Futureproofing the Education of Non-Traditional Higher Education Entrants: Embedding Mathematics into Engineering Curricula

Abstract

Mathematics is fundamental to engineering education. However, higher education engineering courses have struggled to make mathematics accessible to students, with a reported disconnect between theory and practice. While a number of approaches have attempted to bridge this gap, there remains an entry requirement for mathematics, and dedicated modules. Consequently, to widen participation, better evidence the applications of mathematics and support students, we present a paradigm shift for mathematics in engineering education. First, we analyse a case where mathematics entry requirements are removed, and no dedicated mathematics modules are present. Second, mathematics is embedded in the curriculum with focus on wide applications and physical interpretations. Our results show that, while a difference exists between students with and without mathematical background in the first year of their courses, it is suggested this is no longer the case by the second year, showcasing the effectiveness of the proposed approach.