Mathematics for Engineering Education: What Students Say
In the context of curriculum renewal, 111 engineering students were surveyed about their perceptions of the relevance of topics in their core mathematics and science subjects to their later engineering studies. The mathematics topics rated most highly were trigonometric functions and linear algebra. Differences by student major and by stage through the degree are described. The implications of low ratings and ways to address these are discussed. This research was undertaken as part of a curriculum renewal project, funded as a Learning and Teaching Performance Fund initiative, in which academics from the Faculties of Science and of Engineering at the University of Technology, Sydney are collaborating to renew the mathematics and science curricula in the Engineering degree course. The curriculum renewal project aims to further enhance the relevance of mathematics and science to engineering students, so that students have the enabling mathematical and scientific knowledge and skills to engage confidently and effectively in their engineering studies and are prepared for life long professional learning. The project follows a design cycle of needs analysis, curriculum planning, design and development, implementation, and review and evaluation. This paper reports on part of the needs analysis, in particular the results of a survey of selected students in the degree.