Matthew W. Ohland is an Assistant Professor in Clemson University's General Engineering program. He served as the Assistant Director of the NSF-sponsored SUCCEED engineering education coalition and as an NSF postdoctoral fellow. His research focuses on engineering education, and he has spoken and conducted workshops nationally and internationally. As the elected chair of the Executive Council of Tau Beta Pi, he will serve as the Association President from 2002 to 2006. He is also the Chief Advisor of Clemson's chapter. Dr. Ohland received a B.S. in Engineering and a B.A. in Religion in 1989 from Swarthmore College. He earned M.S. degrees from Rensselaer Polytechnic Institute in Mechanical Engineering in 1991 and in Materials Engineering in 1992. He received his Ph.D. in Civil Engineering with a graduate minor in Education from the University of Florida in 1996.
Identifying and Removing a Calculus Prerequisite as a Bottleneck in Clemson's General Engineering Curriculum
Article first published online: 2 JAN 2013
2004 American Society for Engineering Education
Journal of Engineering Education
Volume 93, Issue 3, pages 253–257, July 2004
How to Cite
Ohland, M. W., Yuhasz, A. G. and Sill, B. L. (2004), Identifying and Removing a Calculus Prerequisite as a Bottleneck in Clemson's General Engineering Curriculum. Journal of Engineering Education, 93: 253–257. doi: 10.1002/j.2168-9830.2004.tb00812.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
- freshman engineering;
- longitudinal study;
- mathematics readiness
A review of prerequisites often reveals that reasons for requiring a prerequisite may no longer prevail due to curriculum or course changes. Based on a study of a curriculum bottleneck unrelated to required mastery, the prerequisite structure in Clemson University's General Engineering curriculum (the common first-year curriculum for all engineering students) was changed so that Calculus I could be taken in the second semester. Student record analysis shows both the magnitude of the bottleneck prior to the policy change and the effect on student enrollment practices after the policy change. Longitudinal studies show a statistically significant improvement in retention in engineering adding to the body of evidence that indicates that it is important to retention that students start college mathematics at a level for which they are prepared.