A National Model for Engineering Mathematics Education

这个CCLI第2阶段扩展项目正在解决工程项目中的自然减员问题，因为工程专业的学生经常遇到传统的大一微积分序列的问题。该项目正在用一个新的新生级工程数学课程取代这个序列，该课程涵盖了核心工程课程中使用的即时，突出的数学主题。工程系教授这门新的数学课程，并通过直接应用于核心工程课程来激发所有数学主题。这种模式允许学生在工程课程中取得进步，而无需首先完成传统的微积分序列。该模型还将一些大学一年级的工程课程，并将一个修订后的工程数学序列，由数学系教授，后来在课程中。三所大学正在测试新模式，并确定它是否能提高学生的保留率，动机和工程学的成功。该项目正在通过定量和定性相结合的措施，学生保留，动机和成功的工程，特别强调学生在随后的数学和工程课程的学习进行评估。该项目正在通过编写新的教科书、教师专业发展讲习班、网站和向区域高中推广等方式传播。

This CCLI Phase 2 Expansion Project is addressing attrition in engineering programs due to the problems incoming engineering students often have with the traditional freshman calculus sequence. This project is replacing this sequence with a novel freshman-level engineering mathematics class that covers just-in-time, salient mathematics topics used in core engineering courses. Engineering faculty are teaching this new mathematics course and motivating all mathematical topics by their direct application in core engineering courses. This model is allowing students to advance in the engineering curriculum without first completing the traditional calculus sequence. The model is also placing some sophomore-level engineering courses in the freshman year and moving a revised engineering mathematics sequence, to be taught by the math department, later in the curriculum. Three universities are testing the new model and determining whether it increases student retention, motivation, and success in engineering. The project is being assessed through a combination of quantitative and qualitative measures of student retention, motivation and success in engineering, with particular emphasis on student learning in subsequent math and engineering courses. The project is being disseminated through the development of a new textbook, faculty professional development workshops, a website, and outreach to regional high schools.