2026 ASEE Annual Conference & Exposition

Engineering students often struggle to see the relevance of mathematics in their coursework, which can lead to disengagement and reduced persistence. To address this challenge, this Work-in-Progress project integrates a four-week, semester-ending intervention in a differential calculus course that focuses on themes of social justice and equity, aiming to connect mathematical concepts to real-world issues. The intervention was intentionally designed to promote productive struggle, encouraging students to grapple with complex, socially relevant problems while deepening their mathematical understanding. A mixed-methods design was employed, comprising retrospective pre- and post-surveys, a final post-course survey, and qualitative analysis of student reflections, with outcomes compared to those of other calculus sections. Preliminary findings suggest that students reported higher motivation, deeper conceptual understanding, and stronger connections between technical skills and societal applications. These results highlight the potential of equity-centered pedagogy and structured productive struggle to enhance student learning and engagement, while also broadening participation in engineering education. The study provides actionable evidence for instructors seeking innovative and inclusive practices that prepare students to apply technical knowledge to pressing global challenges.