%0 Generic
%D 2007
%T Engineering Mathematics Education at Wright State University: Uncorking the First-Year Bottleneck
%A N. Klingbeil
%A Michael Raymer
%A David Reynolds
%A K. Rattan
%A R. Mercer
%B Engineering Mathematics Education at Wright State University: Uncorking the First-Year Bottleneck
%G eng
%0 Generic
%D 2007
%T A National Model for Engineering Mathematics Education
%A N. Klingbeil
%A R. Mercer
%A K. Rattan
%A Michael Raymer
%I ASEE Southeastern Section Conference
%G eng
%0 Conference Paper
%B 117th ASEE Annual Conference and Exposition
%D 2007
%T A National Model for Engineering Mathematics Education
%A Nathan Klingbeil
%A Kuldip Rattan
%A Michael Raymer
%A David Reynolds
%A Richard Mercer
%A Anant Kukreti
%A Brian Randolph
%X The 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.
%B 117th ASEE Annual Conference and Exposition
%I Proceedings of the 2007 ASEE Annual Conference & Exposition
%C Honolulu, HI
%P 24-27
%G eng
%0 Generic
%D 2007
%T The Wright State Model for Engineering Mathematics Education: Uncorking the First-Year Bottleneck
%A Michael Raymer
%A David Reynolds
%A N. Klingbeil
%A R. Mercer
%A K. Rattan
%B The Wright State Model for Engineering Mathematics Education: Uncorking the First-Year Bottleneck
%G eng
%0 Conference Paper
%B ASEE Annual Conference & Exposition
%D 2006
%T Redefining Engineering Mathematics Education at Wright State University
%A N. Klingbeil
%A R. Mercer
%A K. Rattan
%A Michael Raymer
%A David Reynolds
%X This 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.
%B ASEE Annual Conference & Exposition
%C Chicago, IL
%G eng
%0 Conference Paper
%D 2005
%T Work in progress: The WSU model for engineering mathematics education
%A Michael Raymer
%A K. Rattan
%A David Reynolds
%A N. Klingbeil
%A R. Mercer
%G eng
%0 Conference Paper
%D 2005
%T The WSU Model for Engineering Mathematics Education
%A N. Klingbeil
%A K. Rattan
%A R. Mercer
%A Michael Raymer
%A David Reynolds
%G eng
%0 Conference Paper
%D 2004
%T Rethinking Engineering Mathematics Education: A Model for Increased Retention, Motivation and Success in Engineering
%A R. Mercer
%A K. Rattan
%A David Reynolds
%A Michael Raymer
%A N. Klingbeil
%G eng