Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca George, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Engineering Education, 2019 Work in Progress: Predictors for Success in Calculus 1 Rebecca George University of Houston A BSTRACT:“What are the factors for success for students in calculus 1?” Because calculus 1 is consid-ered a gateway course in most STEM majors, this is a common question among universitiesas attrition rates of students in these majors is considered high.This paper explores the use of different statistical approaches to analyzing data on studentswho have taken calculus 1 at a large research extensive university. Hierarchal Linear Mod-eling (HLM) analysis will be used in

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erik A. Mayer, Pittsburg State University; Yaping Liu, Pittsburg State University; David Miller, Pittsburg State University; Jeremy Wade, PacificSource Health Plans

Tagged Divisions

Mathematics

Engineering Calculus II course as they would have limited applications in EET andMECET. The topics of differential equations and matrices were added to Engineering Calculus IIas they have more applications in EET and MECET. Through subsequent meetings betweenfaculty, a textbook on engineering mathematics was chosen and it was established that the topicsin Table 1 would be covered [1], [2].There is currently a movement within the mathematics community to cover topics moreapplicable to STEM fields earlier in the calculus sequence [3]. The sequence of course topics inEngineering Calculus II closely aligns with the proposed sequence in this movement because ofthe removal of the largely theoretical sections on sequences and series and the inclusion of

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University

Tagged Divisions

Mathematics

online N=75 N=70 N=51 68%Traditional methods N=89 N=84 N=59 66% Figure 1. Sample Size and Response RateResultsThe following analyses were conducted on students’ post survey scores.RQ 1) What is the difference in student perceptions of their basic psychologicalneeds satisfaction between the course structures?A multivariate analysis of variance (MANOVA) model was developed to determine ifstudents’ combined means of the BPNS components (competence, autonomy, andrelatedness) differ based on course structure. The MANOVA allows for comparison of amultivariate mean response between groups (Rencher 2002). This model included termsfor course structure (the

Conference Session

Mathematics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Guisela Alejandra Illescas Ms, Universidad Galileo; Alberth E. Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo

Tagged Divisions

Mathematics

known that Active Learning methodologies involve the students in their own learningand there is no doubt about their effectiveness in sharing knowledge with today’s students.Actually, undergraduate students taking traditional lecturing-based courses are 1.5 times morelikely to fail than those enrolled in courses where active learning methodologies are implemented[1]. Thus, our university has centered its attention on investigating, applying, improving anddesigning new active learning methodologies. Examples of such methodologies are: The MathOperatory Skills Laboratory (MOSL), introduced in [2], as a remedial mathematics course forfreshmen engineering students; and, the Guided-Lecture Team Based Learning (GL-TBL)targeted to teach mathematics

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

represented about five percent of all first-degree-seeking, first-year engineeringstudents. Of the 28 students who completed the EGR_Math course, approximately 4% had aninternational country of origin and 36% were women. In addition, roughly 67% were White,11% were Hispanic, 11% were Black and 7% were of an unknown race/ethnicity. As of Fall2017, undergraduate students from the Southeastern campus were 13% international students and22% female. Moreover, 56% were White, 7% Hispanic, 7% were multi-racial, 5% Asian, and 5%Black. See below for Figures 1-2. Students' Race/Ethnicity in EGR_Math White 67% Hispanic 11% Black

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University

Tagged Divisions

Mathematics

progress. In the past, when using the aboveexamples (and many others in different classes), students have demonstrated a clearerunderstanding of difficult concepts. Even though this was not an official assessment, based onsimilar experience that was gained and assessed by the author multiple times in other engineeringrelated subjects (Control Systems, Digital Signal Processing, Computer Algorithms, Statics, andPhysics), it is believed that the approach has a great potential.1 Introduction This paper focuses on introducing three concepts in calculus: Chain Rule, Product Ruleand Quotient Rule by linking them to daily analogy-based experiences. The examples are meantto help in developing intuition and basic comprehension of the material

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amie Baisley, Utah State University; V. Dean Adams, Utah State University

