2025 ASEE Annual Conference & Exposition

This complete, evidence-based practice paper provides an updated evaluation of the engineering math curriculum at Clemson University, incorporating additional years of data (2019-2022) on student demographics, performance, and progression. The curriculum was designed to improve math readiness for engineering students, addressing the challenge of integrating mathematics with engineering concepts. The course aims to enhance student engagement, foster critical thinking, and improve retention in engineering majors by connecting math skills to real-world engineering applications through lab activities and problem-solving exercises. The evaluation examines the impact of this engineering math course on students' subsequent success in both math and engineering courses, particularly their progression through the required math sequence. The results show a clear correlation between performance in the engineering math course and continued enrollment in engineering programs. Specifically, students earning grades of C or higher in the engineering math course are more likely to declare an engineering major and progress toward completing the necessary prerequisites for advanced coursework. In contrast, students who perform poorly, particularly those earning D or F grades, face significant barriers to progressing in the engineering curriculum, often delaying or preventing their entry into higher-level courses.

The analysis also identifies trends in student outcomes across various cohorts from 2019 to 2022, revealing challenges in the 2020 and 2021 cohorts due to the disruptions caused by the COVID-19 pandemic and the shift to online and hybrid learning environments. Despite these challenges, the modifications made to the engineering math course, such as a greater focus on calculus preparation and the introduction of hands-on lab activities, have improved outcomes in the more recent cohorts. For instance, the 2022 cohort, despite entering with lower levels of math preparedness, showed improved performance compared to previous years. These findings suggest that with targeted curriculum adjustments and integrated support structures, students can overcome challenges related to math readiness and succeed in engineering education. The paper concludes by offering recommendations for practitioners at other institutions aiming to replicate similar programs, such as identifying at-risk students early, providing a focused math curriculum with engineering applications, and ensuring strong institutional support to enhance student retention and success in engineering programs.