Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology

Tagged Divisions

Mathematics

contributor in teaching of the solid mechanics courses. For the past ten years, he has been involved heavily in educational research at RIT and has also served as the coordinator of the Engineering Sciences Core Curriculum (ESCC) in Mechanical Engineering. c American Society for Engineering Education, 2019 Toward a T-Shaped Integration of Mathematics in Mechanical EngineeringAbstractThis paper presents a progress report structured to implement instructional methods presented in3 earlier papers published by the author. Details of the coordinated instructional and assessmentapproaches were utilized by a faculty team in an engineering sciences core curriculum (ESCC)and are now extended to some upper level

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Ma Zenia N. Agustin, Southern Illinois University, Edwardsville; George Pelekanos, Southern Illinois University, Edwardsville

Tagged Divisions

First-Year Programs, Mathematics

Professor in the Department of Mathematics and Statistics at Southern Illinois University Edwardsville. He obtained his Ph. D degree in Applied Mathematics from the University of Delaware in 1997. His research interests include inverse scattering and mathematics education. c American Society for Engineering Education, 2019 An Integrated Mathematics Enrichment, Peer-Mentoring, Tutoring and Freshman Course for Student Success Cem Karacal1, Zenia Agustin2, George Pelekanos2 skaraca@siue.edu, zagusti@siue.edu, gpeleka@siue.edu Southern Illinois University Edwardsville School of Engineering , College of Arts & Sciences

Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Carlos A. Smith PhD, University of South Florida; Silvia M. Calderon, Universidad de Los Andes, Venezuela

Tagged Divisions

Mathematics

complicatedproblem of the two, a natural question to ask is why anyone would bother solving thesimpler problem analytically. This leads to a discussion of what information is availablefrom the analytical solution versus what is available from the numerical solution, theadvantages of an analytical solution, and under what circumstances one would seek anumerical solution. Finally, it leads to a point that is seldom appreciated when the threemain topics of this course are taught in a non-integrated manner - that the analyticalsolution of a simpler case can serve as a limiting case check of the numerical solution ofa more complex case. As simulations become more and more complex, students areencouraged to find ways to check their simulation results with

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Phillip Cornwell, Rose-Hulman Institute of Technology; Yirong Lin, The University of Texas, El Paso; Norman Love, University of Texas, El Paso

Tagged Divisions

First-Year Programs, Mathematics

Conservationand Accounting Principles [5]). Glover and colleagues produced an introductory textbook thatused this approach [6].In 1993, seven schools came together as the Foundation Coalition (FC) under the auspices of theNSF Engineering Education Coalitions Program. One of the major thrusts of the FC wascurriculum integration. Building on the earlier work at Texas A&M, Rose-Hulman developed anew sophomore engineering curriculum—the Rose-Hulman/Foundation Coalition SophomoreEngineering Curriculum (SEC) [7]. This curriculum also used CAP as an organizing principle.Taught continuously since 1995, the one constant in the SEC has been its foundational course,Conservation & Accounting Principles, that sets the stage for the rest of the curriculum

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

reported modifications toor in support of Precalculus.Some retained records (6.1%) focused on innovation of courses outside of the typical mathsequence. Carpenter [32] describes integrating calculus concepts into introductory chemistry,biology, and physics courses to illustrate connections between math and the natural sciences.Lewis and Hieb [33] discuss integration of an online math learning platform in an existing first-year engineering course. Lowery et al. [22] present an initiative to implement projects that spanacross calculus and engineering courses.Table 5. Retained records by targeted class(es) (n = 49). Frequency (-) Percentage (%) Calculus I 29

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University; Claudia Morello, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #25316Using More Frequent and Formative Assessment When Replicating the WrightState Model for Engineering Mathematics EducationDr. Leroy L. Long III, Embry-Riddle Aeronautical University Dr. Leroy L. Long III is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronau- tical University in Daytona Beach, FL. He earned his PhD in STEM Education with a focus on Engineer- ing Education within the Department of Teaching and Learning at The Ohio State University (OSU). He earned his Master’s in Mechanical Engineering at OSU and his Bachelors in Mechanical Engineering at Wright State University. Dr

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sasha Gollish, University of Toronto; Bryan Karney, University of Toronto

Tagged Divisions

Mathematics

for Engineering Education, 2019A Preliminary Investigation into Mathematics for Undergraduate Engineering Education to ImproveStudent Competence in Important Mathematic SkillsKey Words: mathematics, mathematics instruction, pedagogy, instructional design, curriculum designIntroductionEngineers must have an understanding of mathematics. It is impossible to receive an undergraduateengineering degree, and later a professional engineering license, without mathematics instruction at apost-secondary level. Yet, undergraduate engineering students frequently struggle with mathematics. Theconnection between mathematics and engineering, that is the ability for students to transfer theirknowledge from mathematics courses to other engineering courses

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norha M. Villegas, Universidad Icesi, Colombia - University of Victoria, Canada; Stephanie Celis Gallego, Universidad Icesi; Ivonne María Suárez, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Angelica Burbano, Universidad Icesi; Alvaro Pachon, Universidad Icesi; Diego Antonio Bohorquez, Universidad Icesi; Lina Marcela Quintero P.E., Universidad Icesi; Isabel Echeverri, Universidad Icesi; Lady K. Castillo; Cesár Augusto Cuartas Rodríguez, Universidad Icesi

Tagged Divisions

Mathematics

individual and group support directedby mentors with expertise in the field of mathematics education. In a third and fourth moment,the mentored instructor design and implement the new learning experience. Critical reflectiontakes place along these first four phases that are mainly conducted by the mentored instructor.Finally, the case study finishes with the evaluation stage, which includes a quantitative andqualitative analysis of the information. Figure 1 – MethodologyPhase 1. Micro-curriculum analysisIn this first stage, through the support of an external peer, a review of the official Algebra andFunctions syllabus is carried out. For this, some of the main elements involved in a micro-curriculum design are