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Engineering Faculty Perceptions of and Responses to Student Math Readiness

Conference Session
MATH - Student Readiness for Mathematics
Collection
2025 ASEE Annual Conference & Exposition
Authors
Evelyn Peter Leopold, The College of New Jersey; Ashish Agrawal, Rochester Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Mathematics Division (MATH)
Paper ID #46040Engineering Faculty Perceptions of and Responses to Student Math ReadinessMs. Evelyn Peter Leopold, The College of New JerseyDr. Ashish Agrawal, Rochester Institute of Technology Ashish Agrawal is an Assistant Professor in the College of Engineering Technology at Rochester Institute of Technology. His research interests include exploring the intricacies of STEM curricula, studying the influence of curricular features on students’ experiences, and designing equitable interventions and assessing their influence on student learning. He has taught several introductory engineering courses using student-centric
Relevance Score: 0.5600349

BOARD # 174: How Much Math is Too Much? Exploring the Effects of Extensive Math Coursework on Collegiate Engineering Students who Enter Engineering Programs without being Calculus-Ready

Conference Session
Mathematics Division (MATH) Poster Session
Collection
2025 ASEE Annual Conference & Exposition
Authors
Laine Schrewe, Otterbein University
Tagged Divisions
Mathematics Division (MATH)
supportstudents who struggle with math coursework. To stay true to the mission of the Mindset Reportand the overarching goal of having more diverse representation in the engineering field,continued work needs to be done to address this issue, and this ongoing study aims to discoverand highlight targeted interventions that can be implemented to help achieve these goals byincreasing self-efficacy and ultimately retention.References[1] Bertoline, G. R. (Ed.). The Engineering Mindset Report: A Vision for Change in Undergraduate Engineering andEngineering Technology Education. Retrieved August 1, 2024, from https://mindset.asee.org/wp-content/uploads/2024/09/The-Engineering- Mindset-Report.pdf, 2024.[2] Carvell, J. D., Klanderman, S., & Cohen, S. T. Work
Relevance Score: 0.24293067

A Citation Analysis of the Theoretical Model for Secondary-Tertiary Transition in Mathematics

Conference Session
MATH - Student Readiness for Mathematics
Collection
2025 ASEE Annual Conference & Exposition
Authors
Karen C Enderle, Clemson University; Megan Che
Tagged Divisions
Mathematics Division (MATH)
Model for the Secondary-TertiaryTransition in Mathematics developed by Clark and Lovric [1],[2] is completed. The theoreticalmodel proposes that the secondary-tertiary transition in mathematics is a rite of passage [1],[2].During the transition, students may struggle due to differences in high school and collegemathematics [1],[2]. Because of this struggle, mathematics is commonly characterized as agatekeeper to Science, Technology, Engineering, and Mathematics (STEM) degrees [3].Therefore, for mathematics-heavy STEM majors, such as engineering, mathematics courserequirements could inhibit STEM degree completion. By better understanding the secondary-tertiary transition in mathematics, student accessibility to college mathematics could
Relevance Score: 0.020377401

Accelerating Student Success in Mathematics through Personalized Adaptive Learning

Conference Session
MATH - Student Mindsets in Mathematics
Collection
2025 ASEE Annual Conference & Exposition
Authors
Melissa A Dagley, University of Central Florida; Rachid Ait Maalem Lahcen, University of Central Florida
Tagged Topics
Diversity
Tagged Divisions
Mathematics Division (MATH)
for those who took college algebra andtrigonometry [2]. Also, some studies suggest that taking high school calculus does notnecessarily contribute to success in college calculus. Instead, mastering the prerequisites(algebra, geometry, and trigonometry) is more important. Hence, we find it crucial not to makeassumptions on what the student does or does not know and start with diagnostics to assessstudents’ prior knowledge and provide paths that allow the student to progress effectively.1.2 The Consequence of Prolonged Time to Degree CompletionCalculus 1 serves as a critical gateway course for many advanced science, technology,engineering, and mathematics (STEM) classes. However, a sizable number of incoming studentsstruggle with calculus
Relevance Score: 0.014396129

A visual and intuitive approach to teaching and learning the constant e and the function exp(x)

Conference Session
MATH - Pedogogical Reflections in Mathematics Education
Collection
2025 ASEE Annual Conference & Exposition
Authors
Daniel Raviv, Florida Atlantic University; Juan David Yepes, Florida Atlantic University
Tagged Divisions
Mathematics Division (MATH)
Daniel Raviv, Juan D. Yepes and Michael Cuomo Department of Electrical Engineering and Computer Science Florida Atlantic University, Boca Raton, FL 33431 Emails: ravivd@fau.edu, jyepes@fau.edu, mcuomo2016@fau.eduAbstractAs technology becomes an integral part of daily life, students are adopting new waysof learning and increasingly favor visual, intuitive, and interactive methods. Theyare exposed to a wide array of videos, websites, and applications that enable them toexplore topics, often without relying on traditional textbooks. These modern toolsare perceived as more engaging and informative compared to conventional lecturesand reading materials. To align with these evolving learning preferences, educatorsmust adapt their teaching
Relevance Score: 0.011548471