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A computational approach has become an indispensable tool in materials science research and related industry. At the University of Illinois, Urbana-Champaign, our team at the Department of Materials Science and Engineering (MSE), as part of a Strategic Instructional Initiatives Program (SIIP), has integrated computation into multiple MSE undergraduate courses over the last years. This has established a stable environment for computational education in MSE undergraduate courses through the duration of the program. To date, all MSE students are expected to have multiple experiences of solving practical problems using computational modules before graduation. In addition, computer-based techniques have been integrated into course instruction through iClicker, lecture recording, and online homework and testing. In this paper, we seek to identify the impact of these changes beyond courses participating in the original SIIP project. We continue to keep track of students' perception of the computational curriculum within participating courses. Furthermore, we investigate the influence of the computational exposure on students' perspective in research and during job search. Finally, we collect and analyze feedback from department faculty regarding their experience with teaching techniques involving computation.
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Science Thinking for Tomorrow Today
This article introduces the Integrated Science Practices Enhanced by Computational Thinking (InSPECT project). We live in an era in which connectivity reigns supreme, and the “Internet of Things,” from self-driving cars to “smart homes,” has become part of our increasingly technological world. Solving big problems like growing sufficient food and developing complex medical treatments requires more than memorizing facts. Knowing how to leverage technology and program computers, formulate and solve problems, generate and interpret various kinds of data, as well as carry out hands-on experiments have become part of an essential skill set. Yet these skills—necessary for solving today’s dynamic, multidisciplinary problems—are rarely taught in a collaborative and integrated way in current K-12 classrooms.We’re investigating ways to teach students how to learn science by doing science, like real scientists—by undertaking authentically complex experiments that rely heavily on digital technology, and often have unexpected outcomes.
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- Award ID(s):
- 1640054
- PAR ID:
- 10126333
- Date Published:
- Journal Name:
- @Concord
- Volume:
- 21
- Issue:
- 2
- Page Range / eLocation ID:
- 10-11
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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A computational approach has become an indispensable tool in materials science research and related industry. At the University of Illinois, Urbana-Champaign, our team at the Department of Materials Science and Engineering (MSE), as part of a Strategic Instructional Initiatives Program (SIIP), has integrated computation into multiple MSE undergraduate courses over the last years. This has established a stable environment for computational education in MSE undergraduate courses through the duration of the program. To date, all MSE students are expected to have multiple experiences of solving practical problems using computational modules before graduation. In addition, computer-based techniques have been integrated into course instruction through iClicker, lecture recording, and online homework and testing. In this paper, we seek to identify the impact of these changes beyond courses participating in the original SIIP project. We continue to keep track of students’ perception of the computational curriculum within participating courses. Furthermore, we investigate the influence of the computational exposure on students’ perspective in research and during job search. Finally, we collect and analyze feedback from department faculty regarding their experience with teaching techniques involving computation.more » « less
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