A contextualized, experiential learning approach to quantitative engineering analysis

Abstract

This work-in-progress, innovative-practice paper describes the creation and first two iterations of an experimental course which aims to develop a process-focused approach to integrated quantitative engineering analysis in early stage engineering students. The goal of this two-semester course is to improve the confidence and competence of our students in choosing and applying the tools of quantitative analysis to solve practical problems throughout their time in college and beyond, including in other course projects, senior capstone experiences, internships and in their careers. The course is led by an interdisciplinary team of faculty, in a project-based format, including in the presentation of fundamental concepts in mathematics. The course is run studio style, with emphasis placed on the process of engineering, improving students’ self-directed learning skills, and encouraging peer and near-peer learning. Overall, we observed a high level of engagement in the course, with student-chosen final projects that involved significant analysis and self-directed learning of new tools and approaches.