Author(s):
This project implements scaffolds for transfer of learning from mathematics to engineering in an upper-division undergraduate technical elective Sensors and Systems course to assist students’ adaptation of theoretical mathematical concepts into applied engineering topics. Need: Students find it challenging to transfer knowledge learned in mathematics courses to applied engineering topics. Some students 1) forget some of the mathematics background they covered in previous math courses that is necessary to be successful in engineering courses, 2) may not make direct connections between symbology used in mathematics courses and those used in engineering courses, and 3) may not understand the purpose of some of the mathematical techniques and how they apply to engineering. Guiding Questions: Can transfer of learning from mathematics to engineering be achieved in a technical elective Sensors and Systems course through scaffolding assignments to assist students connect their math knowledge with applied engineering concepts?Outcomes: New mathematics assignments were created to emphasize the mathematical concepts the students would utilize in this engineering course. The incremental assignments developed identified gaps in learning or recollection and used skills, and assisted the students in re-learning and re-applying these mathematical skills in the engineering courses. Students were able to connect math symbology with engineering symbology, and successfully applied mathematical concepts to engineering problems related to sensors. Impact: Student performance increased once the students were guided with scaffolds to achieve transfer of learning from mathematics. This project impacted students from mechanical engineering, electrical engineering, and engineering technology disciplines.
Coauthors
Mehrube Mehrubeoglu (TAMUCC, Corpus Christi), Maria Vasilyeva (TAMUCC, Corpus Christi), Lifford McLauchlan (TAMUK, Kingsville), David Hicks (TAMUK, Kingsville)
