Mathematical Background Versus Success In Electrical Engineering

Abstract

Part-time students at the University of Wisconsin-Milwaukee (UWM), an urban commuter campus, make up about thirty-five percent of the students in the College of Engineering and Applied Science. Since Engineering is only offered at a few schools in the UW System, UWM receives a large number of transfer students. We have found that a significant number of the students entering into our core electrical engineering classes do not have the proper mathematics background to succeed. This has been documented using pretests in core classes at the start of the semester. For many students there is a large gap of time between their prerequisite courses and the core engineering courses that follow. Some topics may have not have been properly covered in prior classes or if they were covered the information was not retained. This study looks at the mathematical background of students who graduated with a degree in electrical engineering over the past four years at UWM and attempts to identify sources of these problems. Final grades in the calculus series as well as in algebra (essentials of algebra, intermediate algebra, and college algebra), trigonometry, and precalculus classes were evaluated. Trends involving minimum math ACT scores and scores in the calculus series have been observed. In addition, warning signs for transfer students and part-time students have been identified. Results of this study have been shared with other urban thirteen universities to help establish the validity of these trends for urban schools with similar admissions requirements. Results of this study are being conveyed to colleagues within the Math Department to aid in the proper placement of incoming students and to colleagues within our department and college to be used to alter our programs so that students have the background they need to succeed.