Reviewerly/exHarmony huggingface dataset:
WIP: Instances of Dynamic Pedagogical Decision Making in the Uptake of a Technology Tool

Abstract In this work-in-progress paper, we continue investigation into the propagation of the Concept Warehouse within mechanical engineering. Educational technology is becoming an ever increasing element in classroom culture. At their best, these new technologies can allow teachers to engage in a more diverse array of instructional practices which can lead to increased interactivity and access within the classroom. However, technology tools oriented at widespread adoption and use are often conceived from a turn-key lens where professional development is largely focused on procedural competencies. Educators are given the tool, taught the logistics of how it works, and then left to their own accord to implement it within their courses, which sit within particular instructional contexts. There is little emphasis on sustainable incorporation of technologies into their instructional practices. In this paper, we focus on interactions between instructor, tool, and student within a larger ecosystems model. We are studying the propagation of the Concept Warehouse, a technology tool used to facilitate concept-based active learning within the context of a larger project. Twelve instructors from five different institutions were interviewed at various times in their adoption. In addition, the instructors participated in a community of practice to discuss and reflect upon the use of the tool within their instructional practices. For this WIP, we explore a bounded case study of two different instructors, Al and Joe, who both were central participants in the project, participating in interviews and in the community of practice. Both Al and Joe had deep pedagogical knowledge, were committed to active learning, and actively discussed their ongoing adaptation of the tool in the community of practice. However, their decisions about how to integrate the tool fundamentally differed, including the aspects of the tool they took up and the ways they made sense of their use. In analyzing these two cases, we uncovered how instructors navigate the dynamic nature of pedagogical decision making by considering their goals relative to interactions of their students with the tool.
Content, Connection and Careers: Kit-Based Learning and Virtual University Connections (Evaluation)

Abstract Science kits have been a staple of learning for some time, but in the era of COVID-19 at-home science kits took specific prominence in educational initiatives. In this paper, we delineate how kit-based education can be paired with virtual connection technology to enhance postsecondary and career exploration. The "Content, Connection and Careers" kit-based program has been developed to enable youth to explore electrical engineering principles while connecting virtually with university students to discuss engineering courses and careers. When assembled and wired up, the kit components become linear motors that use a magnetic force to pull a bolt into a pipe when youth press a button. This follows the same working principles as a doorbell or solenoid. These kits are supported by virtual learning sessions where youth connect with university students and faculty to fully understand the educational content, connect to peers and caring adults to share their learning, and explore careers that use electrical engineering skills. To investigate the effectiveness of the program, surveys were distributed to participants to understand whether the kits were simple enough for independent learning but robust enough to encourage additional self-exploration of more difficult topics with the aid of expert scientists and other adult role models. Additionally, youth were asked if the connections made with university faculty and students was beneficial in their thinking of postsecondary options and college engagement. Over 60 elementary and middle-school aged youth participated in the project. Over 80 percent of survey respondents self-reported improved knowledge of how an electromagnetic field works and how to build a simple electromagnet. Other results showed an increased understanding of engineering careers and courses required to study electric engineering in college. Before their experience in the project, very few of the young people had ever talked to university faculty or university students about their areas of research or their journey into the fields of science, technology, engineering, and math (STEM). This connection was described in the surveys as what the youth liked best about the project.
The Impact of Papers in the ASEE Computing &amp; Information Technology Division

Abstract The ASEE Computing & Information Technology Division (CITD) has been around for several decades, and continues to be a strong sponsor of many papers and sessions at the annual international ASEE conference as well as regional annual ASEE conferences. This paper covers the impact of the papers presented at the annual international ASEE conferences by looking at the number of times each paper has been cited, as well as the number of times each paper has been downloaded. This will be set in the context of a similar set of statistics for a similar organization, the Special Interest Group for Information Technology Education, a SIG of the ACM. This self-study will help ASEE-CITD members better understand their position within the larger IT community.
Perceived scrum Values, Conflict Resolution Ability, and Cultural Self-Awareness in the Context of System Analysis and Design Teamwork