Tagged Divisions

First-Year Programs, Mathematics

determine which studentsare more likely to persist in engineering or leave the engineering degree program.IntroductionIn the nation, the engineering retention rate is consistently reported to be below the nationalaverage for higher education retention at around 50 percent [1] - [6]. This low retention numberis placing a growing demand on the higher education system to keep and produce more engineers[7] - [9]. There are numerous reasons students leave engineering that range from student issues toinstitutional issues, but one of the leading causes has been attributed to the coursework thatengineering students are required to take early on in their program [3], [10] - [12]. These earlycourses include a series of math courses typically made up of 2 or

Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cathy Poliak, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

what we have experienced.Keywords: statistics, undergraduate, technology, online classroomIntroductionWe have become a data-driven society [1]. In any discipline, digitalization has made theknowledge and understanding of statistics necessary [2]. The University of HoustonMathematics department realized the need of a statistical course that can accommodate severalmajors but still have the prerequisite of calculus. Previously, there was a course called“Statistics” that had a prerequisite of “Probability.” In 2009 the math department at theUniversity of Houston (UH) changed the prerequisite to only requiring Calculus 2. The namechanged to Statistics for the Sciences and then became a “service course” for students that werein other disciplines

Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology

Tagged Divisions

Mathematics

ESCC team in mechanical engineering (ME) had already designed an effectivecore engineering curriculum almost a decade before this time. It had to make changes accordingto this new focus. The effort in the present paper is to discuss the role of mathematics forimplementation of such a T-shaped curriculum.ME students learn a significant amount of applied mathematics to succeed functionally. How canthe presentation style of conventional mathematical topics be improved so that students becomebetter learners, and also retain mathematical thoughts for life? This is the research focus now.We present an archived multiple choice (MC) examination question to begin discussion.Fig.1 Student performance assessment example from a Dynamics final

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stacie Pisano, University of Virginia; Bernard Fulgham, University of Virginia

Tagged Divisions

Mathematics

readyfor college-level mathematics, rather than for calculus placement. The highest level ofAssessment and Learning in Knowledge Spaces (ALEKS) is pre-calculus. The MAA MaplesoftPlacement Testing Suite offers both Calculus Readiness and Calculus Concept Readiness Tests,but no distinction between Calculus I and Calculus II or Multivariable Calculus. In addition,both Texas A&M and the New Jersey Institute of Technology use math placement tests, butthese tests are focused on determining proficiency in pre-calculus because they are onlyinterested in evaluating readiness for Calculus I. See [1], [2], [3].Hsu and Bressoud [4] reported on placement policies and strategies across a variety ofinstitutions. As a PhD granting institution with below

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

Engineering Education, 2019 Mechanical Engineering Organized Around Mathematical SophisticationThis paper describes a work in progress. It is applying a proven, NSF funded problem-solvingapproach to a new and important demographic of underrepresented minority students. Those thataspire to become engineering majors, but are not calculus ready. The work will determine if itincreases success for that population. The intervention, called the Conservation and AccountingPrinciples or CAP, is applicable to all Engineering Science (ES) [1]. The CAP unifies theapproach to ES problems and has Algebraic, Trigonometric and Calculus formulations. The CAPallows a student to solve real world (Authentic) problems in

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

mathematics skills from 1-NotVery True to 5-Very True. These questions were developed using a study that was originally done at TheOhio State University but were adapted to fit the requirements for this project (Harper, Baker, &Grzybowski, 2013). The two key questions posed in the survey are these:• How important is it for students from the University of Toronto undergraduate engineering program to be able to competently apply mathematics concepts from each of these areas listed?• How competent (i.e., what level of competence to you perceive) is the average student from the University of Toronto undergraduate engineering program in the following areas?The survey was administered through the Dean’s office to all faculty; an introductory

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

and I have worked in the following lines of work: 1. teacher training and teaching managers, 2. education in mathematics , science and technology (engineering), 3. the evaluation of / for the / and as learning, 4. the design, revision and / or adaptation of didactic or instructional materials, and 5. pedagogical advice in research and innovation in the classroom (docents practices). Currently, I am a consultant and my topics of interest are the research in the classroom, particularly the study of teaching practices as generators of networks and learning commu- nities, the relationships between science, technology, society and culture, and the evaluation of programs and educational policies. I believe that my

