The Non‐Use of Computers in Undergraduate Engineering Science Courses

Abstract

AbstractBased on visits to twelve institutions spread across the United States, a survey was made of how engineering science courses have been influenced by the ready availability of computers. Although the sample was too small to support general conclusions, the findings were so consistent that they are presented as a possible stimulus to faculty members and others to make the same observations at other institutions. The survey supports the conclusion that computers are usually not used effectively in undergraduate engineering science courses. Often, they are not used at all. Problem‐solving approaches and calculation methods are little influenced by the availability of computers. Typically, faculty members reacted to this conclusion with disbelief and denial until they made their own observations. Speculation is offered on why faculty members do not use computers effectively in engineering science courses and why they initially deny the conclusion above. The challenge suggested for faculty members and industrial advisory board members is to make similar observations. The results may be eye‐opening.