I describe efforts to redesign the curriculum of ENG6, a large introductory undergraduate course on engineering problem solving and programming. Our efforts have focused on developing a new set of lab curriculum centered on data analysis tasks using measurements collected by students using native sensors on their smartphones (e.g. accelerometers). These activities serve to concretize programming and problem solving concepts through physically intuitive experiments that connect to core topics from students' introductory math and physics courses like calculus and motion. The interactive nature of the labs and the innate complexity of real measurements require students to engage with the structure and intent of their code, even when AI is used in its production. A preliminary analysis indicates positive impacts on students' perceived self-knowledge in problem solving, programming, and AI literacy.
