Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Divisions

Mathematics

benefits and experiencefrom the co-teaching program, and for any advice or lessons that could be shared with theprogram director and other faculty members. The authors analyzed the interview transcriptsand survey data in [13] to summarize findings in this co-teaching strategy.Administrative ChallengesThe plan for co-teaching involved four departments: Mathematics, Chemistry, ComputerEngineering, and Physics. Even though each department was consulted during the grantproposal writing stage, due to department chair and staffing changes, plans to execute theprogram had to be renegotiated with each department after the grant was awarded.The staffing of classes was an immediate challenge. Within the Mathematics Department,precalculus courses were

Conference Session

Mathematics Division Technical Session 1: Best Practices in Engineering Math Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Rossi, Arizona State University; Adam R. Carberry, Arizona State University; Scott Adamson, Chandler-Gilbert Community College

Tagged Topics

Diversity

Tagged Divisions

Mathematics

problems was closely linked to the environment inwhich the problem was presented.One theme that was common between all instructors was providing “minimal background.”Instructors wanted to provide as much time as possible for class discussions rather than lectures.Some instructors achieved minimal lecture in class by using a “flipped classroom” approach.Instructors viewed in class discussions and “contextualizing mathematics” as a better use of classtime.Instructors described a need to be flexible in terms of the amount of time they spent on eachpresented task. The code “dynamic lesson plan” captures the need to recognize that students willfind certain tasks more or less interesting than originally anticipated. This can be difficult topredict

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Kerrigan, Rutgers University; Lydia Prendergast, Rutgers University; Jillian A.S. Mellen, Rutgers University; Geraldine L. Cochran; Antonio D. Silva

Tagged Topics

Diversity

Tagged Divisions

Mathematics

up the pace with the rest of the class. The remaining students in Math 152are either transfer students or students who are trying to advance to Calculus III in the fall bytaking Calculus II in the summer session. Meeting three times a week for 150 minutes each classand planning appropriate engaging activities is also difficult for the instructor. Given the widerange of students’ backgrounds and twin demands of depth and scope of coverage of thecurriculum, teaching Math 152 as a flipped classroom seemed to be a viable pedagogical strategyin which to offer all students increased opportunities for self-directed learning and instructorfeedback.Flipped Classroom StructureThe flipped classroom instructional design employed in this course allowed

Conference Session

Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Data) opened doors for new types of dataanalytics called big data analytics and new job opportunities [11]. In 2012, only 23% oforganizations had an enterprise-wide Big Data strategy [5, 12], whereas today 97.2% oforganizations are investing in Big Data [4]. A recent Harvard Business Review [13] survey ofsenior Fortune 500 and federal agency business and technology leaders report that 70% of therespondents plan to hire data scientists. The U.S. Bureau of Labor Statistics (BLS), OccupationalOutlook Handbook 2018 [11] projects that there will be a 34% increase in data analytics jobsfrom 2016 to 2026. A McKinsey Global Institute research report [14] indicates that the demandfor big data analytical talent could be very high and will produce 50 to

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Raviv, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

referred to as work in progress and is designed to be shared and discussedwith multiple audiences. When these kinds of examples were used, students demonstrated betterunderstanding of difficult, abstract concepts and praised the approach. Based on similarexperience that was gained and assessed by the author in other STEM subjects (Control Systems,Digital Signal Processing, Computer Algorithms, Algebra, Calculus, Statics, Thermodynamics,Statistics, and Physics), it is believed that the approach has promising potential. The planned assessment will focus on the effect of the new content on learning outcomes.It will emphasize concept comprehension and student interest in the topic. Clearly, using avariety of assessment methods provides a more

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A. Baine, Grand Valley State University

Tagged Divisions

Mathematics

majority of students that did not agree were neutral and only a few disagreed. Given that these were two of the main goals for the course, it is a positive sign the student perception of the course matches thedesigned intent of the course. This is backed up by student comments when asked what they likedabout the course, which included: • “Actually applying mathematics to real-world engineering situations” • “The best part about this course was mostly just learning the Calculus and engineering skills, confirming to me that this is what I want to do with my life and I want to become an engineering.” • “Covering electronic circuits because I learned about them in AP physics in Highschool and I plan to be an

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Kirstie A. Plantenberg, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Mathematics

acceleration. The electrical stuff is coming in now that I'm taking ELEE 2500. I actually plan to go over my notes because what we're doing in class definitely reminded me of things we did in ENGR 1234. Literally, all the math involved in ELEE right now, I can remember having done work like that in 1234. I didn't know anything about circuits then so it was gibberish to me, but now it clicks! Totally recommend keeping the class. I actually saw some homework my friend was working on for statics and it looked something similar to what we did in 1234. I'm definitely holding on to my notes for the next couple of semesters. • When I took ENGR 1234, the class was challenging because a lot of the material was new

Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lee Singleton, Whatcom Community College; Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University

Tagged Divisions

Mathematics

time frame allotted each day was a challenge, with activitiesusually taking longer than planned. As the activities are refined, the time estimates for eachactivity are becoming more accurate, and tend to fit well into the 50 minute time periods. Forlonger class sessions, multiple activities could be used together.Time always seems to be a big factor when deciding whether or not to try an intervention. Thesame amount of time was spent on each topic for classes using models vs. non-models since eachcourse went through similar activity sheets. Active learning can take a little more time than justlectures. For example, four days were spent on volumes of revolution using activity sheets (withmodels or electronic visuals), versus three days