Asee peer logo

Benefits Of A Tutorial Mathematics Program For Engineering Students Enrolled In Precalculus: A Template For Assessment

Download Paper |

Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Mathematics in Transition

Tagged Division

Mathematics

Page Count

11

Page Numbers

12.305.1 - 12.305.11

Permanent URL

https://peer.asee.org/2584

Download Count

108

Request a correction

Paper Authors

visit author page

Janet Hampikian is Associate Dean for Academic Affairs and Professor in Materials Science and Engineering at Boise State University. She received a Ph.D. in Materials Science, a M.S. in Metallurgy and a B.S. in Chemical Engineering from the University of Connecticut. Her current research interests include freshmen engineering programs, recruitment and retention issues in engineering, biomedical device development and the development and characterization of biomaterials.

visit author page

biography

Joe Guarino Boise State University

visit author page

Joe Guarino is a Professor in the Mechanical and Biomedical Engineering Department at Boise State University. His research interests include simulation modeling for engineering education, vibrations, and acoustics.

visit author page

biography

Seung Youn Chyung Boise State University

visit author page

Dr. Yonnie Chyung is an Associate Professor in the Department of Instructional and Performance Technology at Boise State University. She received her Doctor of Education degree in Instructional Technology from Texas Tech University, and her Master’s degree in Curriculum and Instruction, with a specialization in Computer-based Education, from Southern Illinois University, Carbondale, IL. Her research interests have been focused on the development of self-regulated learning strategies for adult learners, and online teaching and learning. She is currently conducting research on retention issues in online distance education.

visit author page

biography

John Gardner Boise State University

visit author page

John Gardner is Chair of the Mechanical Engineering Department at Boise State University. He is also Director of the Hewlett Foundation funded Engineering Schools of the West Initiative at Boise State. His current research interests, in addition to engineering education, include dynamic systems and sustainable energy systems.

visit author page

biography

Amy Moll Boise State University

visit author page

Amy J. Moll is Associate Professor and Chair of Materials Science and Engineering at Boise State University. Amy received a B.S. degree in Ceramic Engineering from the University of Illinois, Urbana. Her M.S. and Ph.D. degrees are in Materials Science and Engineering from University of California at Berkeley. Following graduate school Amy worked for Hewlett Packard in San Jose CA and in Colorado Springs, CO. Amy's research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices.

visit author page

biography

Pat Pyke Boise State University

visit author page

Patricia A. Pyke is the Director of Education Research for the College of Engineering at Boise State University. She oversees projects in freshman programs, math support, mentoring, outreach, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from Duke University and a master’s degree in journalism from the University of California at Berkeley.

visit author page

biography

Cheryl Schrader Boise State University

visit author page

Cheryl B. Schrader is Dean of the College of Engineering and Professor of Electrical and Computer Engineering at Boise State University. Dean Schrader has an extensive record of publications and sponsored research in the systems, control and engineering education fields. She recently received the 2005 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring from the White House for an enduring, strong and personal commitment to underrepresented engineering students and faculty

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Benefits of a Tutorial Mathematics Program for Engineering Students Enrolled in PreCalculus: A Template for Assessment

Abstract

An interactive online tutorial program (ALEKS) was the focus of an engineering course created to increase the success of engineering students in a Precalculus class. Engineering students were embedded in two Precalculus courses with other students. An assessment rubric for measuring the effect of ALEKS on Precalculus grades of engineering students was developed and tested. While some of the results were not statistically significant, ALEKS was shown to have a generally positive effect on the math grades of students enrolled in the engineering course.

Introduction

In fall 2006, the total undergraduate enrollment of Boise State University reached 16,017, of which 1,296 were enrolled in the College of Engineering. Approximately 61% of the university student body attends full-time. The fall 2006 freshman engineering enrollment is 440, in majors encompassing civil engineering, electrical engineering, materials science and engineering, mechanical engineering, computer science, construction management and undeclared engineering. The first-time, full-time freshman retention rate for Boise State University is 64% for engineering students, and 63% overall.1 This is low when compared with the national average2 of all four-year institutions, 69% and provides strong motivation for investigating ways to increase freshman success.

This study focuses on helping students succeed in Precalculus, a 5-credit mathematics course, in which 84 first-semester engineering students were enrolled in fall 2006 (19% of the incoming freshmen engineering class). An additional 37 engineering students classified as non-freshmen also enrolled in Precalculus (transfer students, repeat takers, etc.). These 121 engineering students were enrolled in ten sections of Precalculus which had an average enrollment of 33 students per section, with engineering students thus comprising 28% of the overall Precalculus enrollment. In fall 2006, the Precalculus “success rate,” defined as being the percent of students receiving an A, B or C grade, compared with all students enrolled (including A, B, C, D, F, and withdrawn students), was 58%; 189 out of 326 enrolled students passed Precalculus.

In an effort to increase the retention of pre-Freshman engineering students, two sections of a 4- credit, non-compulsory engineering course, ENGR 110 were offered for engineering students that were co-enrolled in Precalculus. The University enabled the construction of two Learning Communities intended to foster student retention at the University level. Each section of ENGR 110 was paired with an introductory English course (ENGL 101) and a Precalculus section. Engineering students enrolled in Learning Communities were assured reserved spaces in specific sections of ENGR 110, Precalculus, and ENGL 101, ensuring that the same students are embedded within the same sections of each course.

Two of these Engineering Learning Communities were established, corresponding with each section of ENGR 110. Enrollment in the Learning Communities was accomplished through

Callahan, J., & Guarino, J., & Chyung, S. Y., & Gardner, J., & Moll, A., & Pyke, P., & Schrader, C. (2007, June), Benefits Of A Tutorial Mathematics Program For Engineering Students Enrolled In Precalculus: A Template For Assessment Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2584

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015