Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Difficulties with the Calculus sequence in the engineering curriculum leads to many students abandoning engineering programs. Many of these students are from underrepresented groups such as women and students of color. This is a significant loss to the profession. The problem is not new and engineering educators have worked on different strategies to alleviate this problem. A fairly well-known approach, first proposed by faculty from Wright State University, involves teaching an Engineering Mathematics class to freshmen engineering students. Taught by engineers (and not mathematicians), this course typically covers only those topics from the entire Calculus curriculum that are actually used in early engineering courses. Passing this course allows students to continue into freshmen and sophomore level engineering classes while they are still continuing to finish the traditional sequence of Calculus courses. This course was recently added to the engineering curriculum at University of Detroit Mercy’s (Detroit Mercy) engineering program. This paper discusses the course content and the experience of teaching it to the engineering students, along with its impact on retention and student success. Specifically, data from the initial offerings is used to discuss the impact of this course on the students’ ability to handle engineering science courses without having finished the calculus sequence.
Das, S., & Plantenberg, K. A. (2020, June), Results from the Implementation of Wright State Model for Engineering Mathematics at University of Detroit Mercy Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35154
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