Publications

These are all of my (and my lab students!) publications.

Each item provides a link to the publication, as well as citation details in both plaintext and BibTeX formats (I know the pain, LaTeX users)

2021

Frozen in the Past: When it Comes to Analogy Fears, it’s Time for Us to “Let it Go”
ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)
✨Briana Bettin, Linda Ott

πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(DOI)

Quick Overview πŸ”Ž: Computing education research often associates analogy unfavorably, despite the cognitive merit and common use by instructors. We explore why this may be and offer suggestions for elevating analogy conversations in CS Ed.


2020

Infusing Computing Identity into Introductory Engineering Instruction
IEEE Frontiers in Education Conference (FIE)
✨Briana Bettin, Michelle Jarvie-Eggart, Kelly Steelman, Charles Wallace
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(Link)

Quick Overview πŸ”Ž: Difficulties were observed in engineering students identifying programming as a relevant job skill. We explore this and outline three goals for resolving this as well as relevant interventions for these goals


Work in progress: Student perception of computer programming within engineering education: An investigation of attitudes, beliefs, and behaviors
American Society for Engineering Education Annual Conference (ASEE)
Kelly Steelman, Michelle Jarvie-Eggart, Kay Tislar, Charles Wallace, Nathan Manser, ✨Briana Bettin, Leo Ureel – 2020
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(Link)

Quick Overview πŸ”Ž: Engineering students are interviewed to identify their perceptions of the value of programming to an engineers career, and whether they see themselves as programmers.


πŸ‘‘ The Stained Glass of Knowledge:
On Understanding Novice Mental Models of Computing

Michigan Technological University, Computer Science Department (PhD Dissertation)
✨Briana C. Bettin – 2020
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(Link)

Quick Overview πŸ”Ž: Cognition of learning is explored to make the case for the necessity and value of analogy in CS Education. A framework for designing well-formed analogy is presented. Students are interviewed regarding forms and use of analogy, as well as on their experiences in a first year programming course.


2019

More Effective Contextualization of CS Education Research:
A Pair-Programming Example

ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)
✨Briana Bettin, Linda Ott, Leo Ureel – 2019
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(DOI)

Quick Overview πŸ”Ž: The problem of lacking background context in CS Education research is presented by exploring the differences of various pair programming setups that are all described as “pair programming” on surface. Suggestions are provided for necessary context to include in results to allow for richer inference of meaning.


2018

The impact of placement in introductory computer science courses on student persistence in a computing major
ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)
Linda Ott, ✨Briana Bettin, Leo Ureel – 2018
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(DOI)

Quick Overview πŸ”Ž: Survey results regarding pacing of the accelerated and normal-paced intro CS courses at our university indicate that our placement intervention has positively impacted student perceptions of difficulty, increasing chances they will persist.


2017

The impact of placement strategies on the success of students in introductory computer science
IEEE Frontiers in Education Conference (FIE)
Glen Archer, ✨Briana Bettin, Leonard Bohmann, Allison Carter, Christopher Cischke, Linda M. Ott, Leo Ureel – 2017
πŸ“(Cite as Plaintext) πŸ“(Cite as BiBTeX) πŸ“–(PDF) πŸ”—(Link) πŸ”—(DOI)

Quick Overview πŸ”Ž: A placement intervention for our accelerated and normal-paced intro CS courses is reviewed with regard to student grades in their placed course versus prior years.