The Effects of Calculus I on Engineering Student Persistence

Abstract

I have a B.S. in civil engineering and a M.S. in structural engineering from Arizona State University. After graduating, I became a lecturer at ASU in civil engineering. During my time teaching I really became interested in engineering education and knew I wanted to pursue a graduate degree in that field. After moving to Utah and finding the program at Utah State University, I have really enjoyed diving in to the education world. I am most interested in the sophomore level courses that engineering students typically take and how changes in those courses can impact student learning and retention.

Engineering retention, first-year mathematics performance, and financial aid requirements: A scoping review

“…Of particular interest were two studies that compared persisting students to leaving students. Baisley and Adams [12] looked specifically at Calculus I and found that persisting students averaged a B grade in Calculus I, while non-persisters averaged a C+. Interestingly, of students with low grades who retook the class, 48% of them were successful and persisted in engineering.…”

Exploring Math Self-Efficacy Among First-Year Civil Engineering Majors

“…Across the country, engineering retention rates are often low (approximately 50%) and highly correlated with calculus performance [e.g., 1,2]. In fact, some authors assert that the biggest factor contributing to the attrition of first-year engineering students is inadequate mathematics performance [3].…”

“…In fact, some authors assert that the biggest factor contributing to the attrition of first-year engineering students is inadequate mathematics performance [3]. As such, early calculus courses are often considered to be barrier courses, due to several issues, including perceived rigor [3], poor math preparedness [4], lecture-based teaching methods [5], and lack of engineering context [1]. For students, poor calculus performance can contribute to low grade point averages, disqualification from scholarships, poor academic standing, and consequently a desire to leave engineering or college all together [1].…”

“…As such, early calculus courses are often considered to be barrier courses, due to several issues, including perceived rigor [3], poor math preparedness [4], lecture-based teaching methods [5], and lack of engineering context [1]. For students, poor calculus performance can contribute to low grade point averages, disqualification from scholarships, poor academic standing, and consequently a desire to leave engineering or college all together [1]. The underlying cause of poor performance in college math courses may be more complicated than just lack of preparedness or ability.…”

“…The goal of our study is to explore how math self-efficacy develops among civil engineering students and how that self-efficacy might drive their will to succeed as engineering students. Specifically, we will address the following questions: (1) To what extent, if any, does math selfefficacy evolve over students' first academic semester? (2) How does math self-efficacy vary based on students' high school and college math experiences?…”