Exploring Proficiency Testing of Programming Skills in Lower-division Computer Science and Electrical Engineering Courses

摘要

It is generally accepted that all engineering students should be able to perform some programming tasks. For example, ABET calls for electrical engineering (EE) curricula to include "engineering topics (including computing science) necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components."1 In most disciplines, programming plays a supporting role as one of the tools that future engineers will need to tackle problem solving and design projects. Because it is considered such a basic tool, programming is typically taught in freshman or sophomore courses. Many engineering students get their first exposure to programming in a class where a programming language is used to assist problem solving. In electrical engineering (EE), this may be followed by another course covering more advanced programming concepts. For example, in our EE program at Portland State University (PSU), we teach MATLAB as part of a first-year "introduction to engineering" and problem solving course. This is then followed by an intermediate level C programming course. Obviously, in computer science (CS) programs there is much greater emphasis on immediate application of programming and development of necessary theoretical concepts. Most engineering programs do not have time in their curriculum to prepare students in their lower-division coursework to a similar level of depth.