Board 134: MATLAB Integration in Sophomore Mathematical Analysis Course

Djedjiga Belfadel

Download Paper | Permalink

Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Mathematics Division (MATH) Poster Session
Tagged Division: Mathematics Division (MATH)
Page Count: 13
DOI: 10.18260/1-2--46692
Permanent URL: https://peer.asee.org/46692
Download Count: 53

Paper Authors

biography

Djedjiga Belfadel Fairfield University

visit author page

Djedjiga Belfadel is an Associate Professor in the Electrical and Bio Engineering department at Fairfield University. She obtained her Ph.D. degree from University of Connecticut in 2015, in electrical engineering. Her interests include embedded system

visit author page

Download Paper | Permalink

Abstract

This Evidence-based Practice Paper describes the addition of MATLAB programming language to the Mathematical Analysis course for second-year engineering students at XYZ University majoring in electrical, mechanical, and biomedical engineering. Previously, MATLAB was taught in the later years of the engineering program. Now, it is introduced in the first-year course, "Fundamentals of Engineering," and then fully integrated into the Mathematical Analysis course. This adjustment prepares students for their future courses. MATLAB, including App Designer and Simulink, offers a range of programming tools and built-in functions essential for developing programming skills and solving complex engineering problems. The 3-credit Mathematical Analysis course equips engineering students with key concepts in numerical methods applicable across various engineering disciplines. Designed to foster these skills within an interactive learning environment. During the first half of the semester, students are introduced to foundational programming concepts including variables, conditional statements, and loops, as well as the creation and execution of user-defined functions, and plotting techniques. In the second half, the curriculum progresses into mathematical topics such as numerical solutions for nonlinear equations, analysis of linear systems, and engineering-centric statistics and probability models. This is followed by a focus on numerical differentiation, integration techniques, and data analysis methodologies like curve fitting, linear regression, and interpolation. Every example, be it numerical or rooted in coding, is extracted from real-world engineering problems. The course emphasizes the importance of coding skills and actively promotes student engagement. Using a structured lecture format, the course introduces essential mathematical concepts, transitions to numerical exercises, and ends with a hands-on MATLAB programming session. This approach effectively merges theoretical learning with applied practice, enhancing students' engagement and problem-solving abilities in engineering. A distinctive feature of the course is the weekly Peer Learning Group (PLG) sessions. These are workshop-style sessions, specifically designed to extend students' programming practice beyond the standard lecture content. Each week, students have two main assignments: a preparatory worksheet based on readings and videos, to be completed before the topic is discussed in class, and a programming assignment aligned with the PLG session afterward. In addition, the curriculum includes challenges from the MathWorks platform, such as ONRAMP and the basics of programming online courses, which cover essential areas and offer modules tailored to students' individual majors. Analytical data from assignment evaluations and student feedback highlights the improved effectiveness of the curriculum. These results suggest that sophomore students are successfully learning MATLAB. In conclusion, this paper discusses the integration of MATLAB into the Mathematical Analysis course initiated five years ago, providing a comprehensive examination based on insights gathered from recent sophomore classes.

Citation
Format

Belfadel, D. (2024, June), Board 134: MATLAB Integration in Sophomore Mathematical Analysis Course Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46692

TY - CPAPER
AB - This Evidence-based Practice Paper describes the addition of MATLAB programming language to the Mathematical Analysis course for second-year engineering students at XYZ University majoring in electrical, mechanical, and biomedical engineering. Previously, MATLAB was taught in the later years of the engineering program. Now, it is introduced in the first-year course, &quot;Fundamentals of Engineering,&quot; and then fully integrated into the Mathematical Analysis course. This adjustment prepares students for their future courses. MATLAB, including App Designer and Simulink, offers a range of programming tools and built-in functions essential for developing programming skills and solving complex engineering problems.
The 3-credit Mathematical Analysis course equips engineering students with key concepts in numerical methods applicable across various engineering disciplines. Designed to foster these skills within an interactive learning environment. During the first half of the semester, students are introduced to foundational programming concepts including variables, conditional statements, and loops, as well as the creation and execution of user-defined functions, and plotting techniques. In the second half, the curriculum progresses into mathematical topics such as numerical solutions for nonlinear equations, analysis of linear systems, and engineering-centric statistics and probability models. This is followed by a focus on numerical differentiation, integration techniques, and data analysis methodologies like curve fitting, linear regression, and interpolation. Every example, be it numerical or rooted in coding, is extracted from real-world engineering problems.
The course emphasizes the importance of coding skills and actively promotes student engagement. Using a structured lecture format, the course introduces essential mathematical concepts, transitions to numerical exercises, and ends with a hands-on MATLAB programming session. This approach effectively merges theoretical learning with applied practice, enhancing students&#39; engagement and problem-solving abilities in engineering.
A distinctive feature of the course is the weekly Peer Learning Group (PLG) sessions. These are workshop-style sessions, specifically designed to extend students&#39; programming practice beyond the standard lecture content. Each week, students have two main assignments: a preparatory worksheet based on readings and videos, to be completed before the topic is discussed in class, and a programming assignment aligned with the PLG session afterward. In addition, the curriculum includes challenges from the MathWorks platform, such as ONRAMP and the basics of programming online courses, which cover essential areas and offer modules tailored to students&#39; individual majors.
Analytical data from assignment evaluations and student feedback highlights the improved effectiveness of the curriculum. These results suggest that sophomore students are successfully learning MATLAB.
In conclusion, this paper discusses the integration of MATLAB into the Mathematical Analysis course initiated five years ago, providing a comprehensive examination based on insights gathered from recent sophomore classes.

AU - Djedjiga Belfadel
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 134: MATLAB Integration in Sophomore Mathematical Analysis Course
UR - https://peer.asee.org/46692
DO - 10.18260/1-2--46692
ER -