Abstract Teamwork has been identified as one of the essential professional skills for the 21st century. Business, industries, and corporates require their employees to work in teams on various projects. Therefore, it is crucial to introduce and train undergraduate students on teamwork skills. Working in teams is not easy as one needs to collaborate with people from diverse backgrounds, skillsets, and opinions. The disagreement among the team members may lead to conflict and chaos that jeopardizes the team's harmony. Therefore, just creating teams and assigning a group project is insufficient to help undergraduate students develop teamwork skills. Instructors need to help students become cognizant of their teamwork skills, such as conflict resolution, scrum values, and cultural self-awareness. In this research paper, we intend to understand the perception of students enrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values, and cultural self-awareness. We also want to understand how the perception of these values is related to one another. In the light of this study, we want to answer the following research questions (1) How do students' reported conflict management skills relate to their reported scrum values? (2) How do students' cultural self-awareness relate to their conflict management skills? (3) How do students' cultural self-awareness relate to their reported scrum values? A course on system analysis and design followed a project-based cooperative learning approach. The students were required to work in teams and complete the course deliverables, including the final course project. The team projects followed a scrum approach that helped students identify the project requirements, perform modeling and develop a prototype. Since students worked on scrum- driven projects in a cooperative learning environment, the students were required to participate in a survey study that allowed the instructional team to develop an understanding of the students' perception of conflict management, scrum values, and cultural self-awareness. The responses of the students were analyzed using descriptive and inferential statistics. The results suggest that students found themselves competent in managing conflict, adhering to scrum values, and demonstrating a high-level cultural self-awareness. Keywords: Scrum values, conflict management, cultural awareness, undergraduate education
Cross-Sectional Survey of CS Students’ Knowledge of and Attitudes Toward Cybersecurity

Abstract Cyber attacks are a common feature of current news and many of them are the result of easy to avoid vulnerabilities in software. It is imperative that students graduating from an undergraduate Computer Science (CS) curriculum have knowledge of vulnerabilities and understand the consequences of vulnerable code. The introductory programming courses often have a full schedule of topics, so it is common to cover software security content briefly in early courses and more extensively in later courses. It would be useful to know if students with only a brief introduction to software vulnerabilities carry that knowledge into later classes. Also, it would be useful to have a sense of students' prior knowledge of cybersecurity and how this prior knowledge contributes to the appreciation of software vulnerabilities. This paper describes an analysis of the results of a survey of 1677 students in core CS courses at our large public university, in which software security topics are covered briefly in the two introductory courses and more extensively in a later course. We found that students in upper-level classes scored higher on a cybersecurity quiz than students who are just beginning the Computer Science curriculum, when correcting for a prior knowledge or interest in cybersecurity. This suggests that students are gaining knowledge of cybersecurity while in the Computer Science curriculum. However, we found some gaps in cybersecurity knowledge. Less than half the students were able to name a software vulnerability that has caused a cybersecurity breach, and less than half were able to correctly answer questions about botnets and the use of VPNs. This suggests that we should consider increasing cybersecurity content in order to build on what students have apparently learned in the lower-level classes, and ensure that students learn all cybersecurity topics, and particularly about networking topics and common software vulnerabilities.
Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education

Abstract The COVID-19 pandemic has increased dependency on technology in education and the workforce, and being able to use technology critically has become a necessity for all age groups. Digital competency is described by the European Union as the ability to use technology crucially, confidently, and responsibly in work, education, and general participation in society. As outlined by the EU Digital Competence Framework for Citizens (2016), digital competence has five core areas: 1) information and data literacy; 2) communication and collaboration; 3) digital content creation; 4) safety; and 5) problem-solving. This research paper explores the need to master digital competency in primary and secondary education, discusses the motivations and purposes of introducing digital competency, and proposes the extent of each implementation through a comprehensive framework. There is an important distinction between digital competence, literacy, and skills, in which competence reflects the encapsulation of knowledge, skills, and attitudes of technology. The increased tools, social interactions, and threats to technology justify the introduction of digital competence as early as primary school. We define the current standard of digital education in the United States through the ISTE Standards for Students, the most widely adopted set of criteria for K-12 education in technology. While nearly every state has adopted the standards, none have assessed the need to master the criteria. An observational analysis will be conducted by surveying industry professionals and higher education institutions about their attitudes towards digital competency in primary and secondary education. We hope to get an understanding of whether or not digital competency is viewed as a life skill, an academic necessity, and as important as other academic subjects such as mathematics, language arts, social studies, and science. Finally, we suggest additional research be taken towards attitudes of digital competency from a student perspective. We also suggest research looking into why state academic institutions have not implemented assessments for digital competency.
Work In Progress: CodeCapture: A Tool to Attain Insight into the Programming Development Process

