Implementing an Engineering Math Curriculum Sequence: Lessons Learned Over Five Years
- Conference
- Location
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Montreal, Quebec, Canada
- Publication Date
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June 22, 2025
- Start Date
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June 22, 2025
- End Date
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August 15, 2025
- Conference Session
- Tagged Division
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First-Year Programs Division (FPD)
- Tagged Topic
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Diversity
- Page Count
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17
- DOI
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10.18260/1-2--56752
- Permanent URL
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https://peer.asee.org/56752
- Download Count
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3
Paper Authors
Elizabeth Flanagan Clemson University
Libby Flanagan is a Lecturer in General Engineering with a PhD in Engineering and Science Education Department from Clemson University. She received her B.S. in Biosystems Engineering from the Clemson University Honors Program in 2017, along with a minor in Spanish Language Studies. She completed a two-year teaching appointment with Teach for America in 2019, where she taught 6th-grade math and computer science in Tulsa, Oklahoma. She earned her M.S. in Biosystems Engineering at Clemson University in 2021, during which she was an NRT Resilient Infrastructure and Environmental Systems Fellow.
Michael Joseph Kiernan Clemson University
Dr. Kiernan is a lecturer in the Department of General Engineering at Clemson University. He holds a B.S. in Civil Engineering from UC Davis. He also holds an M.S. and Ph.D. in Civil Engineering from Auburn University. Since 2021, he has taught in the General Engineering Learning Community (GELC), which is designed for freshman who want to be engineers but do not have the math preparation to place into calculus. Dr. Kiernan was named coordinator of the GELC in 2024.
John Charles Minor Clemson University
John Minor a principal lecturer in the General Engineering Department at Clemson University. He holds a B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology and an M.S. in Mechanical Engineering from Iowa State University. He has worked at Clemson University since 1998 working in IT and teaching part time until 2008 when he switched to teaching full time. He developed and taught the one of the current graphics courses taught in General Engineering as well as teaching the courses in the first year engineering curriculum.
Elizabeth Anne Stephan Clemson University
Dr. Elizabeth Stephan is the Director of Academics for the General Engineering Program at Clemson University. She holds a B.S. and a Ph.D. in Chemical Engineering from the University of Akron. Since 2002, she has taught, developed, and now coordinates th
Abstract
This complete, evidence-based practice paper provides an updated evaluation of the engineering math curriculum at Clemson University, incorporating additional years of data (2019-2022) on student demographics, performance, and progression. The curriculum was designed to improve math readiness for engineering students, addressing the challenge of integrating mathematics with engineering concepts. The course aims to enhance student engagement, foster critical thinking, and improve retention in engineering majors by connecting math skills to real-world engineering applications through lab activities and problem-solving exercises. The evaluation examines the impact of this engineering math course on students' subsequent success in both math and engineering courses, particularly their progression through the required math sequence. The results show a clear correlation between performance in the engineering math course and continued enrollment in engineering programs. Specifically, students earning grades of C or higher in the engineering math course are more likely to declare an engineering major and progress toward completing the necessary prerequisites for advanced coursework. In contrast, students who perform poorly, particularly those earning D or F grades, face significant barriers to progressing in the engineering curriculum, often delaying or preventing their entry into higher-level courses.
The analysis also identifies trends in student outcomes across various cohorts from 2019 to 2022, revealing challenges in the 2020 and 2021 cohorts due to the disruptions caused by the COVID-19 pandemic and the shift to online and hybrid learning environments. Despite these challenges, the modifications made to the engineering math course, such as a greater focus on calculus preparation and the introduction of hands-on lab activities, have improved outcomes in the more recent cohorts. For instance, the 2022 cohort, despite entering with lower levels of math preparedness, showed improved performance compared to previous years. These findings suggest that with targeted curriculum adjustments and integrated support structures, students can overcome challenges related to math readiness and succeed in engineering education. The paper concludes by offering recommendations for practitioners at other institutions aiming to replicate similar programs, such as identifying at-risk students early, providing a focused math curriculum with engineering applications, and ensuring strong institutional support to enhance student retention and success in engineering programs.
Flanagan, E., & Kiernan, M. J., & Minor, J. C., & Stephan, E. A. (2025, June), Implementing an Engineering Math Curriculum Sequence: Lessons Learned Over Five Years Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56752
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