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A national survey of physics faculty was conducted to investigate theprevalence and nature of computational instruction in physics courses acrossthe United States. 1246 faculty from 357 unique institutions responded to thesurvey. The results suggest that more faculty have some form of computationalteaching experience than a decade ago, but it appears that this experience doesnot necessarily translate to computational instruction in undergraduatestudents' formal course work. Further, we find that formal programs incomputational physics are absent from most departments. A majority of facultydo report using computation on homework and in projects, but few report usingcomputation with interactive engagement methods in the classroom or on exams.Specific factors that underlie these results are the subject of future work,but we do find that there is a variation on the reported experience withcomputation and the highest degree that students can earn at the surveyedinstitutions.

On the Prevalence and Nature of Computational Instruction in Undergraduate Physics Programs across the United States