2025 ASEE Annual Conference & Exposition

R1 and R2 Collaboration and Exchange: The Journey Towards a Practicum Experience

Presented at GSD 4: Stressors and Supports

As part of a collaboration between R1 University and R2 University, a graduate student needed to engage in a research practicum at R2 during Spring Semester 2025, allowing for cross-pollination of ideas and strategies. The hosting of a R1 student for a practicum was a new opportunity for R2, which posed several challenges. In this paper we discuss the benefits and challenges of instituting a collaboration between the two universities and a path for a practicum to occur.

R1 developed a pedagogical tool designed to improve novice programmers’ skills by offering real-time feedback while students code, which has shown significant success in introductory computing courses, into classrooms at R2 University. This project is a collaboration between R1 University and R2 University, with key participants including PhD Graduate Student, her faculty advisor at R1 and faculty mentor at R2. The project seeks to foster inter-institutional collaboration to develop a comprehensive dissemination model for R1’s technology. This model will extend the reach of R1’s research and technological innovations to new academic environments and learning contexts.

This paper documents the collaboration process between R1 and R2, the mentoring between R1 faculty and R2 faculty, and the benefits to all stakeholders. Key outputs of this project include a proposal to NSF-IUSE Level 2 for expanded dissemination, a proposal to NSF-DRK12 to incorporate code critique tools into K12 programming outreach, and the development of at least three academic papers. These outputs will target broadening access to effective programming education in both higher education and K12 settings. By creating scalable models for sharing R1’s educational innovations, this project aims to address the growing demand for high-quality, accessible programming instruction across diverse learning environments, ultimately contributing to the development of computational literacy and problem-solving skills in the next generation of learners. An outcome of this collaboration at the R2 institution is the formation of a committee to streamline the process for inviting and hosting PhD students and visiting researchers.

Authors

Laura Albrant http://orcid.org/0009-0003-6721-0969 Michigan Technological University [biography]

After completing a bachelor's degree in computer science, Laura Albrant decided to challenge how she viewed software development, by switching departments. Currently working towards a doctoral degree in human factors at Michigan Technological University, Laura pursues interests on both sides of the fence through education research.
Dr. Leo C. Ureel II http://orcid.org/0000-0002-2214-5468 Michigan Technological University [biography]

Leo C. Ureel II is an Assistant Professor in Computer Science and in Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial Intelligence
Dr. Lynn A. Albers http://orcid.org/0000-0002-1436-0256 Hofstra University [biography]

Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering of the Fred DeMatteis School of Engineering and Applied Science at Hofstra University. Her previous academic contribution was as one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time program for third, fourth and fifth graders to introduce them to renewable energy.

She grew up on the Hempstead Plain of Long Island, NY, home of Indigenous peoples who called this region Sewanhacky, Wamponomon, and Paumanake – sacred territory inhabited by the Carnarsie, Rockaway, Matinecock, Merricks, Massapequa, Nissequoge, Secatoag, Seatauket, Patchoag, Corchaug, Shinnecock, Manhasset, and Montauk.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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