2025 ASEE Annual Conference & Exposition

A two-course sequence in engineering mathematics was developed at the University of Miami’s College of Engineering as part of a broader curriculum initiative to integrate linear algebra, vector calculus, and differential equations with an emphasis on engineering applications. The redesign was driven by student and faculty feedback calling for more applied, less proof-based instruction.
The courses were collaboratively designed by faculty, students, and an instructional designer using backward design and Fink’s Significant Learning Outcomes. A student focus group informed key elements, including low-stakes assessments, online homework with feedback, structured study sessions, and undergraduate teaching assistant support.
The pilot course was launched in Fall 2024 with 31 students. Actionable student feedback was prioritized, and a mid-semester evaluation was conducted. Based on the responses, the course was adjusted to include increased homework attempts, more frequent practice problems, and dedicated class time for complex concepts. Student feedback also highlighted the value of in-class problem-solving, teaching assistant support, and low-stakes weekly quizzes. Additional student input came from weekly meetings with the two undergraduate teaching assistants, which gave the instructor valuable insights into the aspects of the course that students find challenging.
As the second course in the sequence is currently being taught in Spring 2025 with the same group of students, future efforts will assess the long-term impact on student performance, comparing outcomes with students in traditional math tracks. Continuous improvement will be supported through summer course reviews using student feedback and performance data to refine instruction and better align content with engineering needs. This student-informed, application-focused approach aims to foster deeper understanding and long-term success in engineering coursework.