Impact of computational curricular reform on non-participating undergraduate courses: Student and faculty perspective

C. Lee, A. Schleife, D. R. Trinkle, J. A. Krogstad, R. Maass, P. Bellon, J. K.. Shang, C. Leal, M. West, T. Bretl, G. L. Herman, and S. Tang

in Proceedings of the 126th American Society for Engineering Education Annual Conference and Exposition (ASEE 2019), Paper ID #27146, 2019.

A computational approach has become an indispensable tool in materials science research and related industry. At the University of Illinois, Urbana-Champaign, our team at the Department of Materials Science and Engineering (MSE), as part of a Strategic Instructional Initiatives Program (SIIP), has integrated computation into multiple MSE undergraduate courses over the last years. This has established a stable environment for computational education in MSE undergraduate courses through the duration of the program. To date, all MSE students are expected to have multiple experiences of solving practical problems using computational modules before graduation. In addition, computer-based techniques have been integrated into course instruction through iClicker, lecture recording, and online homework and testing. In this paper, we seek to identify the impact of these changes beyond courses participating in the original SIIP project. We continue to keep track of students’ perception of the computational curriculum within participating courses. Furthermore, we investigate the influence of the computational exposure on students’ perspective in research and during job search. Finally, we collect and analyze feedback from department faculty regarding their experience with teaching techniques involving computation.

External link: https://peer.asee.org/32926

Full text: LeScTrKrMaBeEtAl2019.pdf