{"title":"Calculus and Engineering: reinforcing their link with Transparent Assignments","authors":"J. R. Portillo, Alberth Alvarado","doi":"10.1109/EDUNINE48860.2020.9149551","DOIUrl":null,"url":null,"abstract":"In engineering, most of the students are motivated by hands-on applications of theoretical aspects presented in courses, such as, mathematics. However, sometimes these applications are not meticulously designed, translating into a reduction in the student motivation. The Transparent Assignments framework, introduced by the Transparency in Learning and Teaching (TILT) project, provides a tool that can be used for implementing applications in mathematics courses. Studies suggest that assignments designed more transparently, might increase students’ engagement and academic confidence. In this paper, we present the redesign of a group of classroom activities which we called Mini Application Projects (MAP). Such projects were redesigned using the resources provided by the TILT project. We also measured the transparency before and after the redesign using the Palmer’s Rubric. Finally, we include anecdotal evidence of how the link between engineering and calculus was reinforced.","PeriodicalId":191471,"journal":{"name":"2020 IEEE World Conference on Engineering Education (EDUNINE)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"2020 IEEE World Conference on Engineering Education (EDUNINE)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/EDUNINE48860.2020.9149551","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
In engineering, most of the students are motivated by hands-on applications of theoretical aspects presented in courses, such as, mathematics. However, sometimes these applications are not meticulously designed, translating into a reduction in the student motivation. The Transparent Assignments framework, introduced by the Transparency in Learning and Teaching (TILT) project, provides a tool that can be used for implementing applications in mathematics courses. Studies suggest that assignments designed more transparently, might increase students’ engagement and academic confidence. In this paper, we present the redesign of a group of classroom activities which we called Mini Application Projects (MAP). Such projects were redesigned using the resources provided by the TILT project. We also measured the transparency before and after the redesign using the Palmer’s Rubric. Finally, we include anecdotal evidence of how the link between engineering and calculus was reinforced.