A National Model for Engineering Mathematics Education

CCLI第二阶段扩展项目旨在解决工程专业的人员流失问题，这是由于工程专业新生在传统的大一微积分课程中经常遇到的问题。该项目将用一门新颖的新生水平的工程数学课程取代这一序列，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。工程学院正在教授这门新的数学课程，并通过将其直接应用于核心工程课程来激励所有数学主题。这种模式允许学生在不先完成传统微积分序列的情况下学习工程课程。该模式还将一些大二水平的工程课程放在大一，并将由数学系教授的修订后的工程数学课程放在课程的后面。三所大学正在测试这种新模式，以确定它是否能提高学生的保留率、积极性和工程学的成功程度。目前正在通过对学生留校、动机和工程成绩的定量和定性综合措施来评估该项目，特别强调学生在随后的数学和工程课程中的学习情况。该项目正在通过编写新教科书、教师专业发展讲习班、网站和向地区高中推广来传播。

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.