Abstract Most introductory computer programming courses focus on giving students a good understanding of fundamentals and programmatic problem solving. Programming assignments are a way for students to reinforce these concepts and for instructors to evaluate students' comprehensions. In a typical assignment, students are given a problem to which they develop a programmatic solution and submit its final iteration for evaluation. Instructors only see this static and final submission, and the decision making or the process of problem solving that led to the final submission is not captured. This paper presents a tool called CodeCapture that periodically captures snapshots of a student's programming assignment source code over the development period and provides insight into their problem-solving process. Instructors can leverage data provided by this tool to identify areas that students have difficulty. Subsequently, instructors can give insightful feedback to students via a combination of metrics describing students' development processes, even in a large-scale classroom. In this paper, a discussion on how CodeCapture overcomes gaps in the existing tools is presented. The technical specifications and the trial results from where CodeCapture was able to enrich the feedback to students regarding their assignments is also presented.
Engaging Engineering Students with Mobile Learning Technologies

Abstract New theories of education matched with new technologies have been rapidly transforming the way instructors teach and students learn. This paper documents one model an engineering librarian has created to incorporate the ideas expressed in "connected learning pedagogy" and the theory of constructivism (active, collaborative learning with the instructor as a guide and facilitator) into instructional "one-shot" sessions designed to teach information literacy skills to college students at various stages of their careers. The sessions utilize electronic devices students already bring to class (laptops, tablets, smartphones, etc.) and the Nearpod or Top Hat learning applications to provide instruction that can be delivered in-person or online, both synchronously and asynchronously. Examples include multiple different activities that encourage active learning and student engagement. The sessions are scaffolded so that students learn more advanced concepts as they go from First-Year Seminars to Capstone Design Projects, all while maintaining the learning outcomes set forth by the Association for College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education and the Accreditation Board for Engineering and Technology (ABET). Successes, failures, and modifications to the model are discussed.
Work‐in‐Progress: Undergraduate Courses in Quantum Computing: A Proposal based on our Experience Building a Python-based Quantum Computer Simulator

Abstract There is a growing need for scientists and engineers with Quantum Information Science and Technology (QIST) skills. To address this need for 'quantum aware' graduates we describe a two course sequence in quantum computing suitable for undergraduate students studying electrical engineering, physics, and computer science. Our approach is unique in that it aims to take full advantage of the diverse backgrounds of second and third year undergraduate students from these three STEM disciplines. Students will work in interdisciplinary teams to (1) understand the physics and the computational theory relevant to quantum computing, (2) develop computer code that simulates a quantum computer, (3) understand the relevance and importance of existing quantum computing algorithms, and (4) appreciate the need for future research in quantum computing. Our approach is informed in part by our experience working with a pair of undergraduate students this past summer on the development of a Python-based quantum computer simulator. This experience showed that building a simulator was an effective way to teach the theory underlying quantum computing. Building a simulator also provides an excellent foundation upon which to explore student-accessible research projects in quantum computing, which is a high-impact educational practice.
Implementation of Graphical Visualization Techniques and Robotics Labs in ‘Introduction to Engineering’ Course

Abstract This paper discusses the development and implementation of two new topics, graphical visualization and robotics, in 'introduction to engineering' course. Sample of problems and hands-on lab activities illustrate new approaches to introduce students to graphical techniques and robotics through excel software and scope of laboratory experiences, respectively. The course trains students how to use excel tool to graph and interpret the data through visualization and introduce them to simple computer programming for path planning and navigation of robots. The initial observations and results are in favor of promoting visualizations and concepts of robotics.
Analyzing Various Scoring Methods for Fill-In Concept Maps

Abstract Concept mapping is an instructional tool that has shown promise in assessing conceptual understanding, especially with deeply interconnected topics and those focused on connections, like that of the Entrepreneurial Mindset. An important step in implementing concept map assignments for assessing student subject knowledge in a classroom is scoring, of which there are many methods that have been developed. However, there are few scoring methods that have been developed for fill-in concept maps, a format where students are given the structure of the concept map along with a bank of words with which to fill it in. Fill-in concept mapping is a potentially attractive variant of concept mapping for its reduced load on both students and instructional teams, particularly in the case of large and/or low-resource settings, but has seen less extensive research efforts. This study uses adaptations to the three prominent unstructured concept map scoring methods to fit the fill-in format and compares scoring results across the methods. No statistical difference is found between each of the adapted methods, potentially indicating assessment of a similar skill, though best-use application of each method may differ. Further qualitative analysis on the implementation and scoring of the various methods is discussed. The results and the proposed alterations may be useful in further development of scoring methods for fill-in concept maps which can adequately assess conceptual understanding.
Features of Continuity and Change through COVID-19 in an Undergraduate Engineering Program

