New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Historically, students with ACT-MATH sub-score of 19 to 23 are considered to be under-prepared in science, technology, engineering and mathematics (STEM) studies, and their success as measured by second-year retention to STEM has been low. Summer Bridge  and Peer Mentor  have been implemented by some engineering programs to support the success of this student population. To better inform this student group of the academic pathway, the admissions requirement into the College of Engineering and Applied Sciences (CEAS) at our institution was revised in fall 2012 in which students must achieve a grade of B or better in Algebra II in no more than two attempts before they can advance into the Pre-Engineering, Pre-Engineering Technology, or Computer Science programs. In conjunction with the admissions revision, we created the CEAS Exploratory (CEAS-EXP) program to support the students. In the CEAS-EXP program, students are placed in cohorts, and students in a cohort are enrolled in the same section of Algebra II, a First-Year Experience (FYE) seminar, and an engineering mathematics course. The engineering mathematics course is adopted from the National Model of Engineering Mathematics Education supported by the National Science Foundation , which integrates mathematics with engineering applications. The engineering math course is conducted in a hybrid format in which students view video lectures prior to class; take a quiz on the video lecture materials at the start of the class period; and spend the class period working problems under the guidance of the student assistants. This paper will describe the details of the curriculum and format of the engineering mathematics course. It will also describe the results of the CEAS-EXP program based on student academic performance in Algebra II and Precalculus, and retention to engineering or applied sciences. The percent of CEAS-EXP students who achieved a grade of B or better in Algebra II has increased from 38.7% in 2012 (baseline) to 61.1% in 2014. Performance of the CEAS-EXP students in Algebra II and Precalculus will also be compared with a comparison group of university students taking these two courses. Engineering programs with similar student demographics as our institution may be interested in this paper because the engineering mathematics course and the CEAS-EXP program can be implemented at relatively low cost to support the success of the Algebra II students.
References 1. White, C., Curtis, M., and Martin, C. (2001). “Pre-Freshman Accelerated Curriculum in Engineering (PACE) Summer Bridge Program,” Proceeding of American Society for Engineering Education Annual Conference and Exposition, June 24-27, Alberquerque, NM, Session 1653. 2. Budny, D., Paul, C.A., and Bon, L. (2006). “The Impact of Peer Mentoring Can Have on Freshman Students,” Proceedings of Frontiers in Education Conference, San Diego, CA, Oct. 28-31, 2006, CD-Rom, Session M2E. 3. Klingbeil, N. and Bourne, A. (2013). “A National Model for Engineering Mathematics Education: Longitudinal Impact at Wright State University,” Proceedings of American Society for Engineering Education Annual Conference and Exposition, June 23-26, Atlanta GA, Paper #7708.
Tsang, E., & Domingue, K. D., & Hagen, S. G., & Scheffers, R. A., & Yaeger, L., & Fox, K. (2016, June), An Engineering Mathematics Course to Improve Success of Students in Algebra II Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26580
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