2025 ASEE Annual Conference & Exposition

Reducing the DFW Rate for Engineering Majors in Introductory Computer Science Through Contextualized Learning and Peer-Supported Engagement

Presented at Computers in Education Division (COED) Track 3.B

In this paper, we examine the efficacy of two major approaches implemented to redesign the Computer Science I course for non-computing engineering majors, with the primary aim of reducing the DFW (Drop, Fail, and Withdrawal) rate. As computing skills have become indispensable in 21st-century engineering, the lack of an engineering-focused curriculum in introductory Computer Science courses often results in suboptimal learning outcomes and high DFW rates. Our course redesign tackled these issues by integrating two key strategies: contextualized learning and the inclusion of undergraduate learning assistants (LAs) to foster a peer-supported learning environment.

The first approach, contextualized learning, embeds computing concepts within real-world engineering problems. By presenting engineering-focused challenges, students were able to bridge the gap between theoretical knowledge and practical application. This approach not only fostered deeper comprehension but also significantly increased engagement, helping students to connect computing principles to their future careers. As a result, we observed improvements in both retention and academic performance.

The second approach involved the integration of undergraduate learning assistants in weekly labs. These LAs, who were often seen by students as peers, provided invaluable support in helping students navigate more complex problem-solving tasks. The peer connection fostered by the presence of LAs created a more open and approachable learning environment. Students felt more comfortable seeking help and asking questions, which encouraged active participation in labs and discussions and reduced hesitation in engaging with challenging material and promoted collaborative problem-solving, further enhancing the learning experience.

We applied these two strategies in tandem by presenting students with engineering problems, which were solved through in-class discussions and instructor guidance. During weekly labs, LAs were available to assist students with more advanced problems, reinforcing key concepts introduced in class. In addition to labs and discussions, the course included a semester-long project in which students identified a problem relevant to their major, developed a computational solution, and produced a professional report that explained the engineering design phases. This project not only reinforced technical skills but also developed students’ ability to communicate and document their work in a professional setting. To further support student learning, auto-graded homework assignments were utilized to provide real-time feedback, ensuring continuous reinforcement of the material.

We analyzed the grades of over 200 students across two semesters to assess the impact of the redesign. In addition to academic performance data, we conducted a post-course survey to evaluate students' learning expectations, outcomes, and perceptions of the course. The survey responses were categorized based on student majors: engineering, non-engineering, and undecided. One particularly noteworthy finding was the positive impact the redesign had on students in the undecided category, who were typically freshmen unsure of their major and more likely to withdraw from the class. This group, historically at higher risk of dropping the course, showed significant improvement in retention and engagement following the redesign.

Overall, the course redesign yielded substantial benefits for all student categories, resulting in a marked reduction in the DFW rate—from over 30% in traditional iterations of the course to just 9%. Additionally, feedback from instructors of subsequent courses that depended on the foundational knowledge provided by Computer Science I was overwhelmingly positive, affirming the effectiveness of our redesign approach. These results suggest that the combination of contextualized learning and peer-supported engagement via undergraduate TAs can serve as a powerful strategy for improving student outcomes in introductory computing courses, particularly for non-computing engineering majors.

This work demonstrates the success of employing targeted, pedagogically sound strategies to create a more engaging, supportive, and relevant learning environment, ultimately reducing the DFW rate and better preparing students for future coursework and professional challenges.

Authors

Muhammad Naveed Aman University of Nebraska - Lincoln
Moomal Bukhari University of Nebraska - Lincoln [biography]

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 University of Nebraska-Lincoln. Her research interests include cyber-physical systems, and cybersecurity.
Eric Clarence Einspahr University of Nebraska - Lincoln [biography]

Eric Einspahr is the Director of Academic Navigators at the University of Nebraska - Lincoln. He has 16 years of experience in higher education student affairs. The areas of student affairs Eric has worked in include academic advising, STEM student retention in the College of Engineering, and data driven/proactive outreach and interventions for undergraduate students. During this time Eric has developed in interest in using data to identify students in need of early interventions and to examine the student academic experience to ensure student success. Eric's work has a special focus on applying the Ecology of Validation to student experiences in higher education and working to close institutional equity gaps. Eric holds a Bachelors Degree in English and a Masters Degree in Higher Education Administration with an Emphasis in Student Affairs - both from the the University of Nebraska - Lincoln.
Dr. Jena Shafai Asgarpoor University of Nebraska - Lincoln [biography]

Dr. Jena Asgarpoor is a Professor of Practice at the University of Nebraska – Lincoln and the Director for the Master of Engineering Management Program in the College of Engineering. She received her Ph. D. and M.S. in Industrial Engineering, specializing in Engineering Management, from Texas A&M University in College Station where she had previously earned a B.A. in Political Science (Summa Cum Laude). Prior to UNL, she was a professor at Bellevue University for 26 years, where in 1994 as part of her teaching portfolio she developed and taught the first fully online asynchronous web-based course offered by that institution. Her interests lie in engineering management, quality management, pedagogy, and assessment of teaching and learning, particularly in the online space. She is active in the American Society for Engineering Management (ASEM) and the American Society for Engineering Education (ASEE). In recent years she has President of the Council of Engineering Management Academic Leaders (CEMAL) and Program Chair and Chair of the Engineering Management Division (EMD) of ASEE. Dr. Asgarpoor is currently serving as President of the American Society for Engineering Management (ASEM).
Dr. Bhuvaneswari Gopal http://orcid.org/0000-0002-1796-2789 University of Nebraska - Lincoln [biography]

Dr. Bhuvaneswari (Bhuvana) Gopal is an Assistant Professor of Practice in the School of Computing at the University of Nebraska-Lincoln where she teaches Software Engineering, Software Security in Practice, the industry internship course, and leads the Learning Assistant Program that serves several computing courses at the School of Computing. Dr. Gopal has extensive experience in the software industry, where she spent 14 years in various roles, including Software Architect and Lead software engineer positions before switching to full time academia. She is also a Microsoft certified professional, with an MCPD certification. Her research work is focused on evidence-based, active learning pedagogies to improve software engineering education. She has published papers specifically on Peer Instruction and Process Oriented Guided Inquiry-based Learning-like pedagogical approaches in the undergraduate software engineering classroom, both in person and virtual. She holds a Bachelors degree in Physics from the University of Madras, Chennai, India. She holds two Masters degrees - one in Computer Science from the University of Nebraska-Lincoln, and one in Medical Physics from Anna University, Chennai, India. She holds a Ph.D. in Computer Science from the University of Nebraska-Lincoln.

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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