A National Model for Engineering Mathematics Education

这笔莱特州立大学系改革计划助学金的重点是开发全国工程数学教育模式。该项目旨在重新定义工程数学的教学方式，目标是提高学生在工程方面的留存率、积极性和成就感。提出的解决策略始于开发一门大学一年级的工程数学课程(EGR 101)。该课程由工程学院教授，包括讲课、实验和复习部分。使用面向应用的实践方法，拟议的课程将只涉及各种核心工程课程中实际使用的重要数学主题。这些课程包括传统物理、工程力学、电路和计算机编程序列。虽然上述核心课程传统上是为二年级和三年级保留的，但这个项目将把它们转移到课程的更早阶段，将EGR 101作为唯一的数学必修课。最后建议开发一个新的工程微积分序列，由数学系在课程的后面部分教授，与大学和教唆的要求相一致。拟议的教学研究的智力价值在于它对工程数学教育的新方法，将由一个获奖的教育工作者组成的跨学科团队来实施。特别是，在工程数学教育中，普遍缺乏动手的、以应用为导向的方法。此外，通过取消传统的数学必备要求，并将核心工程课程转移到项目的早期阶段，这种方法将需要对工程课程进行重大重组。其结果将把传统的对数学先决条件要求的强调转变为对数学的工程动机的强调，并对新的数学序列进行“及时”的结构。拟议的研究团队包括获奖的教师和课程开发方面的创新者，他们分别代表工程与计算机学院的四个系以及数学和统计系。EGR 101的动手实验室部分将提供机会，将现代科学工具和研究方法注入大学一年级的本科课程。更重要的是，拟议的工程课程重组将允许学生在完成传统数学序列之前接触到工程研究活动。这将为学生提供一个机会，让他们沉迷于工程研究和发现的兴奋中，无论他们是否成功地通过了传统的数学排序。对于传统上代表人数不足的群体的成员来说，低留存率尤其令人担忧。因此，引入EGR 101和调整工程学课程将对女性、少数族裔和其他传统上高风险学生的保留率产生最大影响。

This planning grant for departmental reform at Wright State University focuses on developing a National Model for Engineering Mathematics Education. The project seeks to re-define the way engineering mathematics is taught, with the goal of increasing student retention, motivation and success in engineering.The proposed solution strategy starts with the development of a freshman-level engineeringmathematics course (EGR 101). Taught by engineering faculty, the course will include lecture, laboratory and recitation components. Using an application-oriented, hands-on approach, the proposed course will address only the salient math topics actually used in a variety of core engineering courses. These include the traditional physics, engineering mechanics, electric circuits and computer programming sequences. While the above core courses are traditionally reserved for the sophomore and junior years, this project will move them earlier in the curriculum, with EGR 101 as the only math pre-requisite. It is finally proposed to develop a new Engineering Calculus sequence to be taught by the math department later in the curriculum, in concert with college and ABET requirements.The intellectual merit of the proposed pedagogical research lies in its novel approach toengineering mathematics education, to be implemented by an interdisciplinary team of award-winning educators. In particular, a hands-on, application-oriented approach is generally lacking in engineering mathematics education. Moreover, by removing traditional math pre-requisite requirements and moving core-engineering courses earlier in the program, the approach will entail a significant restructuring of the engineering curriculum. The result will shift the traditional emphasis on math pre-requisite requirements to an emphasis on engineering motivation for math, with a "just-in-time" structuring of the new math sequence. The proposed research team includes award-winning teachers and innovators in curriculum development representing each of the four College of Engineering & Computer Science departments, as well as the Department of Mathematics and Statistics.The hands-on laboratory component of EGR 101 will provide an opportunity to infuse modern scientific tools and research methods into the undergraduate curriculum at the freshman level. More importantly, the proposed restructuring of the engineering curriculum will allow studentexposure to engineering research activities prior to the completion of the traditional math sequence. This will provide students with an opportunity to get "hooked" on the excitement of research and discovery in engineering, regardless of whether they have successfully advanced through the traditional mathematics sequence. Low retention is of particular concern for members of traditionally underrepresented groups. As such, the introduction of EGR 101 and the restructuring of the engineering curriculum will have the greatest effect on retention rates for women, minorities, and other traditionally high-risk students.