Abstract
BACKGROUND OR CONTEXT
The need for engineers world-wide can only be met if sufficient numbers of students of diverse ethnicity, both male and female are successfully recruited and retained in engineering fields. Engineering majors understand that calculus skills are essential for success. The Department of Mathematics at Texas A&M University implemented bridge programs to support students in their engineering calculus sequence. The program was initially offered to students who earned a B or C in the first or second engineering calculus course to strengthen their mathematical understanding and skills before they progressed to the next course. The bridge programs were one week in length, occurred just before the fall and spring semesters, and consisted of 15 hours of instruction with an online tutor. Students reported that they understood the mathematics better and felt more confident in their abilities to succeed in the next course. This success ultimately allowed them to continue in their path to engineering degrees and careers.
PURPOSE OR GOAL
The Department of Mathematics initiated one-week bridge programs for courses in the engineering calculus sequence to better prepare students at risk for success in the next course in the sequence because they lacked sufficient knowledge and skills in mathematics. Topics that were important in calculus applications were selected for each bridge program. Data were examined from both student responses to a survey about improved skills and confidence and grades in the subsequent calculus course for students in the bridge to
engineering calculus II for Spring 2014.
APPROACH
The new bridge programs were developed to support at-risk students throughout the engineering calculus sequence. They were off-shoots of a summer precalculus review program for incoming freshmen. Based on weaknesses reported by instructors of engineering calculus courses, topics were chosen for the bridge programs to increase student knowledge and skills. Students who earned a D or F in a calculus course were not allowed to take the next course. However, students who earned B or C were still considered at-risk for the subsequent course. These particular students were invited to participate in the bridge program schedule just prior to the next fall or spring semester.
DISCUSSION
It was anticipated that students who participated in the bridge programs will increase their knowledge and skills in mathematics and their confidence in their abilities to succeed in mathematics. In addition, it was expected that grades of students who earned a B or C in the engineering calculus course and participated in the bridge program for the subsequent course will earn higher grades than students who earned B or C and did not participate in the program. Survey results revealed that students in the bridge program believed it helped them
and that the online format was effective. Students in the bridge program were successful at a higher rate (earned A, B, or C) and a higher percentage of A’s in engineering calculus II.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION
Bridge programs have most typically involved either face-to-face instruction or asynchronous online instruction. However, an online bridge program with a live tutor can be successful in remediating mathematics skills in order to reduce attrition in engineering majors as a result of difficulties in mathematics.
The need for engineers world-wide can only be met if sufficient numbers of students of diverse ethnicity, both male and female are successfully recruited and retained in engineering fields. Engineering majors understand that calculus skills are essential for success. The Department of Mathematics at Texas A&M University implemented bridge programs to support students in their engineering calculus sequence. The program was initially offered to students who earned a B or C in the first or second engineering calculus course to strengthen their mathematical understanding and skills before they progressed to the next course. The bridge programs were one week in length, occurred just before the fall and spring semesters, and consisted of 15 hours of instruction with an online tutor. Students reported that they understood the mathematics better and felt more confident in their abilities to succeed in the next course. This success ultimately allowed them to continue in their path to engineering degrees and careers.
PURPOSE OR GOAL
The Department of Mathematics initiated one-week bridge programs for courses in the engineering calculus sequence to better prepare students at risk for success in the next course in the sequence because they lacked sufficient knowledge and skills in mathematics. Topics that were important in calculus applications were selected for each bridge program. Data were examined from both student responses to a survey about improved skills and confidence and grades in the subsequent calculus course for students in the bridge to
engineering calculus II for Spring 2014.
APPROACH
The new bridge programs were developed to support at-risk students throughout the engineering calculus sequence. They were off-shoots of a summer precalculus review program for incoming freshmen. Based on weaknesses reported by instructors of engineering calculus courses, topics were chosen for the bridge programs to increase student knowledge and skills. Students who earned a D or F in a calculus course were not allowed to take the next course. However, students who earned B or C were still considered at-risk for the subsequent course. These particular students were invited to participate in the bridge program schedule just prior to the next fall or spring semester.
DISCUSSION
It was anticipated that students who participated in the bridge programs will increase their knowledge and skills in mathematics and their confidence in their abilities to succeed in mathematics. In addition, it was expected that grades of students who earned a B or C in the engineering calculus course and participated in the bridge program for the subsequent course will earn higher grades than students who earned B or C and did not participate in the program. Survey results revealed that students in the bridge program believed it helped them
and that the online format was effective. Students in the bridge program were successful at a higher rate (earned A, B, or C) and a higher percentage of A’s in engineering calculus II.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION
Bridge programs have most typically involved either face-to-face instruction or asynchronous online instruction. However, an online bridge program with a live tutor can be successful in remediating mathematics skills in order to reduce attrition in engineering majors as a result of difficulties in mathematics.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 26th Annual Conference of the Australasian Association for Engineering Education |
| Subtitle of host publication | AAEE2015 |
| Editors | Aman Oo, Arun Patel, Tim Hilditch, Siva Chandran |
| Place of Publication | Victoria, Australia |
| Publisher | Deakin University |
| Pages | 1-8 |
| Number of pages | 8 |
| ISBN (Print) | 9780730000419 |
| Publication status | Published - 2015 |
| Event | 26th Australian Association for Environmental Education (AAEE) Conference - Geelong, Australia, Australia Duration: 06 Dec 2015 → 09 Dec 2015 https://web.archive.org/web/20151210082610/http://www.aaee2015.com.au/ |
Conference
| Conference | 26th Australian Association for Environmental Education (AAEE) Conference |
|---|---|
| Abbreviated title | Blended Design and Project Based Learning: a future for engineering education |
| Country/Territory | Australia |
| Period | 06/12/15 → 09/12/15 |
| Other | The annual AAEE Conference is one of the largest gatherings of engineering educators in Australasia, bringing together delegates to discuss engineering education research and best practice. The venue for the conference will be the RACV Torquay Resort and the newly constructed $55 million Centre for Advanced Design in Engineering Training (CADET) at the Waurn Ponds campus of Deakin University, Geelong, Victoria. The proposed theme for the AAEE2015 conference is “Blended Design and Project Based Learning: a future for engineering education”. We invite the AAEE community to enter into a dialogue about the future of engineering education within design/project-based and blended learning. With more students working full-time and with reduced ability to be on campus, the conference is set to answer questions such as: - Can we create a design/project based learning environment to suit all students? - What technologies are right to use? - What types of learning spaces are required? - How can we best engage the engineering student? - Can we bring education to the student? |
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