00471nas a2200133 4500008004100000245010200041210006900143100001800212700002000230700002000250700001500270700001500285856003700300 2007 eng d00aEngineering Mathematics Education at Wright State University: Uncorking the First-Year Bottleneck0 aEngineering Mathematics Education at Wright State University Unc1 aKlingbeil, N.1 aRaymer, Michael1 aReynolds, David1 aRattan, K.1 aMercer, R. uhttp://www.knoesis.org/node/231301641nas a2200193 4500008004100000245005900041210005700100260007800157300001000235520102500245100002201270700001901292700002001311700002001331700002001351700001901371700002001390856003701410 2007 eng d00aA National Model for Engineering Mathematics Education0 aNational Model for Engineering Mathematics Education aHonolulu, HIbProceedings of the 2007 ASEE Annual Conference & Exposition a24-273 aThe traditional approach to engineering mathematics education begins with one year of freshman calculus as a prerequisite to subsequent core engineering courses. However, the inability of incoming students to successfully advance through the traditional freshman calculus sequence is a primary cause of attrition in engineering programs across the country. As a result, this paper describes an NSF funded initiative at Wright State University to redefine the way in which engineering mathematics is taught, with the goal of increasing student retention, motivation and success in engineering. This paper provides an overview of the WSU model for engineering mathematics education, followed by an assessment of student performance, perception and retention through its initial implementation. It also summarizes the scope of a recent NSF CCLI Phase 2 Expansion award, which involves a multiyear assessment at WSU, pilot adoption and assessment at two collaborating institutions, and a widespread dissemination of results.1 aKlingbeil, Nathan1 aRattan, Kuldip1 aRaymer, Michael1 aReynolds, David1 aMercer, Richard1 aKukreti, Anant1 aRandolph, Brian uhttp://www.knoesis.org/node/171500471nas a2200133 4500008004100000245010200041210006900143100002000212700002000232700001800252700001500270700001500285856003700300 2007 eng d00aThe Wright State Model for Engineering Mathematics Education: Uncorking the First-Year Bottleneck0 aWright State Model for Engineering Mathematics Education Uncorki1 aRaymer, Michael1 aReynolds, David1 aKlingbeil, N.1 aMercer, R.1 aRattan, K. uhttp://www.knoesis.org/node/231502382nas a2200157 4500008004100000245007600041210006900117260001600186520189700202100001802099700001502117700001502132700002002147700002002167856003702187 2006 eng d00aRedefining Engineering Mathematics Education at Wright State University0 aRedefining Engineering Mathematics Education at Wright State Uni aChicago, IL3 aThis paper summarizes progress to date on the WSU model for engineering mathematics education, an NSF funded curriculum reform initiative at Wright State University. The WSU model seeks to increase student retention, motivation and success in engineering through application-driven, just-in-time engineering math instruction. The WSU approach begins with the development of a novel freshman-level engineering mathematics course (EGR 101). Taught by engineering faculty, the course includes lecture, laboratory and recitation components. Using an application-oriented, hands-on approach, the course addresses 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. The EGR 101 course replaces traditional math prerequisite requirements for the above core courses, so that students can advance in the engineering curriculum without having completed a traditional freshman calculus sequence. This has enabled a significant restructuring of the engineering curriculum, including the placement of formerly sophomore-level engineering courses within the freshman year. The WSU model concludes with the development of a revised engineering mathematics sequence, to be taught by the math department later in the curriculum. The result has shifted the traditional emphasis on math prerequisite requirements to an emphasis on engineering motivation for math, with a just-in-time placement of the new math sequence. The current paper summarizes the motivation, goals and development to date of the WSU model, which is currently in its first year of implementation. The paper reflects modifications since the approach was first reported one year ago, and includes a preliminary assessment of student performance and perception during the first run of EGR 101.1 aKlingbeil, N.1 aMercer, R.1 aRattan, K.1 aRaymer, Michael1 aReynolds, David uhttp://www.knoesis.org/node/174000443nas a2200133 4500008004100000245007400041210006900115100002000184700001500204700002000219700001800239700001500257856003700272 2005 eng d00aWork in progress: The WSU model for engineering mathematics education0 aWork in progress The WSU model for engineering mathematics educa1 aRaymer, Michael1 aRattan, K.1 aReynolds, David1 aKlingbeil, N.1 aMercer, R. uhttp://www.knoesis.org/node/173500408nas a2200133 4500008004100000245005600041210005200097100001800149700001500167700001500182700002000197700002000217856003700237 2005 eng d00aThe WSU Model for Engineering Mathematics Education0 aWSU Model for Engineering Mathematics Education1 aKlingbeil, N.1 aRattan, K.1 aMercer, R.1 aRaymer, Michael1 aReynolds, David uhttp://www.knoesis.org/node/173800490nas a2200133 4500008004100000245012100041210006900162100001500231700001500246700002000261700002000281700001800301856003700319 2004 eng d00aRethinking Engineering Mathematics Education: A Model for Increased Retention, Motivation and Success in Engineering0 aRethinking Engineering Mathematics Education A Model for Increas1 aMercer, R.1 aRattan, K.1 aReynolds, David1 aRaymer, Michael1 aKlingbeil, N. uhttp://www.knoesis.org/node/1741