Whole mathematics competences assessment at aerospace engineering sophomore

• Published in: 2014 IEEE Frontiers in Education Conference (FIE) Proceedings pp. 1 - 4
• Main Authors: Blanes, S., Minguez, F., Morano, J.-A, Rosello, M.-D, Sanchez Ruiz, L. M.
• Format: Conference Proceeding
• Language: English
• Published: IEEE 01-10-2014
• Subjects: Aerospace engineering; Assessment and Evaluation Strategies/Approaches Laboratory Experiences; Editorials; Engineering students; First and Second Year Program; Laboratories; Mathematics; Mathematics in Engineering Education; MATLAB; Teaching & Learning Experiences in Engineering Education
• ISSN: 0190-5848; 2377-634X
• DOI: 10.1109/FIE.2014.7044490

Mathematics background of Engineering students changes drastically between freshmen and sophomore students. This brings out the way in which lab sessions are incorporated must be taken into account as well in the continuous assessment of the subject being a key issue how to incorporate the assessment of lab sessions. At the Higher Technical School of Design Engineering of the Universität Politècnica of Valencia (UPV) we started using CAS almost 20 years ago and have evolved from the initial lab sessions and their corresponding evaluation. Our learning tells us that the final approach depends on the content of the subject and how relevant are the methods used as well as the capabilities of the CAS used. In addition, the standard use of assignments to reinforce the learning process of each student has also shown to be a keystone to increase the Engineering students competences before each assessment test. Results will be presented concerning a second year Mathematics course in Aerospace Engineering where 100% students attendance was achieved at the end of the third semester, all of them taking all exams, and where we experienced a success rate above 91% which is far of being standard at Spanish Engineering studies.