Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Campbell Rightmyer Bego, University of Louisville; Il Young Barrow, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Divisions

Mathematics

professors to monitor participation and learning of the greatamount of material covered in the lectures. In the first semester, the first three weeks are also usedas a diagnostic of mathematics preparation. If a student has an exam average below 50% on thefirst three exams, they are advised to drop out of Engineering Analysis I and register instead forIntroductory Calculus. This course covers algebra, geometry, trigonometry and functions andprepares students with skills needed in calculus. The ideal “flight plan” for students is to take the four required mathematics courses in thefirst four semesters of engineering school: Fall 1, Spring 1, Summer 1 and Fall 2. The engineeringschool is year-round, and it is expected that engineering students

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia; Gianluca Guadagni, University of Virginia; Stacie N. Pisano, University of Virginia, School of Engineering and Applied Science; Bernard Fulgham, University of Virginia; Monika Abramenko, University of Virginia; Diana D Morris, University of Virginia

Tagged Divisions

Mathematics

courses are customized for our school and institution and are not directly equivalent totypical Single Variable Calculus I or II or Multivariable Calculus courses.We also plan to introduce a Math Lab course to first-year students in their first semester. TheMath Lab will address the wide variability among our incoming students in their knowledge andskills in non-calculus areas. For example, topics like limits and determinants currently need tobe reviewed in multiple courses. The Math Lab course will cover these topics in a self-pacedenvironment. A module that includes a video lecture and practice worksheets will be offered foreach topic. Modules may be completed throughout the semester, and students will be providedwith several opportunities to

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Lloyd Hieb, University of Louisville; William B. Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

3  persons. On Tuesday and Thursday the classes met in a standard lecture hall classroom, andexams were always administered on either Tuesday or Thursday. Some Tuesday and Thursdayclass meetings of CALC-II-2T meet in a new ALC on campus. 59% of the students in CALC-II-1T also took CALC-III.3.2 The Flipped Class Redesign PlanAfter reviewing literature on flipped classes, specifically Talbert16 and Bishop and Verleger14 theinstructor set about developing a flipped classroom redesign plan for CALC-II and CALC-III.Content and learning objectives already existed for these courses and were familiar to instructor.What remained was to establish a structure for the courses that followed the flipped class model.Content was divided into units, and

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bailey Braaten, The Ohio State University; Arnulfo Perez, The Ohio State University

Tagged Divisions

Mathematics

teachers had thoroughly explored the unit materials, they spent the remaining timeat the institute crafting lesson plans for their own classrooms based on the unit that they had justexperienced. This allowed for teachers to adapt and create lessons that would work best in theirown classrooms. Teachers were able to collaborate with other teachers at their same school whoalso participated in the institute, as well as with other teachers who teach the same grade leveland same courses. The teachers took the opportunity for collaboration in creating the lessons andultimately generated creative and unique versions of the same core activities.Table 1Teachers Responded to the Three Daily Reflection Questions (1) “I am okay not knowing the answer to a

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sandra Nite, Texas A&M University; G. Donald Allen, Texas A&M University; Ali Bicer, Texas A&M University; Jim Morgan, Charles Sturt University; Vanessa Mae Warren, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

since 1999, and in that time has taught multiple different courses ranging from the freshman to graduate levels. She has been active in academic program and curriculum devel- opment from the department level to the university level, where she served as co-chair of the Quality Enhancement Plan (QEP) committee that determined the academic course of actions to be taken over the next accreditation cycle to addresses critical issues related to enhancing student learning. She has re- ceived funding for her engineering education research from the Department of Education FIPSE program and from the National Science Foundation (NSF) CCLI program. She is co-Director of the Aggie STEM Center that provides professional

Conference Session

Mathematics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Campbell Rightmyer Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Il Young Barrow, University of Louisville

Tagged Divisions

Mathematics

is an interesting result of several reasonable decisions during the video creation, andwill be kept in mind for future recorded lectures. Additionally, a possible solution to this problemwould be to provide outlined notes that would help students who would like to stay engaged bywriting things down while maintaining the pace of the videos.Student feedback indicated a positive opinion of in-class activities as opposed to video lectures, asreported in previous studies [3], but it is not possible in this paper to separate the effects of one orthe other. In fact, the planned in-class problem-based activities would not be possible without thepre-recorded video lectures.ConclusionsResults from this study indicate that this initial implementation

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mathematics

of the interventions they reviewed is a 1credit course that has been tried and tested over several years at Michigan TechnologicalUniversity (MTU) and emphasises mental transformation between 2 and 3 dimensionaldrawings in the style of isometric sketches, orthographic projections, coded plans andsectional drawings (Sorby, 2009). The course is attended by those who get a low score on aspatial test at orientation. It has been observed that completion of this course has led toimprovements not only in spatial test scores but also to grades in a wide variety of subjectssuch as fundamentals of engineering and pre-calculus (Sorby & Veurink, 2010). In addition,higher retention rates have been measured among those who enrol in the course with

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Aimee Cloutier, Texas Tech University; Stephen Michael Morse, Michigan Technological University; Audra N. Morse, Texas Tech University

Tagged Divisions

Mathematics

advance a student’s cognitive ability to analyze and evaluate a problem, not merely tomemorize a method and apply it blindly to any problem of a particular topic.Building Fundamental Understanding of Mathematics Through ProofsMathematical concepts are grounded on established mathematical logic, axioms and proofs. Theprescriptive method of teaching mathematics often omits proofs, although axioms may beemphasized. Many engineering instructors who may also cover mathematical topics omit proofsso that they can stay on schedule with the material that they have planned to cover over thesemester, and also focus on the application of formulas and equations to specific problems. Someinstructors also believe that examples and applications will suffice to

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Mathematics

transmit a certain concept, previously determined, organized sequentially.  It is a process, which must be planned to deliver information and / or knowledge on a subject, and which should facilitate the development of new knowledge.  It is the delivery of knowledge, rules and contents that can be applied to everyday situations, and to deliver experiences and concrete applications related to the contents seen in classes.  It is a competence that allows the transmission of conceptual and procedural skills and attitudes that allow students to improve their skills, both attitudinal and procedural