Gentry, S., & Altovar, R. (2022, August), Students’ changing perceptions of programming skills in Materials Science and Engineering  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41093

\bibitem{asee_peer_41093}
  Gentry, S., \& Altovar, R. (2022, August), \emph{Students’ changing perceptions of programming skills in Materials Science and Engineering}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41093

Susan Gentry and Rachel Altovar.  "Students’ changing perceptions of programming skills in Materials Science and Engineering".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41093 Internet.  30 Apr, 2024

\bibitem{asee_peer_41093}
  Susan Gentry and Rachel Altovar.
  "Students’ changing perceptions of programming skills in Materials Science and Engineering".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41093 Internet.  30 Apr, 2024

@INPROCEEDINGS{asee_peer_41093
author = "Susan Gentry and Rachel Altovar"
title = "Students’ changing perceptions of programming skills in Materials Science and Engineering"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41093}
number = {10.18260/1-2--41093}
}

TY  - CPAPER
AB  - Computational skills are integral to the materials science and engineering (MSE) curriculum and workforce preparation, as supported by several surveys of industry and faculty. However, prior studies have shown that students’ motivations to complete programming assignments do not always align with the instructor’s design. This paper reports on a survey of two recent graduating cohorts of MSE students. These students utilized programming skills in at least two required courses, and many opted to use these tools in other classes. When reflecting on their undergraduate careers, most respondents indicated that computational skills should be taught more frequently, similar to other findings from literature. Furthermore, respondents felt they valued these skills more as graduates than when completing their undergraduate coursework. The relevance of these skills for post-graduate careers was split between alumni who utilized these tools and those whose jobs did not require these skills. These respondents also reflected on the effect of the COVID-19 pandemic since it was expected to be a confounding factor in this project. As anticipated, several students noted this effect, such as the shift to remote activities when in-person work is not permitted. Although the long-term effects of the COVID-19 pandemic on education and industry careers are still unknown, this study highlights the need to follow student perceptions beyond a single course and into their post-graduate careers.  
AU  - Susan Gentry
AU  - Rachel Altovar
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Students’ changing perceptions of programming skills in Materials Science and Engineering
UR  - https://peer.asee.org/41093
DO  - 10.18260/1-2--41093
ER  -