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/