2025 ASEE Annual Conference & Exposition

Freshman engineering students globally often embark on their programs with varying degrees of computer programming experience, encountering a diverse array of languages such as Fortran, Visual Basic, C, JAVA, Python, and MATLAB in their initial year. Each language brings its own unique advantages and limitations. This paper investigates the introduction of a C++ course, emphasizing how it can elevate the critical thinking skills of engineering students across diverse educational and cultural settings. By drawing on case studies and examples from various international academic environments, this paper aims to showcase how C++ enhances problem-solving and adaptability to global engineering challenges.

Unlike the higher-level nature of Python and MATLAB, C++ necessitates a more contemplative approach to code writing, cultivating a deeper understanding. The additional cognitive effort invested in learning C++ proves beneficial when students later engage with other programming languages. Furthermore, this paper illustrates how the object-oriented features of C++ can systematically address engineering problems in mechanical, civil, chemical, and electrical engineering disciplines on a global scale.

Acknowledging the evolving educational landscape, we propose a specially tailored C++ course designed for engineering disciplines. This course is uniquely structured to incorporate global engineering scenarios, fostering intercultural learning and collaboration. Additionally, the curriculum bridges engineering and computer science, providing a valuable pathway for students contemplating a shift to computer science. The paper encompasses a detailed course description, sample problems, and comparative results, showcasing the course's ability to enhance critical thinking and address international educational goals.