Another form of undermatching? A mixed‐methods examination of first‐year engineering students' calculus placement

• Published in: Journal of engineering education (Washington, D.C.) D.C.), 2021-07, Vol.110 (3), p.594-615
• Main Authors: Inkelas, Karen K., Maeng, Jennifer L., Williams, Aaron L., Jones, Jason S.
• Format: Article
• Language: English
• Subjects: Academic Achievement; achievement; Calculus; calculus placement; College Freshmen; Colleges & universities; Decision analysis; Decision Making; Decision trees; Engineering; Engineering Education; Mathematical analysis; Mathematics Achievement; Mixed methods research; Research facilities; Self Esteem; student experience; Student Placement; Students; Technical education; time‐to‐degree; undermatching
• ISSN: 1069-4730; 2168-9830
• DOI: 10.1002/jee.20406

Background A strong calculus foundation is essential to undergraduate engineering success. However, some students may be self‐selecting to begin their mathematics sequence in a lower‐level calculus course than their prior achievement and aptitude would suggest is appropriate (i.e., undermatch). Purpose This study examined (a) the relationship between engineering students' academic outcomes and first‐year calculus course taken, (b) the extent to which first‐year engineering students select calculus courses appropriate for their prior mathematics achievement and background, and (c) students' rationales for calculus course selection. Design/Method The study used a mixed‐methods approach consisting of quantitative t‐test, multiple regression, and classification decision tree model analyses of student records of (a) first‐year engineering students from 2009 to 2016 (n = 2689) at a highly selective public research university and (b) qualitative focus groups of 95 undergraduate engineering students in 2017–2018. Results Students who begin their math sequence in Calculus I had lower graduating grade point averages, longer time‐to‐degree, and were less likely to major in popular engineering fields than those who started in Calculus II. Of first‐year undergraduates, 18.4% undermatched their choice of calculus course. Students' rationales for choosing a particular calculus course included (a) prior achievement, (b) recommendations from others, and (c) self‐confidence. Conclusions Results suggest that undermatching the choice of first calculus course may lead to negative consequences for students' STEM pathways even at a highly selective engineering school. These results hold implications for practice, especially in terms of advising at the high school and college levels.