Transforming First-Year Calculus Teaching for Engineering Students -- Blocks with Field Specific Examples, Problems, and Exams

Abstract

Contribution: We demonstrate that it is feasible to include field specific problems in introductory mathematics courses to motivate engineering students. This is done in a way that still allows large parts of the course to be common to all students, ensuring economic viability. Background: Many first-year engineering students perceive mathematics courses as being too abstract and far from their chosen study programme. This may lead to a lack of motivation and effort, thus decreasing the learning outcomes. Intended outcomes: That engineering students recognize that the calculus and linear algebra courses are relevant for their future work within their specific field. This is intended to improve their learning outcomes. Application design: The courses have been restructured into smaller subunits, each of which has a corresponding workshop treating a real-world problem from the specific field of a given group of students. These workshops are developed in consultation with the relevant fields of study, and they are given a prominent role in the course for instance by forming the basis for the oral exams. Findings: Based on the feedback from students, we find that inclusion of field specific problems does help to highlight the applicability and importance of mathematics in engineering. When implementing such a solution, however, there are a number of challenges to keep in mind.