improve empathy in design. In this theory/method paper, we present an extended review that explores the relationship between how empathy may be supported through mindfulness practice. Based on the content of the studies, we organized publications in terms of the research focus. While some reported on the relationship between empathy and mindfulness practice, other publications focused on specific effects on individuals. These specific effects clustered around three major groups important to design education: (1) transition between analytical and affective mindsets (2) subjective understanding of the profession by focusing the mind on how we conceptualize engineering expectations, and (3) increased behaviors to support sustainability mindsets. Through our extended literature review on these topics, we suggest that promoting mindfulness practice in engineering design courses, workplaces and elsewhere encourages whole-bodied processes in professional decision-making and empathetic designs. Keywords: empathy, mindfulness, engineering design
New Course Development for Internet of Things

Abstract IoT is a fast growing technology sector that is estimated to be valued at 100's of billions in US dollars for 2023. The number of IoT connected devices is growing at an annual rate of 20%/year with billions of devices connected. Accordingly, there is much need for foundational IoT engineering courses in our educational institutions to prepare engineers for this technology sector. The challenge for course developers is that IoT technical foundations are exceedingly broad - ranging from smart sensors to low power computing to cloud infrastructure. Most universities focus on one or two aspects of IoT technical foundations, specifically those associated with the computing aspects of IoT. We have developed a novel approach for an IoT course by segmenting the course into three fundamental technology areas. These areas are respectively (1) foundations of sensing, (2) IoT communication and networking, and (3) IoT computing models and architectures. Each module is taught by a different professor with technical expertise in that module. This paper will focus on course objectives, design, and outcomes. We use the Module 2 IoT communication and networking as an example of the type of content. In this module, we cover fundamental knowledge of networking including layered-architecture, protocols, wireless communication and propagation. Then we introduce two common communication protocols, i.e., Hypertext Transfer Protocol (HTTP) and Message Queuing Telemetry Transport (MQTT), which are widely used for IoT systems. Further, Node.js programming is taught and students learned how to use node.js for HTTP and MQTT implementation. Hands-on experiments using Arduino WiFi1010 board and grove sensors are designed to help deepen students' understanding for developing a small-scale IoT system as well. The term project of building an IoT-enabled smart Heating, Ventilation, and Air Conditioning (HVAC) will be introduced. Instructor observations and anecdotal student feedback on the course design and delivery are presented as well. Lessons learned will be discussed and modifications are proposed for future improvement.
The Impact of Immersive Virtual Reality on Undergraduate STEM Students

Abstract Virtual reality (VR) holds great potential for increasing undergraduate student learning outcomes. However, its effective integration to enhance the learning process requires recognizing and leveraging the unique affordances of a VR environment. The process of development of a well-integrated virtual reality lesson requires several steps. These steps include not only aspects of traditional instructional design but also include identification of content appropriate for utilizing the unique characteristics of VR, user interface and user experience. This paper provides details of an exploratory study of the integration of VR lessons in aerospace engineering, biology, math, and physics introductory level courses at an HBCU. The paper includes information about the software and hardware choices, and the process of development of the lessons. Data was collected to measure usability, effectiveness, engagement, and impact of the lessons. Students reported that the VR lessons were engaging and helped them getting a better overview of the content. A comparison between the student responses to implementation in a non-immersive (computer display) and immersive (with VR headsets) environment is also included.
Student Experiences of an Intentionally Embedded Computer Science and Cybersecurity Pathway in U.S. High Schools

Abstract Research Problem: K-12 school systems are racing to implement Computer Science (CS) education within classrooms across the United States. Prior research on education reform movements suggests that without rigorous research, combined with careful technical support for implementation, we should expect wide variation across districts in how they choose to implement computer science education as well as extreme inequality in which districts provide equitable opportunities to learn CS, with the most underserved students fairing the worst (Ahn & Quarles, 2016; Bryk, Gomez, Grunow, & LeMahieu, 2015; Carlson, Borman, & Robinson, 2011; Gordon and Heck, 2019). It stands to reason that these same challenges are at play in the CS subfield of cybersecurity. Research Question: In what ways does the JROTC-CS experience impact the cognitive (e.g. knowledge and skills) and non-cognitive factors (e.g. social and emotional behaviors) of cadets in high school? Methodology: We used a qualitative study using a semi-structured interview protocol with JROTC cadets attending the schools involved in the intervention (n=17). The interview protocol focused on the types of cognitive and non-cognitive impacts the cadets experienced when participating in CS and Cybersecurity learning experiences. Data Collection: We conducted interviews with 17 cadets and coded the transcripts using a priori codes. Findings: Sixteen of the students reported an increase in their knowledge and skills through self-reported grades and self-perceived knowledge gained through the CS and cybersecurity experiences. While all of the students indicated that the courses and extracurricular activities were beneficial and interesting, only two of the students indicated they wanted to have a career in the computer science or cybersecurity field. However, the findings indicated a lack of school personnel support, specifically at the guidance counselor level. Finally, all of the students reported a strong sense of belonging in their CS and cybersecurity experiences leading to increased peer collaboration and support. Implications: Based on other evidence collected during the intervention, the intervention had multiple successes in expanding equitable experiences for cadets in the schools involved in the study. Guidance counselors and other personnel who are in a position to influence the future career choices of cadets may need more professional development; however, more research is needed to understand the ways in which they currently influence cadets.
Board 57: WIP - A Web-based Face Recognition Application for Better In-Person Learning

Abstract WIP - A Web-based Face Recognition Application for Better In-person Learning It is widely agreed that students gain more confidence and build stronger relationships when their instructor addresses them by their names. However, it is often difficult for instructors to recognize and remember all the names of students in their lectures when the lecture size becomes relatively large. A traditional approach is to ask the students to bring a name tag. However, name tags can be tacky and difficult to manage. During the covid pandemic, educational institutions utilized web meeting technologies in place for in-person meetings. When the instructors want to interact with other participants, they can call out their names without knowing them priorly by just looking at their name tags. Using face recognition algorithms, we want to bring the convenience of web meeting technologies to in-person education environments. This abstract shall introduce the proposed solution as a Work-In-Progress (WIP). Drawing inspiration from the name tag feature, we are motivated to design a digitalized solution that relieves the pressure on instructors from remembering names. The proposed solution is a web-based application that will capture faces from videos/pictures through a User Interface that operates on web browsers and passes the data to a face recognition AI mechanism. User management systems will also be implemented to protect user privacy. With the Real-time Face Recognition Application, the course instructors can quickly recognize their students and address them by their names. This creates a more engaged and confidence-inspiring learning environment for students. We are conducting surveys and collecting feedback from instructors and students while testing our application in lectures. The students' survey focus is on their comfortability-in-learning scale and degree of agreement on an enhanced and increased classroom learning experience. On the other hand, the focus of the instructor's survey and feedback is on students' engagement and their willingness to engage in asking and answering questions during lectures.