Reviewerly/exHarmony huggingface dataset:
Understanding and Promoting Earnest Completion in Online Textbooks

Authors:
raw_author_name: Chelsea Gordon
raw_affiliation_string: zyBooks, A Wiley Brand
raw_author_name: Frank Vahid
raw_affiliation_string: University of California, Riverside
raw_author_name: Roman Lysecky
raw_affiliation_string: The University of Arizona

Abstract: Abstract Digital textbooks are becoming more common in college-level computer, engineering, and science courses. For various reasons, some students quickly click on reading activities to earn completion points, without earnestly attempting the activities. We analyzed student earnestness in digital computer science and engineering textbooks across a semester. We found that student earnestness declines significantly as the semester progresses. We also found that earnestness levels at a semester's start have a tremendous impact on earnestness throughout the semester, namely that lower average earnestness at a semester's onset leads to a significantly more rapid decline. For example, one course with an initial 90% earnestness score fell to 76% by week 6, whereas another course with an initial 72% score dropped dramatically to just 32% by week 6. This finding emphasizes the importance of instructors ensuring students recognize the utility of the textbook activities from a course's start, and ensure that the activity workload is reasonable too, to start students with high earnestness. We close with recommendations for encouraging earnest completion early in the semester, which is crucial for maintaining earnest completion throughout the course.
Work In Progress: Side-Facing Cameras and Remote Proctoring Integrity

Authors:
raw_author_name: Jeremiah Blanchard

Abstract: Abstract Many in academia perceive that remotely proctored exams allow more opportunities for a student to cheat than in-person testing. We introduced the use of the side-facing camera arrangement to increase the integrity of remote proctored exams by expanding the view of the examinee's environment and therefore reducing the opportunities to cheat. The side-facing camera arrangement displays the examinee's head, torso, hands, and keyboard and therefore should make behaviors consistent with cheating more obvious. This alternate camera arrangement serves as an environment camera in addition to monitoring the student throughout the exam. This paper is a report on the continued work to assess the efficacy of the side-facing camera arrangement. We followed up on our successful deployment of the side-facing camera in a large online class by examining how the attitudes and perceptions of students vary between the two camera arrangements. In Spring 2021, we asked students to complete pre- and post-surveys from three different classes and found that most students were not negatively impacted by the camera arrangement used. We qualitatively coded the students' responses to identified themes among them. Most of the respondents surveyed didn't have any preference towards the camera arrangement used in remote testing. After the post-survey, more students expressed that they felt there was a higher sense of integrity when using the side-facing camera arrangement. Students also reported that they had a difficult time setting up the side-facing camera arrangement, but all students who were required to use the side-facing camera arrangement were able to do so. Students also expressed some concern about their physical privacy when using the side-facing camera. Our ongoing work seeks to address the concerns we identified in our assessment of the surveys while increasing the integrity of remote proctored exams as well as the comfortability of students.
A Challenge-based Teaching model for Structural Analysis Courses with Strategic Industry Partners

Authors:
raw_author_name: Miguel X. Rodriguez-Paz
raw_affiliation_string: Tecnologico de Monterrey  (ITESM)

Abstract: Abstract In this paper we present a challenge based teaching model for Structural Analysis courses within the framework of our education model, namely (blinded for review) in which some courses are taught with the participation of an industry partner. The content of this course is usually complex and some principles and concepts are difficult for students to associate with a real life application. Contents include Energy Methods, Stiffness and Flexibilities Methods and an Introduction to the Finite Element Method. The main component of the model is the solution of a challenge for which, students work in teams. The challenge presented to students at the beginning of an intense five week period consisted on the design of the structure of an industrial warehouse in a given location. Students have to present a solution applying the concepts seen in the course as well as the local building code requirements. The course is taught by two or three professors and the participation of people from a chosen industry partner, that for the case of this course, it is a professional and chartered structural engineering firm. For the solution of the challenge, the participation of such an industry partner was crucial, as they provided information, advice and recommendations to students in several meetings throughout the five week period. The results included in this paper are from two different implementations of the model in two different campuses of our university system. Two different industry partners participated, one for each location and the challenge was similar in both cases. Some results on student satisfaction and the type of activities that they enjoyed the most are also presented. This work can be used to design new courses related to Structural Analysis that can benefit from the participation of industry partners, as we consider that this type of model can close the gap between those theoretical courses and the design courses that are further ahead in the curricula of Civil Engineering students.
WIP: Instances of Dynamic Pedagogical Decision Making in the Uptake of a Technology Tool

