- Home
- Engineering & Mines
- Calculate
- Dissemination

## Project Evaluation

To evaluate the succes of the project, four surveys were given to students.

### Survey 1: Interest, Attitudes, and Preparedness (IAP) for the Study of Engineering

The purpose of this survey is to learn about the levels of interest, attitudes, and preparedness belonging to beginning undergraduate students who intend to study engineering. There are three sections to this survey: 1) interests and attitudes; 2) academic preparedness; and 3) demographic information. Section one contains 21 questions that concern students' interests and attitudes related to engineering. In Section two, there are five questions about students' study of mathematics in high school as well as at the beginning of their college careers. Section three is dedicated to collecting demographic statistics; there are four questions in this last section. Data were used by the grant project team to establish a baseline, or general understanding, of engineering-related interests, attitudes, and academic preparedness from the student perspective.

### Survey 2: Bridge to Calculus

The purpose of this survey is to learn about students' experiences and levels of satisfaction in the Bridge to Calculus summer class. There are 20 video lectures, 20 practice problems, and 10 homework assignments embedded in the course. The survey includes questions concerning student satisfaction with these course components. There are also questions on how the course prepared students for future university study, specifically calculus. There are 29 questions, divided into three sections: 1) student experiences with course components; 2) overall impressions; and 3) demographic information. In section one, there is an initial question, followed by 5 questions on video lectures, 5 questions on the practice problems, and 5 questions on the homework assignments. Section two includes nine questions on students' self-reported levels of confidence, comfort, and feelings of preparation related to studying math and engineering. Section three is dedicated to collecting demographic statistics; there are four questions in this last section. Data were used by the grant project team to inform the development of a calculus curriculum support program.

### Survey 3: Calculus Knowledge and Perspectives (CKP) Related to the Study of Engineering

The purpose of this survey is to learn about students' basic knowledge and perspectives of calculus as it relates to engineering. Some questions pertain to students' interactions with others who are studying calculus and engineering, general academic interests, and level of preparedness for taking a college math course. There are 32 questions on this survey, divided into four sections: 1) knowledge and perspectives on calculus and engineering; 2) academic interests; 3) academic preparedness; and 4) demographic information. Section one contains 13 questions about students' self-reported comfort and confidence levels in their calculus skills and abilities. This section also asks for student feedback on with whom they interact and how often when working on calculus and engineering coursework. Section two includes 10 questions about students' interest in studying engineering, major selection, and course selection. In section three, there are five questions about students' study of mathematics in high school as well as at the beginning of their college careers. Section four is dedicated to collecting demographic statistics; there are four questions in this last section. Data were used by the grant project team to establish a baseline, or general understanding, of engineering-related knowledge, interests, attitudes, and academic preparedness from the student point of view.

### Survey 4: Modules and Mentors (MM) Survey for Students in Calculus (I and II) Study Sessions

The purpose of this survey is to learn about students' experiences in Calculus (I and II) related to the engineering concept problems and, also, working with engineering peer mentors in the study sessions. Some questions pertain to the engineering problems (or modules) that were distributed at varying times in the calculus course. Other questions provide students an opportunity to express their level of satisfaction with the modules as well as with the mentor study sessions. There are 18 questions on the survey, divided into three sections: 1) mentor-led study sessions; 2) engineering module problems; 3) overall impressions. Section one contains five questions about the number of mentor study sessions and motivations for attending. The questions in section two, of which there are five, are focused on identification of student preferences pertaining to the module problems. Section three houses the remaining eight questions on students' self-reported levels of confidence, comfort, and feelings of preparation related to studying math and engineering. Data were used by the grant project team to further development of a calculus curriculum support program that uses modules and mentors.

Examples of questions given to students in each of these surveys is given below:

Summary of the Surveys and Examples of Questions

If you are interested in our surveys please contact: