2026 ASEE Annual Conference & Exposition

Discrete Mathematics serves as the first gateway course in our Computer Science (CS) curriculum, yet historically it has been a major barrier for student progression. In earlier years, this course was primarily taught by mathematics faculty whose expertise ensured theoretical rigor but often left students struggling to see its relevance to computing. As a result, motivation and problem-solving engagement were low, and the course exhibited a DWF (Drop–Withdraw–Fail) rate of approximately 30%, effectively closing the pathway to a CS degree for many students.

Recognizing this challenge, the CS faculty assumed responsibility for teaching the course and introduced a series of practical, computing-relevant problem sets and tools—such as Python for algorithmic exploration, Git for version control, and LaTeX for mathematical documentation. The curriculum was further redesigned to combine a large-scale lecture format (up to 200 students) for theoretical instruction with small problem-solving laboratories (15–20 students) emphasizing active learning and collaboration.

The results have been substantial: the DWF rate has fallen below 10%, and student engagement and retention have markedly improved. This paper presents the rationale, implementation, and outcomes of this reform, highlighting Discrete Mathematics as a gateway for inclusive and effective CS education.