TY - JOUR
T1 - Effects of Integrating Computational Tools into an Introductory Engineering Mechanics Course
AU - Chang, Wayne
AU - Ok, Seung Woo
AU - West, Matthew
AU - Hilgenfeldt, Sascha
AU - Silva, Mariana Teixeira
N1 - Publisher Copyright:
© American Society for Engineering Education, 2024.
PY - 2024/6/23
Y1 - 2024/6/23
N2 - Integrating computational tools into engineering education has become pivotal, enhancing students' depth of knowledge and better preparing them for future careers. The Grainger College of Engineering at the University of Illinois Urbana-Champaign 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. In each subsequent semester, 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 increased. Lastly, most students believe acquiring computational skills is important for their post-graduation careers.
AB - Integrating computational tools into engineering education has become pivotal, enhancing students' depth of knowledge and better preparing them for future careers. The Grainger College of Engineering at the University of Illinois Urbana-Champaign 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. In each subsequent semester, 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 increased. Lastly, most students believe acquiring computational skills is important for their post-graduation careers.
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M3 - Conference article
AN - SCOPUS:85202008566
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2024 ASEE Annual Conference and Exposition
Y2 - 23 June 2024 through 26 June 2024
ER -