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

, Mathematics & Statistics Department2 1 Edwardsville, IL 62026AbstractThis Evidence-based practice complete paper describes the experiences with a holisticMathematics Enrichment Sessions, Freshmen Mentoring, Mathematics Tutoring and newFreshmen Engineering course that are implemented during the last five years at Southern IllinoisUniversity Edwardsville as part of our NSF STEP project. The mathematics Enrichment Session(ES) idea, which is a combination of the best aspects of Supplemental Instruction idea andPeerLed Team Learning methods, can be an effective way of supporting students in their firstyear of studies. The implementation of the peer-mentoring program that was

Conference Session

Mathematics Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

thatappear in the summation of functions’ power series expansion. Applications of derivative and integralmathematical operations to power series of functions have important real-life applications such ascalculating the noise differentiation of wave lengths and observing the area between the wave length andinput information by integrating the function as a part of the Fourier analysis. Several other results onstudents majoring in mathematics and physics power series’ knowledge was conducted in various studies([1-9]). Pedagogical research on engineering majors’ understanding of how to apply mathematicaloperations to series expansion of functions received hardly any attention from researchers ([10]). In thiswork, the emphasis is given to engineering

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

. Gainen and Willemsen [1] assert that calculus provides thefoundation for future engineering courses. Without a good foundation in calculus, engineeringmajors will have difficulty in applying the knowledge in their junior or senior level courses.Many aspects of engineering require an application of calculus such as: design of storm drainand open channel systems; calculation of forces in complex configurations of structuralelements; analysis of beams (i.e., shear forces, bending moment, deflection, stress distribution);analysis of structure relating to seismic design; design of a pump based on flow rate and head;calculations of bearing capacity, lateral earth pressure, and shear strength of soil; computation ofearthquake induced slope

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maizey Benner, Purdue University; Daniel M. Ferguson, Purdue University; Matthew W. Ohland, Purdue University; Behzad Beigpourian, Purdue University

Tagged Divisions

Mathematics

multiple factors [1]. A key assumption of factor analysis is that factors areunique and uncorrelated with another. This assumption naturally leads to the idea that variablesare only correlated because of their common factor [2]. Detailed explanations of the CATME dimensions and the factor analysis method used canbe found in the paper by Loughry, Ohland, and Moore (2007) [3]. Analyzing individualdimensions of teamwork is not unique to the CATME system. Solansky (2010) developed a setof factors to describe teamwork, identifying the five factors of agreeableness, team meanconscientiousness, openness to experience, collectivism, and preference for teamwork [4].Greguras, Robie, and Born (2001) also developed a five factor system of cooperation

Conference Session

Mathematics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rajendran Swamidurai, Alabama State University; Cadavious M. Jones, Alabama State University ; Carl Pettis, Alabama State University ; Uma Kannan, Alabama State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

in 2017. She specialized in Cybersecurity, particularly on the prediction and modelling of insidious cyber-attack patterns on host network layers. She also actively involved in core computing courses teaching and project development since 1992 in universities and companies. c American Society for Engineering Education, 2019 Big Data Analytics: with an infusion of statistics for the modern student1. IntroductionRecent technological advancements in various fields such as e-commerce, smart phones, andsocial media generate huge volumes of data on a scale never seen before [1]. New data aregenerated every second. For example, every second on average 40,000 search queries areperformed on Google; 520,834

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

. c American Society for Engineering Education, 2019 A Course in Differential Equations, Modeling and Simulation for Engineering StudentsIntroductionA course in differential equations generally is taken at a critical point in engineeringcurricula – where a turn is made away from basic math and science courses towardscourses in which basic skills and knowledge are synthesized and applied. This raises thequestion of whether the course should be a mathematics course, an engineering course, ora hybrid. It has been argued [1], with supporting results, that the teaching of differentialequations through the modeling of physical and chemical phenomena is effective becauseit allows students to overcome the cognitive