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<!DOCTYPE html>
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<img src="assets/headshot.png" alt="Seth Bernstein" class="profile-pic" />
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<h1>Seth Bernstein</h1>
<p>PhD Student, University of Michigan<br>School of Information<br>NSF Graduate Research Fellow</p>
<p><strong>Research:</strong> HCI & Computing Education</p>
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<strong>Announcement:</strong><br>
I’m excited to share that my paper, <strong><em>Exploring the Value of Diverse LLM Explanations in Introductory Programming</em></strong>, has been accepted to <em>SIGCSE Virtual 2026</em> Conferenceerence.
<a href="https://www.researchgate.net/publication/408236481_Exploring_the_Value_of_Diverse_LLM_Explanations_in_Introductory_Programming"
target="_blank"
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Read the preprint.
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<section id="about" class="fade-in">
<h2>About</h2>
<p>
I’m interested in making computing education more accessible and personally meaningful through
Human-Computer Interaction (HCI) and AI. My interest in computing began in seventh grade when I
started programming on my TI-84 calculator. At Temple University, I began researching
how to help novice students understand programming concepts.
</p>
<p>
My work currently explores how large language models (LLMs) can generate analogies, explanations,
and learning
materials that reflect students' interests and backgrounds. I am passionate about making computing
more inclusive,
especially for students who don’t yet see themselves represented in technical spaces. In the fall of 2025, I began my PhD at the <span class="blue">University of Michigan School of Information</span>,
where I am advised by <a href="https://www.si.umich.edu/people/barbara-ericson" target="_blank" rel="noopener noreferrer">Dr. Barbara Ericson</a>. <span class="blue">Go blue!</span>
</p>
</section>
<section id="research" class="fade-in">
<h2>Research</h2>
<p>
My research focuses on using LLMs to personalize learning in computing education. I study how
AI-generated
explanations and analogies can be adapted to align with students’ interests, cultural backgrounds,
and learning
needs.
</p>
<p>
I combine LLMs with perspectives from HCI to better understand how to support intrinsic motivation
and deliver adaptive feedback.
This includes building interactive tools, analyzing student responses, and evaluating how
personalized
support affects comprehension. I’m focused on making sure these systems help students learn, not
replace or
mislead them.
</p>
</section>
<section id="publications" class="fade-in">
<h2>Publications</h2>
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<div class="pub-card" data-year="2025" data-type="conf"
data-title="beyond the benefits: a systematic review of the harms and consequences of generative ai in computing education">
<h3 class="pub-title"><a href="https://dl.acm.org/doi/10.1145/3769994.3770036" target="_blank">Beyond the Benefits: A Systematic Review of the Harms and Consequences of Generative AI in Computing Education</a></h3>
<p class="pub-authors"><b>Seth Bernstein</b>, Ashfin Rahman, Nadia Sharifi, Ariunjargal Terbish, Stephen MacNeil</p>
<div class="pub-venue-row"><span class="pub-venue">Koli Calling 2025</span><span class="pub-tag pub-tag--conf">Conference</span></div>
</div>
<div class="pub-card" data-year="2024" data-type="conf"
data-title="like a nesting doll: analyzing recursion analogies generated by cs students using large language models">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3649217.3653533" target="_blank">Like a Nesting Doll: Analyzing Recursion Analogies Generated by CS Students using Large Language Models</a></h3>
<p class="pub-authors"><b>Seth Bernstein</b>, Paul Denny, Juho Leinonen, Stephen MacNeil, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">ITiCSE 2024</span><span class="pub-tag pub-tag--conf">Conference</span></div>
</div>
<div class="pub-card" data-year="2024" data-type="poster"
data-title="analyzing students' preferences for llm-generated analogies">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3649405.3659504" target="_blank">Analyzing Students' Preferences for LLM-Generated Analogies</a></h3>
<p class="pub-authors"><b>Seth Bernstein</b>, Paul Denny, Juho Leinonen, Stephen MacNeil, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">ITiCSE 2024</span><span class="pub-tag pub-tag--poster">Poster</span></div>
</div>
<div class="pub-card" data-year="2026" data-type="poster"
data-title="assessing the role of diversity in llm explanations for enhancing student understanding">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3770761.3777320" target="_blank">Assessing the Role of Diversity in LLM Explanations for Enhancing Student Understanding</a></h3>
<p class="pub-authors">Kush Patel, <b>Seth Bernstein</b>, Rayhona Nasimova, Paul Denny, Juho Leinonen, Stephen MacNeil</p>
<div class="pub-venue-row"><span class="pub-venue">SIGCSE TS 2026</span><span class="pub-tag pub-tag--poster">Poster</span></div>
</div>
<div class="pub-card" data-year="2022" data-type="poster"
data-title="generating diverse code explanations using the gpt-3 large language model">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3501709.3544280" target="_blank">Generating Diverse Code Explanations using the GPT-3 Large Language Model</a></h3>