Authors:
raw_author_name: Milo Koretsky
raw_affiliation_string: Tufts University

Abstract: 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.
The Impact of Papers in the ASEE Computing &amp; Information Technology Division

Authors:
raw_author_name: Barry Lunt
raw_affiliation_string: Brigham Young University

Abstract: 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

Authors:
raw_author_name: Aparajita Jaiswal
raw_affiliation_string: Purdue University at West Lafayette (PPI)
raw_author_name: Devang Patel
raw_affiliation_string: Purdue University at West Lafayette (COE)
raw_author_name: Alejandra Magana
raw_affiliation_string: Purdue University at West Lafayette (COE)

Abstract: 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

Authors:
raw_author_name: Cheryl Resch
raw_affiliation_string: University of Florida
raw_author_name: Christina GaRdner-Mccune
raw_affiliation_string: Clemson University

Abstract: 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: Undergraduate Courses in Quantum Computing: A Proposal based on our Experience Building a Python-based Quantum Computer Simulator

Authors:
raw_author_name: David Hoe
raw_affiliation_string: Loyola University Maryland
raw_author_name: Dave Binkley
raw_affiliation_string: Loyola University Maryland

Abstract: 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

Authors:
raw_author_name: Kuldeep Rawat
raw_affiliation_string: Elizabeth City State University

Abstract: 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

Authors:
raw_author_name: Krista Kecskemety
raw_affiliation_string: The Ohio State University

Abstract: 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.
An infrastructure 3D-lab based on virtual visits at Call of Duty Warzone to Develop Student’s Competencies During the COVID-19 Pandemic

Authors:
raw_author_name: Romeo Ballinas-Gonzalez
raw_affiliation_string: Tecnologico de Monterrey  (ITESM)
raw_author_name: Miguel X. Rodriguez-Paz
raw_affiliation_string: Tecnologico de Monterrey  (ITESM)

Abstract: 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.
Assessing Head- Hand- and Heart-Related Competencies through Augmented-Reality

Authors:
raw_author_name: Logan Perry
raw_affiliation_string: University of Nebraska - Lincoln
raw_author_name: Jeremi London
raw_affiliation_string: Virginia Polytechnic Institute and State University
raw_author_name: Steven Ayer
raw_author_name: Wei Wu
raw_affiliation_string: California State University, Fresno
raw_author_name: Kieren McCord
raw_affiliation_string: Arizona State University

Abstract: Abstract This work in progress paper presents an assessment framework for an authentic learning activity in augmented reality (AR). Constant changes in technical and societal needs require educational programs to constantly rethink the status quo and explore ways to align future professionals' formal education with emerging workforce demands. Such is critical for all professions — including those in the architecture, engineering, and construction (AEC) industry. While many may agree on the need to do this, what is less clear is the scholarly approach required for undertaking such an endeavor. Insights from studies associated with the Preparation for the Professions Program led by the Carnegie Foundation for the Advancement of Teaching offer a framework used for exploring professional preparation across professions is commonly referred to as the Three Apprenticeships—namely, Apprenticeships of the Head, the Hand, and the Heart. Within engineering-related fields, academic preparation for the profession primarily focuses on technical knowledge; but there is a need for more holistic, integrated learning experiences that involve different kinds of knowledge (Head), skills (Hand), and professional judgment (Heart). This study leverages the Three Apprenticeship framework to assess an integrated learning AEC experience in augmented reality (AR) by using real-time data collected from participants. Using the context of a children's playground, participants were asked to redesign an existing play structure to better meet the needs of children, parents, and other stakeholders within the community. A five-metric assessment was developed to operationalize the head, hand, and heart constructs in this context and measure participants' ability to think holistically in an authentic learning experience. These five assessment metrics included cost, time, safety, sustainability, and fun. This paper explores the development of this assessment and shares preliminary findings from the study.