Chang, W., & Ok, S. W., & West, M., & Hilgenfeldt, S., & Silva, M. (2024, June), Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47226

\bibitem{asee_peer_47226}
  Chang, W., \& Ok, S. W., \& West, M., \& Hilgenfeldt, S., \& Silva, M. (2024, June), \emph{Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47226

Wayne Chang, Seung Woo Ok, Matthew West, Sascha Hilgenfeldt, and Mariana Silva.  "Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47226 Internet.  15 Dec, 2024

\bibitem{asee_peer_47226}
  Wayne Chang, Seung Woo Ok, Matthew West, Sascha Hilgenfeldt, and Mariana Silva.
  "Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47226 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_47226
author = "Wayne Chang, Seung Woo Ok, Matthew West, Sascha Hilgenfeldt, and Mariana Silva"
title = "Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47226}
number = {10.18260/1-2--47226}
}

TY  - CPAPER
AB  - The integration of computational tools into engineering education has become pivotal, enhancing students’ depth of knowledge and better preparing them for future careers. The Mechanical Engineering department at a large midwestern university has embraced this shift since Fall 2021, by integrating  computational Python exercises through Jupyter notebooks into their Statics course, a required course in several degree programs in the College of Engineering. In each of the subsequent semesters, additional resources were made available to students to bolster the implementation of computational tools. In addition, the course sequence was modified to require students to take a linear algebra course with emphasis on computational tools as a co-requisite or prerequisite for the Statics course. In this paper, we summarize the results of surveys completed by students who have taken or are currently taking the Statics  course to identify the impact of these changes. In particular, we defined four different metrics to determine the impact of incorporating computational tools in this course: 1) effectiveness of the computational exercises in building Python skills; 2) students’ confidence level in solving statics problems; 3) students’ attitude towards the importance of computational tools; and 4) students’ satisfaction regarding the revised curriculum.. Our survey findings show that students feel their computational skills have improved during the semester, boosting their confidence in using these skills to solve statics problems. Additionally, as the use of computational tools increased throughout the semester, students' satisfaction with the course content also went up. Lastly, we find that the majority of the students believe acquiring computational skills is important for their post-graduation careers.
AU  - Wayne Chang
AU  - Seung Woo Ok
AU  - Matthew West
AU  - Sascha Hilgenfeldt
AU  - Mariana Silva
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course
UR  - https://peer.asee.org/47226
DO  - 10.18260/1-2--47226
ER  -