  We describe a project-based computational physics course developed using a
backwards course design approach. From an initial competency-based model of
problem solving in computational physics, we interviewed faculty who use these
tools in their own research to determine indicators of expert practice. From
these, a rubric was formulated that enabled us to design a course intended to
allow students to learn these skills. We also report an initial implementation
of the course and, by having the interviewees regrade student work, show that
students acquired many of the expert practices identified.
