2023 ASEE Annual Conference & Exposition

This complete evidence-based practice paper presents an analysis and lessons learned in introductory engineering courses with content that includes problem solving, algorithmic thinking, and C++ at a medium-sized private urban university. These courses specifically incorporate the integration of hands-on, project-based design projects with computer programming. The goal of the project work is to provide an authentic experience and give students the opportunity to develop process-driven problem-solving skills. A large focus here is given to developing algorithmic thinking skills and traditionally the introduction of computer programming has been used to help facilitate meeting this objective. In addition, with the ubiquitous use of microcontrollers and platforms such as Arduino, faculty now can integrate hands-on experiences with hardware to facilitate student learning and motivation.

This study looks at a pre- and post-programming survey to infer best practices on two different approaches in teaching programming and algorithmic thinking with hardware applications. In the first approach, students are first taught algorithmic thinking and programming in C++ in a traditional sense, without an introduction to hardware applications. Once they have gained facility in the programming language, they then apply this knowledge to hardware applications. In the second approach, students are introduced to programming and algorithmic thinking via the hardware applications; the material is introduced concurrently instead of sequentially.

The purpose of this paper is to outline the differences of the two approaches and present the student learning outcomes from each. Initial course surveys indicated that 67% of the students are coming into the course with little or no programming experience and 85% are coming in with little or no hardware experience. The lead research question the paper aims to answer is whether one approach is better than the other regarding student learning, student preference, and course satisfaction. The paper will also describe in detail the applications used in the various projects and analyze the above forms of assessment to qualify and quantify the approaches. Additional takeaways include how both the students and instructors are affected by each approach and the lessons learned along the way to make both successful.