Integrating computing into thermodynamics: Lessons learned

Abstract

Even though computing has become pervasive in today's workplace, many engineering curricula have lagged in creating engineers with computational aptitude. Computational-capable engineers are ones who can utilize computing effectively to solve engineering problems. Developing these computationally capable engineers means understanding that changes in the undergraduate engineering curriculum must recognize it's context in an educational continuum. Starting from the first computing course, the computing skills need to be reinforced at subsequent levels in the curriculum (i.e., in selected 200, 300 and 400 level courses) in order for students to continue to use and build on their skills. In this paper, we will illustrate the kinds of computing based on Excel/VBA that were utilized in an engineering thermodynamics course as part of a program to create a computational thinking thread in the curriculum. Assessment data over three years was used to modify the approaches and problems in each subsequent year. Finally, the lessons learned in introducing computing into engineering courses is addressed in terms of the amount of computing exercises to paper calculations, the types of assistance needed to help students in overcoming the time since taking the first computing course as well as a varied background in terms of computing. These lessons will be applicable to other types of engineering courses where computing is being introduced. © 2011 American Society for Engineering Education.