Computational thinking and specifications grading in an introductory calculus-based mechanics course at The University of Texas at El Paso (UTEP)

We describe the course structure and pedagogical material developed for a calculus-based introductory mechanics course at The University of Texas at El Paso (UTEP) that uses coding exercises and computational thinking to introduce students to real-life applications of mechanics, particularly in sports science, and to build intuition about the use of calculus. No coding experience was required nor assumed. The course used specifications grading and the course elements were gamified; it provided incentives for the students to self-organize and engage in social learning, as well as team coding projects that relied on problem-based learning. The course was evaluated using the Colorado Learning Attitudes about Science Survey and by comparing the performance of the students with previous iterations of the course.