Computational Skills

Description Benefits Effective Practices Programmatic Assessments Resources Evidence Glossary

Computational skills encompass computational physics skills (e.g., translating models into code, choosing scales and units, choosing appropriate algorithms and tools, extracting physical insight, understanding the limitations of computers and computer models), the use of a variety of computational tools (e.g., spreadsheets, structured programming languages, computer-based symbolic manipulations, modeling packages), and technical computing skills (e.g., analysis, visualization, and presentation of data). Computational skills can be introduced at numerous points throughout the curriculum through individual and group activities, and can become more sophisticated as students progress through their education.

Benefits

Computational tools and techniques are used ubiquitously in physics, are integral to how physics is currently practiced, and provide excellent preparation for careers. Knowledge and skills in programming, simulations, and modeling are needed by physics graduates in a variety of careers. Adding these skills to the curriculum addresses a common weakness that many physics graduates report in their undergraduate programs, improves and accelerates students’ ability to engage in research and solve research-like problems, and may assist in the recruiting of students. Computational skills allow students to answer questions not solvable through analytic techniques, including practical and applied problems, and are transferable across disciplines. The use of computational tools can deepen students’ understanding of fundamental concepts and principles.

Effective Practices

Establish goals and a plan for providing students with computational skills
Integrate opportunities to develop computational skills into the curriculum
Provide students early and continuing opportunities to learn and apply computational skills
Communicate the value of computation in physics and for a broad range of careers

Programmatic Assessments

The Cycle of Reflection and Action

Where are you and what are you trying to accomplish?

Who should be involved?

What will you do?

How did it go and what comes next?

To be intentional about change, a department must have a clear understanding of its present situation and a vision for what it would like to become. Our cycle of self-reflection questions will help your department start conversations and structure thinking about how to get from where you are to where you want to be.

The Cycle of Reflection and Action will help you put the EP3 Guide to work for your department.

Learn more about the Cycle of Reflection and Action and how it can help your department.

Guide to Computational Skills

Benefits

Effective Practices

Establish goals and a plan for providing students with computational skills

Integrate opportunities to develop computational skills into the curriculum

Provide students early and continuing opportunities to learn and apply computational skills

Communicate the value of computation in physics and for a broad range of careers

Programmatic Assessments

The Cycle of Reflection and Action

Brought to you by

Funding provided by