Transforming Engineering Education: The Shift in Pratt School of Engineering’s Introduction to Computing

What does it mean to think like an engineer? At the Pratt School of Engineering, this question drives a new approach to education. The revamped introductory computing course, titled Engineering 105L: Computing for Engineers, focuses on the “how” of programming over the “what,” aiming to equip students with versatile problem-solving skills.

The Evolution of Computational Skills at Pratt

Genevieve Lipp, assistant professor of the practice in the department of electrical and computer engineering and director of the first-year computing program, designed the new course. It evolved from EGR 53L, Computational Methods in Engineering, led by Michael Gustafson, associate professor of the practice and director of undergraduate studies in the same department.

The original EGR 53L course, later reclassified to EGR 103L, was mandatory for all Pratt undergraduates. It used MATLAB, a programming language ideal for data analysis, to teach skills like data loading, saving, and graphical representation. However, it became clear that a shift was needed.

In 2018, the course transitioned to Python, a more widely understood language among students. Meanwhile, Pratt’s policies changed, enabling students with Advanced Placement credit or programming experience to skip EGR 103L and opt for Computer Science 201. This switch left some students less familiar with specific tools necessary for processing and displaying data.

Faculty’s Vision for Computational Thinking

Recognizing this shift, the faculty sought a new method to teach introductory computing. Gustafson stated, “What we really wanted students to be able to do is leave the course, and… based on understanding computational thinking… be much better able to come up with a novel solution for that class… rather than possibly being boxed in by having just learned particular methods that may not specifically apply.”

EGR 105L now prioritizes developing students’ problem-solving skills over exposing them to specific tools. Lipp highlighted in an email to The Chronicle, “By shifting focus from computational methods, we make room for really allowing students time to learn to think like programmers and to hone nontechnical skills of resilience and collaboration.”

The course began its rollout in spring 2024, with full implementation in the fall. Lipp reported positive feedback, saying, “feedback so far has been solid.”

Innovative Teaching Methods and Projects

As the focus of the course shifted towards computational thinking, it incorporated more practical, real-world projects to enhance hands-on learning. One project saw students developing software to analyze data from sleep studies and generate a diagnostic PDF. Another group simulated the deorbit of the International Space Station by modeling gravity, drag, and thrust.

Lipp described her role as instructors, noting, “As an instructor, one has to let go of specifying the exact content of the course in favor of letting students lead the exploration of the skills they need for their specific project.”

She also emphasized the innovative grading methods, which place more weight on feedback rather than exams. Assignments are project-based, with quizzes allowing for retakes. Final grades consider both the quantity and quality of work completed.

Continuous Improvement and Accessibility

Lipp aims to make domain knowledge more accessible to students. For instance, she added introductory exercises and checkpoints to a project involving affordable housing feasibility analysis, which initially seemed overwhelming to many students.

Both Gustafson and Lipp incorporate The Seven Steps, a problem-solving methodology that offers “next steps” at each roadblock. This method encourages students to work through examples, generalize their insights, and test solutions manually before writing code.

Gustafson highlighted the importance of this approach, noting, “Algorithm development and… truly being able to analyze process before even going to the computer is something that is much more important to focus on.”

The Future of Engineering Education

The transformation at Pratt School of Engineering exemplifies a broader trend in higher education, moving away from rote learning towards a focus on critical thinking and practical application. By prioritizing computational thinking and problem-solving skills, the new curriculum aims to prepare students for a range of challenges in engineering and beyond.

As this innovative approach takes hold, it will be fascinating to see how it impacts student outcomes and influences future educational practices.