Abstract
Applied Mathematics for Engineering is a second year undergraduate mathematics requirement for engineering majors at Harvey Mudd College in Claremont, California since 2011. It has been jointly designed and taught by the engineering and mathematics departments. The class aims to help students develop confidence in their skill in applying mathematics to solve engineering problems and perseverance for complicated problems; to improve facility at previously learned mathematical skills and to incorporate new tools; and to develop strategic competence and better judgment on the correctness of solutions. This article describes the design principles used in creating the class and some evidence of its effectiveness. References R. J. Beichner, J. M. Saul, D. S. Abbott, J. J. Morse, D. L. Deardorff, R. J. Allain, S. W. Bonham, M. H. Dancy, and J. S. Risley. The student-centered activities for large enrollment undergraduate programs (scale-up) project. In Research-Based Reform of University Physics, volume 1. Edward F. Redish and Patrick Cooney, April 2007. http://www.compadre.org/PER/items/detail.cfm?ID=4517. J. E. Froyd. Evidence for the efficacy of student-active learning pedagogies. Project Kaleidoscope: Pedagogies of Engagement, 2007. http://www.pkal.org/documents/BibliographyofSALPedagogies.cfm, accessed 1 Oct, 2013. P. Little and M. Cardenas. Use of ``studio'' methods in the introductory engineering design curriculum. J. Eng. Educ., 90:309–318, 2001. doi:10.1002/j.2168-9830.2001.tb00610.x. M. Prince. Does active learning work? a review of the research. J. Eng. Educ., 93(3):223–231, 2004. doi:10.1002/j.2168-9830.2004.tb00809.x. Project Kaleidoscope. What works in facilitating interdisciplinary learning in science and mathematics, 2011. http://www.aacu.org/pkal/interdisciplinarylearning/documents/KeckExecutiveSummary_001.pdf, accessed 1 Oct, 2013. L. Springer, M. E. Stanne, and S. S. Donovan. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Rev. Educ. Res., 69:21–51, 1999. doi:10.3102/00346543069001021.
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