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Just because we teach it does not mean they use it: Case of programming skills
2013 IEEE Frontiers in Education Conference (FIE)
We are assessing the effect of our new freshman electrical engineering course sequence on follow-on courses. One of our assessments is a survey distributed to sophomores in electrical circuits and juniors in microelectronics courses. Roughly one half of freshman year is spent on programming in MATLAB and C, and problem solving using these programming tools. Our observation is that students consider programming important and have reasonably good confidence (self-efficacy) that they can solvedoi:10.1109/fie.2013.6685038 dblp:conf/fie/PejcinovicHCW13 fatcat:kegsyo3wbvdv7fkhrp43a3caky