Maczka, D. K., & McCave, E. J. (2023, July), WIP: Integrating Computation within an Engineering Physics Course  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44857

\bibitem{asee_peer_44857}
  Maczka, D. K., \& McCave, E. J. (2023, July), \emph{WIP: Integrating Computation within an Engineering Physics Course}
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44857

Darren K Maczka and Erin J. McCave.  "WIP: Integrating Computation within an Engineering Physics Course".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44857 Internet.  06 Oct, 2024

\bibitem{asee_peer_44857}
  Darren K Maczka and Erin J. McCave.
  "WIP: Integrating Computation within an Engineering Physics Course".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44857 Internet.  06 Oct, 2024

@INPROCEEDINGS{asee_peer_44857
author = "Darren K Maczka and Erin J. McCave"
title = "WIP: Integrating Computation within an Engineering Physics Course"
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44857}
number = {10.18260/1-2--44857}
}

TY  - CPAPER
AB  - There has been much interest in supporting the development of computational thinking skills in engineering students. Computational thinking (CT) supports both general problem-solving as well as computer programming. This work-in-progress paper describes efforts to develop a new two-course sequence that combines an introduction to engineering physics with computation and modeling. These courses were developed to support students who entered not calculus ready in their first semester. Retention rates for these students were significantly lower than calculus ready students, with 40% of these students never reaching their first engineering course. Evidence that integrated curricula lead to strengthened learning outcomes was a significant motivator in the development of this course sequence. We discuss how existing work informed the design of the course. The course sequence has both active-learning lecture sections as well as lab activities. Integration of CT occurs in both. We hope that a successful integration of CT will help us answer this research question: Does CT implemented in the context of a physics course improve learners’ problem-solving self-efficacy, programming self-efficacy, or both as compared to learners who experience similar content in separate courses? In conducting this work, we plan to collect pilot data from our population receiving the CT implementation that are enrolled in the two-course sequence and control students in the regular first physics course, both at the end of the fall and spring semesters. We expect to see that the students receiving the CT instruction will demonstrate that students in the new course sequence will have higher self-efficacy in both parameters. 
AU  - Darren K Maczka
AU  - Erin J. McCave
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - WIP: Integrating Computation within an Engineering Physics Course
UR  - https://peer.asee.org/44857
DO  - 10.18260/1-2--44857
ER  -