Retention in Engineering Programs: Integrating Real World Problems in Calculus Courses To Increase Student Learning and Interest in Engineering

Abstract

Attrition in U.S. engineering programs has been a major concern for more than two decades. Several studies have shown that the most significant factors include quantitative skills, students' study habits, commitment to the program, involvement in extracurricular activity, and connections to peers. In addition, math/calculus has been cited by students who switch away from engineering as the most influential factor in their decisions. This paper describes an approach to improve engineering student persistence when learning calculus without having to make any changes in the current calculus curriculum. This approach is one the methods used in an NSF-funded initiative (Project DUE-0942270) at the University of North Dakota. The project combines several techniques, including the integration of stand-alone engineering modules to be solved by students outside class time and the use of engineering mentors to help these students learn calculus and see the relationship between math and engineering. This paper focuses only on student experiences with the engineering modules. The evaluation of the project shows that the engineering problems were helpful to students in learning calculus concepts.