Demonstrating a Continuous Improvement Process in Action with an Initiative to Adopt Computer Algebra System Calculators in an Engineering Technology Degree Program

John W Blake

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Assessment and Continuous Improvement
Tagged Division: Engineering Technology Division (ETD)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47115

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Paper Authors

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John W Blake P.E. Austin Peay State University orcid.org/0009-0000-0908-1482

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John Blake is a Professor of Engineering Technology at Austin Peay State University, Clarksville, TN. He received his B.S., M.S., and Ph.D. in Mechanical Engineering from Northwestern University, and is a registered Professional Engineer in the State of Tennessee.

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Abstract

Any ETAC of ABET accredited engineering technology program must have a documented process for continuous improvement, must show that this process is used, and must show results from that process. At the baccalaureate level, ETAC of ABET accreditation criteria require that the curriculum include the use of differential and integral calculus. This paper presents an initiative in the author’s department to improve student performance in the use of differential and integral calculus. This effort also demonstrated the department’s continuous improvement process in action.

Students are expected to learn differentiation and integration in a required calculus course, followed by additional instruction in an upper level major core course. Students are expected to be able to find derivatives, including ones requiring use of the chain rule, and to solve integrals, including ones where substitution is necessary. This has been done by hand using printed lists of rules and lists of integral (anti-derivative) solutions. Over time, student performance has been less than satisfactory. Efforts made to improve performance have produced disappointing results.

Computer algebra system (CAS) calculators capable of performing symbolic operations including differentiation and integration offered a new option. The author proposed that the department change to an approach based on the use of CAS calculators for calculus. Adoption of the CAS calculators would be a substantial change to the curriculum. Instead of attempting to teach students to do this work directly, they would be taught to use the calculator. This would leave students dependent on a CAS calculator for calculus. However, students should then be better able to use calculus when needed. This proposal was discussed by the faculty, resulting in an agreement to further explore this option. Moving forward, the department sought input from constituent groups. Input was sought from the department’s Industrial Advisory Board as representatives of employers of our graduates. Surveys were used to get input from alumni and from current students. With support from all constituent groups, albeit with some reservations, the department adopted the CAS calculator proposal. Based on exam results from specific classes, student performance has shown a marked improvement.

From assessment and evaluation activities at the course level to efforts to get the opinions of current students, alumni, and employers, this effort showed the department’s Continuous Improvement process in use. This paper will present the initial situation, the proposed change, activities leading up to the decision to adopt the CAS calculators, and the results. Assessment and evaluation activities and results and the Continuous Improvement process will be discussed.

Citation
Format

Blake, J. W. (2024, June), Demonstrating a Continuous Improvement Process in Action with an Initiative to Adopt Computer Algebra System Calculators in an Engineering Technology Degree Program Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47115

TY - CPAPER
AB - Any ETAC of ABET accredited engineering technology program must have a documented process for continuous improvement, must show that this process is used, and must show results from that process. At the baccalaureate level, ETAC of ABET accreditation criteria require that the curriculum include the use of differential and integral calculus. This paper presents an initiative in the author’s department to improve student performance in the use of differential and integral calculus. This effort also demonstrated the department’s continuous improvement process in action.

Students are expected to learn differentiation and integration in a required calculus course, followed by additional instruction in an upper level major core course. Students are expected to be able to find derivatives, including ones requiring use of the chain rule, and to solve integrals, including ones where substitution is necessary. This has been done by hand using printed lists of rules and lists of integral (anti-derivative) solutions. Over time, student performance has been less than satisfactory. Efforts made to improve performance have produced disappointing results.

Computer algebra system (CAS) calculators capable of performing symbolic operations including differentiation and integration offered a new option. The author proposed that the department change to an approach based on the use of CAS calculators for calculus. Adoption of the CAS calculators would be a substantial change to the curriculum. Instead of attempting to teach students to do this work directly, they would be taught to use the calculator. This would leave students dependent on a CAS calculator for calculus. However, students should then be better able to use calculus when needed. This proposal was discussed by the faculty, resulting in an agreement to further explore this option. Moving forward, the department sought input from constituent groups. Input was sought from the department’s Industrial Advisory Board as representatives of employers of our graduates. Surveys were used to get input from alumni and from current students. With support from all constituent groups, albeit with some reservations, the department adopted the CAS calculator proposal. Based on exam results from specific classes, student performance has shown a marked improvement.

From assessment and evaluation activities at the course level to efforts to get the opinions of current students, alumni, and employers, this effort showed the department’s Continuous Improvement process in use. This paper will present the initial situation, the proposed change, activities leading up to the decision to adopt the CAS calculators, and the results. Assessment and evaluation activities and results and the Continuous Improvement process will be discussed.

AU - John W Blake P.E.
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Demonstrating a Continuous Improvement Process in Action with an Initiative to Adopt Computer Algebra System Calculators in an Engineering Technology Degree Program
UR - https://peer.asee.org/47115
ER -