Math With Meaning
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Transcript of Math With Meaning
Math With Meaning
The argument for strong, relevant, and timely technical prerequisites.
Thomas Frankie and Brian SchertzUniversity of Illinois at Urbana-Champaign
Engineer of the Future 2.0 SummitMarch 31 – April 1, 2009
Olin College Needham, MA
Justification for Technical Prerequisites
Math is a prevalent component of engineering curricula.These courses demonstrate the ability of the student to learn and apply difficult technical concepts to solve problems.Math is the toolbox at the engineer’s disposal.
Challenges Faced
Attrition due to traditional “weed-out” coursesVarying preparedness level of students that are retained Inability to perform at higher levels due to rusty, unorganized, or incomplete toolboxesBalance of these courses with important non-technical electives
Further Fundamental Challenge
Engineering Professors: Often lack a knowledge of the topics covered in
courses in the math department Do not know if and how certain material was
taught in prerequisite courses
Mathematics Professors: Often do not have an understanding of how the
topics they teach will be applied in future engineering courses
Have limited contact with and investment in the engineering undergraduate students throughout their education
How can courses better help the student?
Mathematics applied to engineering problemsTimely instruction of material Not all at the beginning of the undergraduate
years Taught just in time to be effectively applied
Taught by faculty with an interest/investment in the students Cooperation between Engineering and Math
Departments Beneficial to each department to have motivated
students
Traditional System vs. Proposed System
Traditional System
Proposed System
Freshmen-Sophomor
e Years
Standard Calculus Sequence in Math Department
Applied Engineering Mathematics and Introductory Engineering Courses
New, cluttered, overly complex toolbox
Smaller, simpler, and more efficient toolbox
Junior-Senior Years
No math courses taught.
Advanced mathematics taught within Math Department
Rusty, unused toolbox
Toolbox growing, new pieces, continued use
Desired Effect/Intended Results
Students that are: Still in the field of
engineering Better equipped
and prepared Thinking more
critically
Students with: More motivation Complete
toolboxes
Examples of Existing Studies/Models
MIT Study (Karen Willcox, Gergana Bounova)
“Mathematics in Engineering: Identifying, Enhancing
and Linking the Implicit Mathematics Curriculum” Wright State University Model
NSF Grant “A National Model for Engineering Mathematics Education”
http://www.engineering.wright.edu/cecs/engmath/