In this paper, we report on the implementation of a novel compute-to-learn pedagogy, which is based upon the theories of situated cognition and meaningful learning. The "compute-to-learn" pedagogy is designed to simulate an authentic research experience as part of the undergraduate curriculum, including project development, teamwork, peer review, and publication. The "compute-to-learn" pedagogy was piloted during the Fall 2015 semester within a one-semester, peer-led honors studio environment that uses active learning strategies to encourage cooperation and collaboration among students as they learn how to program. The rationale behind the pedagogy, lessons learned, and adjustments made based on three iterations of its execution, and its initial assessment through end-of-semester interviews are discussed.