<p class="pub-authors">Stephen MacNeil, Andrew Tran, Dan Mogil, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">ICER 2022</span><span class="pub-tag pub-tag--poster">Poster</span></div>
</div>
<div class="pub-card" data-year="2023" data-type="conf"
data-title="comparing code explanations created by students and large language models">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3587102.3588785" target="_blank">Comparing Code Explanations Created by Students and Large Language Models</a></h3>
<p class="pub-authors">Juho Leinonen, Paul Denny, Stephen MacNeil, Sami Sarsa, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">ITiCSE 2023</span><span class="pub-tag pub-tag--conf">Conference</span></div>
</div>
<div class="pub-card" data-year="2023" data-type="bof"
data-title="the implications of large language models for cs teachers and students">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3545947.3573358" target="_blank">The Implications of Large Language Models for CS Teachers and Students</a></h3>
<p class="pub-authors">Stephen MacNeil, Joanne Kim, Juho Leinonen, Paul Denny, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">SIGCSE 2023</span><span class="pub-tag pub-tag--bof">BoF</span></div>
</div>
<div class="pub-card" data-year="2024" data-type="conf"
data-title="decoding logic errors: a comparative study on bug detection by students and large language models">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3636243.3636245" target="_blank">Decoding Logic Errors: A Comparative Study on Bug Detection by Students and Large Language Models</a></h3>
<p class="pub-authors">Stephen MacNeil, Paul Denny, Andrew Tran, Juho Leinonen, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">ACE 2024</span><span class="pub-tag pub-tag--conf">Conference</span></div>
</div>
<div class="pub-card" data-year="2023" data-type="conf"
data-title="experiences from using code explanations generated by large language models in a web software development e-book">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3545945.3569785" target="_blank">Experiences from Using Code Explanations Generated by Large Language Models in a Web Software Development E-Book</a></h3>
<p class="pub-authors">Stephen MacNeil, Andrew Tran, Arto Hellas, Joanne Kim, Sami Sarsa, Paul Denny, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">SIGCSE 2023</span><span class="pub-tag pub-tag--conf">Conference</span></div>
</div>
<div class="pub-card" data-year="2023" data-type="workshop"
data-title="automatically generating cs learning materials with large language models">
<h3 class="pub-title"><a href="https://doi.org/10.1145/3545947.3569630" target="_blank">Automatically Generating CS Learning Materials with Large Language Models</a></h3>
<p class="pub-authors">Stephen MacNeil, Andrew Tran, Juho Leinonen, Paul Denny, Joanne Kim, Arto Hellas, <b>Seth Bernstein</b>, et al.</p>
<div class="pub-venue-row"><span class="pub-venue">SIGCSE 2023</span><span class="pub-tag pub-tag--workshop">Workshop</span></div>
</div>
<div class="pub-card" data-year="2023" data-type="preprint"
data-title="prompt middleware: mapping prompts for large language models to ui affordances">
<h3 class="pub-title"><a href="https://arxiv.org/abs/2307.01142" target="_blank">Prompt Middleware: Mapping Prompts for Large Language Models to UI Affordances</a></h3>
<p class="pub-authors">Stephen MacNeil, Andrew Tran, Joanne Kim, Ziheng Huang, <b>Seth Bernstein</b>, Dan Mogil</p>
<div class="pub-venue-row"><span class="pub-venue">arXiv 2023</span><span class="pub-tag pub-tag--preprint">Preprint</span></div>
</div>
</div>
</section>
<!-- <section id="service" class="fade-in"> -->
<!-- <h2>Service</h2>
<p>
Most of my service work has been rooted in the Temple HCI Lab, where I took on a leadership role
mentoring newer students, facilitating reading groups, and organizing collaborative workshops. I
helped structure onboarding processes, provided feedback on projects, and worked closely with
faculty to ensure that students felt supported and engaged. An important aspect was creating an
environment where everyone
could contribute meaningfully—regardless of prior experiences.
</p>
<p>
Outside the lab, I served as President of Temple’s ACM chapter. I worked with a small team to host
employer visits, technical workshops, student socials, and
events designed to bring the department together. I wanted ACM to feel like a space where students
could grow.
</p>
<p>
I also directed OwlHacks, Temple’s annual hackathon, reviving the event after a two-year hiatus. We
organized two hackathons in under a year, growing participation by over 100 students and ending with
the largest hackathon in Temple’s history, with more than 250 attendees. I focused on building a
beginner-friendly experience that encouraged collaboration and learning.
</p>
<p>
I’ve also mentored undergraduate researchers through the NSF REU program. My focus there was on
building a near-peer mentorship model where students felt comfortable asking questions and learning
research practices. I aimed to reduce the power distance between faculty and students by fostering a
supportive and conversational research environment.
</p>
</section> -->
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