Ma, H., & Guadagni, G., & Pisano, S. N., & Fulgham, B., & Abramenko, M., & Morris, D. D. (2017, June), Redesign of Calculus Curriculum in Engineering  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28783

\bibitem{asee_peer_28783}
  Ma, H., \& Guadagni, G., \& Pisano, S. N., \& Fulgham, B., \& Abramenko, M., \& Morris, D. D. (2017, June), \emph{Redesign of Calculus Curriculum in Engineering}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28783

Hui Ma, Gianluca Guadagni, Stacie N. Pisano, Bernard Fulgham, Monika Abramenko, and Diana D Morris.  "Redesign of Calculus Curriculum in Engineering".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28783 Internet.  15 Dec, 2024

\bibitem{asee_peer_28783}
  Hui Ma, Gianluca Guadagni, Stacie N. Pisano, Bernard Fulgham, Monika Abramenko, and Diana D Morris.
  "Redesign of Calculus Curriculum in Engineering".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28783 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_28783
author = "Hui Ma, Gianluca Guadagni, Stacie N. Pisano, Bernard Fulgham, Monika Abramenko, and Diana D Morris"
title = "Redesign of Calculus Curriculum in Engineering"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28783}
number = {10.18260/1-2--28783}
}

TY  - CPAPER
AB  - An increasing number of first year students are bypassing the calculus
curriculum by obtaining calculus credit in high school before entering engineering schools. Yet, the performance of students in their first year engineering math courses is uneven due to many reasons. There are some common gaps that need to be addressed, even for students with the strongest math background who have successfully completed single variable calculus II in high school. In addition, engineering applications are usually lacking in pre-college calculus courses and students are not always exposed to active-learning instructional strategies in those courses. In an attempt to better equip these more advanced students with the tools they need in future engineering courses and to improve learning outcomes, a new engineering math sequence was developed and implemented with an active-learning structure[5]. In the new sequence, students take two semesters of calculus. The sequence will include a complete course in multivariable calculus, and the content will be enhanced: (1) to address common gaps in calculus I and II
skills, (2) to cover some of the selected topics more thoroughly than in a
single-semester multivariable calculus course, and (3) to explore additional
challenging topics and projects with specific engineering applications that
are not appropriate for a class with less advanced students [1] [2] [4]. In
this paper, we present the main features of the redesign, and the preliminary data and results collected. Moreover, we investigate the impact of the
redesign on students' learning and provide a general discussion of possible
changes and improvements [3]. This is the first step of a three-year project
that will redesign calculus sequences for engineering students of all levels at
our institution.
AU  - Hui Ma
AU  - Gianluca Guadagni
AU  - Stacie N. Pisano
AU  - Bernard Fulgham
AU  - Monika Abramenko
AU  - Diana D Morris
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Redesign of Calculus Curriculum in Engineering
UR  - https://peer.asee.org/28783
DO  - 10.18260/1-2--28783
ER  -