Project Outcome

This scoping study examined the important linkages between mathematics and engineering educators particularly in response to the increased diversity of engineering students.

Findings:

1. Compared to twenty years ago there is much greater variability in the mathematical competencies of incoming students.
2. The time allocation to mathematics and topics covered has been reduced in engineering courses and there is some disagreement on the topics and subjects that should be dropped.
3. It has become harder for employers to recruit graduates who are confident with mathematical tasks especially in the use of statistical modelling and risk analysis.
4. A significant number of students entering undergraduate programs have not completed advanced mathematics (rather enter with elementary or intermediate levels) and require different levels and forms of support.
5. A reduction in mathematics & statistics staff at universities is also leading to increases in lecture group sizes.
6. Despite these problems, students are recording a high level of satisfaction in those institutions where mathematics and engineering staff jointly administer mathematics service courses and where drop-in assistance is frequently available .Recommendations from the report:
7. Reducing the diversity on entry to engineering study of the mathematical expertise of students.
8. Joint management by mathematics and engineering staff of engineering mathematics subjects.
9. Providing a pathway to ensure a special identifiable stream of BE qualified graduates who are highly skilled in mathematics.
10. Sharing of resources to provide strong motivating engineering examples of the use of mathematics.
11. Regular formative assessment tasks to be made available by remote computer entry.
12. Drop-in help centres to be opened for some hours on most work days.