Maths in the Advanced Engineering Diploma

1. Maths in the Advanced Engineering Diploma Fred Maillardet and Les Mustoe Promoting Excellence in Engineering Higher Education

2. Origin of EPC Maths Working Group • EPC concern over falling maths standards from the early 1990s • Others have shared our concerns: “The maths problem” (IMA in 1995) and “Crisis in maths” (UCAS in 2002)…… • EPC specific concerns: algebraic manipulation, basic geometry and trigonometry, and general fluency in handling number concepts Promoting Excellence in Engineering Higher Education

3. Maths Working Group • MWG formed in 2001: “To improve the general standard of mathematics of entrants to university engineering degree courses” • Initial membership: EPC, IMA, LMS, HoDoMS, HEA ESC, IoP, Deans of Science, UCAS Promoting Excellence in Engineering Higher Education

4. The New Engineering Diploma Level Three • EPC expressed general support for the need to reduce the academic-vocational divide • However, now confused by the reference to “AcademicDiplomas” ! • Diplomas designed to lead to work or apprenticeships or further study…..EPC focusing on the latter Promoting Excellence in Engineering Higher Education

5. Initial concerns • EPC was concerned when the details were first published in 2007 re: The maths content Teachers’ ability to deliver The level of real industrial support Promoting Excellence in Engineering Higher Education

6. Maths Content: Principal Learning • Mathematical Techniques and Applications for Engineers is only 60 glh covering: • Algebra • Geometry and Trigonometry • Calculus • Statistics Promoting Excellence in Engineering Higher Education

7. Maths Task Group • EPC and ESC formed a special Maths Task Group to try to address these issues • MWG membership increased to include RAEng, NCETM, MEI, EDDP and QCA • The Task Group quickly reached a consensus on what was required Promoting Excellence in Engineering Higher Education

8. Unit proposed • An additional unit based on the Loughborough University Foundation Course • This course was designed for students without ‘A’ level maths who wish to progress to study engineering at degree level • The subsequent degree performance of students taking this course has often exceeded ‘A’ level entrants Promoting Excellence in Engineering Higher Education

9. Unit length and coverage • Unit is 180 glh (in addition to the Principal Learning Mathematics of 60 glh) • ‘Applied Specialist Learning’ – i.e. optional for those wishing to progress to study engineering at degree level • Coverage broadly similar to ‘A’ level Promoting Excellence in Engineering Higher Education

10. Topics • Mathematical Models in Engineering • Models of Growth and Decay • Models of Oscillations • Functions • Geometry • Differentiation • Integration • Linear Algebra • Statistics and Probability • Algebraic Processes Promoting Excellence in Engineering Higher Education

11. Applications orientation • Teaching maths in the context of applications is seen as critical • “Exemplars” are being developed for each maths topic to illustrate real engineering applications • Each exemplar is supported by a relevant industrial company – e.g. JCB, Rolls Royce, Thales, NPower…. Promoting Excellence in Engineering Higher Education

12. Commentary on the maths unit • It is challenging; aimed at able mathematicians; B grade at GCSE Higher tier, or equivalent, advised Promoting Excellence in Engineering Higher Education

13. ..\My Documents\EPC Maths WG\JCB_Dieselmax_Power_D5.doc Promoting Excellence in Engineering Higher Education

14. Exemplars • ‘Real problems’ are more challenging for students (and teachers!) compared to traditional maths questions • ….but solving real problems gives a sense of achievement leading to increased enthusiasm • Could help overcome the ‘can’t do’ attitude all too prevalent in students (and parents!) www.raeng.org.uk/education/diploma/maths/default.htm Promoting Excellence in Engineering Higher Education

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16. Exam Structure • Part 1: 2 hours • 8 – 10 compulsory questions • Part 2: 1.5 hours • Context is pre-released • 4 questions testing applications ability Promoting Excellence in Engineering Higher Education

17. Exam Pilot trial 1 • 17 students from 5 universities studying Foundation Years sat the pilot examination • Students more comfortable with ‘substitution’ problems and thus found Part 1 easier • Part 2 confirmed students’ unease with real problems despite the pre-release. Excess of info’ found to be as confusing as lack of info’! Promoting Excellence in Engineering Higher Education

18. Exam Pilot Trial 2 • Use of technical language challenging: e.g. ‘rate of change’ for ‘differentiate’ ‘sketch the relationship between’ for ‘plot the graph of’…… ‘Time elapsed’, ‘Datum’…… • MEI Further Maths Network could provide the support needed for both students and teachers Promoting Excellence in Engineering Higher Education

19. Conclusions • Real engineering applications could make maths more attractive to a wider audience • More support is needed for teachers if this change is to succeed • The New Engineering Diploma offers an opportunity to widen participation Promoting Excellence in Engineering Higher Education

20. Final conclusion • The development of the ASL unit in the Advanced Diploma has shown how cooperation between mathematicians sympathetic to the needs of engineers and engineers sympathetic to mathematics can yield a good result. Promoting Excellence in Engineering Higher Education

21. Maths in the Advanced Engineering Diploma Thank you for listening f.j.maillardet@brighton.ac.uk l.r.mustoe@lboro.ac.uk www.epc.ac.uk Promoting Excellence in Engineering Higher Education