  A national survey of physics faculty was conducted to investigate the
prevalence and nature of computational instruction in physics courses across
the United States. 1246 faculty from 357 unique institutions responded to the
survey. The results suggest that more faculty have some form of computational
teaching experience than a decade ago, but it appears that this experience does
not necessarily translate to computational instruction in undergraduate
students' formal course work. Further, we find that formal programs in
computational physics are absent from most departments. A majority of faculty
do report using computation on homework and in projects, but few report using
computation 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 with
computation and the highest degree that students can earn at the surveyed
institutions.
