  From a department being resistant to change to students not buying into the
new computational activities, the challenges that are faced with integrating
computation into the physics undergraduate curriculum are varied. The
Partnership for Integration of Computation into Undergraduate Physics (PICUP)
aims to expand the role of computation in the undergraduate physics curriculum.
The research presented in this paper is part of a larger project examining the
role of the PICUP workshop in facilitating both the integration of computation
into classrooms and developing a supportive community to support this
integration. An important part of providing the necessary supports for
integration is understanding and categorizing the problems members of this
community of integrators face when integrating computation in their courses.
Through individual and group interviews, we discuss the barriers to integration
that new and experienced community members of PICUP have experienced in the
past or perceive could exist in the future.
