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Significant numbers of first-year community college students place below Calculus-level mathematics and are underprepared for direct entrance to core prerequisite courses in an engineering baccalaureate degree curriculum. As a result, a potentially daunting and abstract sequence of math courses can dissuade otherwise promising candidates from the engineering profession. This NSF-IUSE project, launched in fall 2022, is a collaboration between engineering, mathematics, history, English, and physics faculty to create a two-quarter learning community experience for precalculus-level students entering our engineering transfer program at Whatcom Community College. The Engineering in Context Learning Community is a six-course curriculum that integrates contextualized precalculus, English composition, Pacific Northwest history, engineering orientation, and introductory problem solving and computing skills. The program employs high-impact practices including place-based learning, community-engaged projects, contextualized instruction, and undergraduate research to motivate foundational skill development, emphasize social relevance, and develop students' engineering identity, sense of belonging, and academic readiness. The 2023-24 academic year marked the first pilot offering of the new learning community with an initial cohort of 19 students out of a capacity limit of 24. This poster will report on early findings comparing persistence rates into the second-year curriculum between the first learning community cohort and our more general engineering student population. For example, 12 out of 19 (68%) cohort students enrolled in Calculus 1 within two terms of starting Precalculus 1. This retention rate compares to 13 out of 30 (43%) for non-cohort students who were concurrently enrolled in Precalculus 1 and Introduction to Engineering. We will also present survey results for socioemotional constructs such as motivation, engineering identity, and sense of belonging with preliminary analysis of how the responses of cohort students compare to the rest of our engineering student population.
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Hands-on Precalculus for Engineering: A Work in Progress
Students from historically marginalized backgrounds – especially low-income students, students of color, and/or first generation in college – disproportionately place below Calculus level math and are often underprepared for direct entrance to an engineering baccalaureate degree curriculum. The Engineering in Context learning community at Whatcom Community College seeks to take a holistic approach to address this challenge by welcoming students into a multidisciplinary cohort experience. This course sequence spans two academic quarters and includes six different courses including a two-quarter contextualized precalculus for engineering sequence, contextualized English composition, Pacific Northwest history, and an existing two-quarter introduction to engineering sequence. While this approach leverages multiple high-impact educational practices, this work-in-progress paper will focus on the contextualized precalculus component, and specifically the use of hands-on math labs taught using engineering facilities and equipment. The two Precalculus for Engineering courses are taught by mathematics faculty and feature a series of inquiry-based lab activities designed by the math, engineering, and physics faculty to motivate student effort and to provide additional practice with relevant math skills and concepts. These labs use physics and/or engineering applications to introduce key math concepts and develop student buy-in before scaffolding to more abstract math problems representative of what students will encounter in future math courses. For example, students review right triangle trigonometry and revisit more complex triangle problems in the context of analyzing the kinematics of a robotic arm. In another lab, students explore the concept of composing functions by exploring axial deformation under tension in bars of variable cross-sectional area. The paper discusses these examples and others along with the overall sequence of labs, how they intersect with the concurrent engineering courses or preview future engineering/physics courses, and how they fit together as a whole to support both the precalculus course learning outcomes and the larger goals of the learning community experience. We also share initial student feedback on the lab activities.
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- Award ID(s):
- 2147320
- PAR ID:
- 10678050
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This NSF-IUSE project began in fall 2022 and features cross-disciplinary collaboration between faculty in engineering, math, history, English, and physics to design, pilot, and assess a new learning community approach to welcome precalculus level students into an engineering transfer degree program. The learning community spans two academic quarters and includes six different courses. The place-based curriculum includes contextualized precalculus and English composition, Pacific Northwest history, orientation to the engineering profession, and introductory skills such as problem-solving, computer programming, and team-based design. The program also features community-engaged project-based learning in the first quarter and a course-based undergraduate research experience in the second quarter, both with an overarching theme of energy and water resources. The approach leverages multiple high-impact educational practices to promote deep conceptual learning, motivate foundational skill development, explore social relevance and connection, and ultimately seeks to strengthen our students’ engineering identity, sense of belonging, and general academic preparation for success in an engineering major. Fall 2023 marked the first quarter of piloting the new learning community with a cohort of 19 students out of a capacity limit of 24. This paper reports on the demographics of the first cohort and compares them to enrollment in a parallel section of our Introduction to Engineering course that is not linked. We also share some of the students’ reasons for enrolling and their feedback on the experience. We found that students in populations with intensive entry advising such as International Programs and Running Start (a high school dual-enrollment program) appear to be overrepresented in the first cohort. This finding correlates with a theme in nearly all student responses that they learned about the program through advising. Finally, we describe some example activities and student projects that illustrate how the curriculum design integrates content across the academic disciplines involved.more » « less
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The College of Engineering, Computer Science, and Technology (ECST) at California State University, Los Angles, an Hispanic Serving Institution (HSI) with over 60% Hispanic students, is committed to improving graduation rates through the Grad initiative 2025 (the California State University’s initiative to increase graduation rates for all CSU students while eliminating achievement gaps). The majority of our students are under-represented minorities, low-income, Pell-eligible and first generation. Currently, one quarter of the students leaving the major before the second year. Many that “survive” the first two years of math and science do not develop the knowledge and the skills that are needed to succeed in upper division engineering courses, leading to more students unable to finish their engineering majors. Three years ago, we launched a pilot program for the First-Year Experience at ECST (FYrE@ECST) for incoming freshmen. The program focuses on providing academic support for math and physics courses while introducing students to the college community, and comprises a summer bridge program, a hands-on introductory course, cohorted math and science sections, and staff and faculty mentoring. Academic support is provided through peer-led supplemental instruction (SI) workshops. The workshops have led to a significant improvement in student performance in Math, but have had no significant impact in the student performance in physics. Our hypothesis is that students, in addition to having limited understanding of calculus, struggle to understand the fundamental principles of physics and thus cannot apply their knowledge of math to theories in physics to solve problems. This work-in-progress paper describes an inquiry-based hands-on pre-physics course for first-year students as part of the FYrE@ECST program. The course is intended to prepare students for the calculus-based mechanics course in physics and covers about half of the competencies of a classical mechanics course, with focuses on the fundamental concepts of mechanics (i.e. Newton’s Laws, Types of forces, vectors, free-body diagrams, position, velocity and acceleration). Equations are only introduced in the second half of the semester, while the first half is directed to help students develop a deep understanding of these fundamental concepts. During classes, students run simple experiments, watch segments of movies and cartoons and are asked questions (written and orally) which can guide them to think intuitively and critically. A think-pair-share mode of instruction is implemented to promote inquiry and discussion. Students work in groups of five to discuss and solve problems, carry out experiments to better understand processes and systems, and share what they learned with the whole class. The paper presents preliminary results on student achievement.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Conference Paper:
- https://doi.org/10.18260/1-2--56681