Abstract How does online learning at a residential college impact community building? During the Covid-19 pandemic, qualitative focus group interview data were collected at a large mid-Atlantic university with each undergraduate engineering student cohort. Students adapted relationships with peers and professors to respond to the ongoing dynamic conditions of collegiate and regional Covid-19 requirements and experiences. This qualitative research study investigates the impact of Covid-19 restrictions on the community and relational aspects of an undergraduate making and engineering design centered engineering program in the United States. The qualitative data illustrate trends in inner-cohort relationships, qualities of the engineering department, and how students developed and maintained relationships throughout the pandemic. This paper offers implications and strategies for building and maintaining community in learning environments that are experiencing rapid and dynamic shifts. The themes and patterns can provide unique insight into the aspects of community important to students' lived experiences during the portion of the pandemic when online and hybrid learning were most prevalent.
Leveraging ThingsBoard IoT Service for Remote Experimentation

Abstract The goal of this study is to demonstrate the use of Internet of Things (IoT) technology to enable remote experimentation in mechanical engineering. In the 2021 ASEE Virtual Conference, we have shown one-way data transfer from an evaporative cooler setup, where students could remotely acquire data using Google Sheets. In this work, we describe a different scheme of IoT structure, where students could both acquire data and control equipment. We use an inexpensive (essentially no-cost for the community edition) opensource IoT platform, ThingsBoard. This software allows students to view dashboards that enable remote control of sensors and actuators, include livestreaming and live data as both plots or live numbers, and even allow students to download data for further analysis. Our remote lab is an evaporative cooler designed to teach students about psychometrics, the thermodynamics of atmospheric air. The cooling effect is achieved by the phase transition of water in an evaporative pad. The experimental setup includes temperature and humidity sensors at the up-and downstream of the evaporative material. Students also can control a fan that blows air through the evaporative material. All sensors and actuators are connected to an Arduino board and a Raspberry Pi single-board computer, which interface to the ThingsBoard service for remote control and data acquisition. Finally, to facilitate a live view of the experimental setup in ThingsBoard, a Raspberry Pi also employs a camera that provides a live video feed of the entire setup while it is at work. We offer this exercise to students in a junior-level Engineering Experimentation course in a technological university. We report our findings in terms of students' perception of the experiment and student success in meeting the learning objectives. We also report our experience in having multiple users use a single remote experimentation setup. Ultimately, we hope to match the trend of increasingly prevalent online learning with a low-cost solution where students have "almost" hands-on experimentation while also gaining invaluable skills in the world of IoT.
An infrastructure 3D-lab based on virtual visits at Call of Duty Warzone to Develop Student’s Competencies During the COVID-19 Pandemic

Abstract Abstract - The didactic methods in the teaching of Engineering, Architecture, and Construction (EAC) are changing. The use of Information and Communication Technologies (ICT) such as Building Information Modeling (BIM), Virtual Reality (VR), and if we add to this a video game such as Call of Duty: Warzone (CoD: WZ) for educational purposes, the benefits of this could be explored. Until now, the advantages of BIM, VR, and video games have been studied separately, however, there is no evidence of an approach that implements all three technologies. The research in this study consists of the development of a methodology for the implementation of a user-friendly application of the Infra-3D-Lab software with specific pedagogical objectives for EAC education. This study based on the development of high-tech educational tools aims to: 1) make more effective use of learning hours through playful interaction with BIM, VR, and CoD: WZ models; 2) improve skills and concepts that are difficult to explain theoretically and 3) evaluate the functionality of the learning environment. The implementation of this technological tool is developed in the context of EAC's national higher education programs at a university in Mexico. This study demonstrates the effectiveness of using a remote collaborative tool Infra-3D-Lab as a teaching method for EAC. Additionally, this study shows that the learning experience can be enhanced using other technology tools such as Unreal Engine and Revit.