P ac ice Pape
Recommended ci a ion: Halle , L. J., Boussé, M., & Phillips, G. (2025).
Co-C ea ing Au hen ic Lea ning Expe iences in Ma hema ics: In eg a ing
Sus ainabili y in o Enginee ing Calculus. In Kangaslampi, R., Langie, G., Jä inen,
H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual Con e ence. Eu opean Socie y o
Enginee ing Educa ion (SEFI), Tampe e, Finland. DOI:
10.5281/zenodo.17631267.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
CO-CREATING AUTHENTIC LEARNING EXPERIENCES IN
MATHEMATICS: INTEGRATING SUSTAINABILITY INTO
ENGINEERING CALCULUS
L.J. Halle a, M. Boussé b,1, G. Phillips c
a FSE, Maas ich Uni e si y, Maas ich , he Ne he lands
b Depa men o Ad anced Compu ing Sciences, FSE, Maas ich Uni e si y,
Maas ich , he Ne he lands, ORCID: 0000-0003-2090-0682
c Facul y o Science and Enginee ing, Maas ich Uni e si y,
Maas ich , he Ne he lands, ORCID: 0000-0003-4443-0822
Con e ence Key A eas: 3) Teaching ma hema ics and physics in enginee ing
educa ion; 7) Sus ainabili y and socie y in enginee ing
Keywo ds: Ma hema ics, Sus ainabili y, Co-c ea ion, Au hen ic Lea ning, Cu iculum
Design
ABSTRACT
Calculus o en p esen s challenges o enginee ing s uden s due o i s abs ac na u e
and lack o pe cei ed eal-wo ld ele ance. This s udy explo es how in eg a ing
sus ainabili y hemes in o a i s -yea calculus cou se can inc ease s uden
engagemen and os e au hen ic lea ning expe iences. Wi hin he con ex o an
enginee ing p og am ocused on ci cula i y and global esponsibili y, sus ainabili y
opics we e embedded in o lec u es, assignmen s, and p epa a o y asks. The
edesign was s uc u ed using he ADDIE ins uc ional design model and ancho ed
o he Sus ainable De elopmen Goals amewo k. Cen al o his p ocess was a co-
c ea ion app oach, ac i ely in ol ing s uden s and acul y h oughou he p ojec .
Th ough i e a i e eedback cycles, including su eys (N=40) and p e- and pos -
cou se ocus g oups, we assessed he impac on s uden lea ning and engagemen .
Resul s indica e ha s uden s pe cei ed he sus ainabili y in eg a ion as meaning ul
and ele an , pa icula ly in helping hem ecognize he applicabili y o calculus o
socie al challenges. While many s uden s did no epo an inc eased unde s anding
o ma hema ical concep s, hey alued he b oadened pe spec i e on how calculus
can con ibu e o sol ing sus ainabili y issues. This p ac ice pape p o ides a
eplicable bluep in o in eg a ing sus ainabili y in o co e STEM cu icula h ough co-
c ea ion and s uc u ed ins uc ional design, o e ing insigh s o educa o s aiming o
connec ounda ional ma hema ics o eal-wo ld applica ions.
1 Co esponding au ho
M. Boussé
m.bousse@maas ich uni e si y.nl
1 INTRODUCTION
Calculus, an essen ial in oduc o y ma hema ics cou se in enginee ing cu icula, can
o en be expe ienced as abs ac , bo ing, and challenging by beginning s uden s. In
o de o ackle his issue, we ha e edesigned he i s -yea calculus cou se in he
BSc Ci cula Enginee ing (CE) p og am by making he opics mo e engaging and
angible and aligning mo e closely wi h he p og am ision as a p og am ha
educa es globally esponsible enginee s by wea ing a mac o-, meso- and mic o
unde s anding o sus ainabili y in o a gene al enginee ing cu iculum (Mulde e al.,
2012). By in oducing sus ainabili y opics in o a co e ma hema ics cou se, we
aim o b idge he gap be ween abs ac ma hema ics and i s p ac ical applica ions.
This in e disciplina y app oach simul aneously p o ides s uden s wi h a
comp ehensi e app oach o eal-li e p oblems, while con eying he impo ance o
sus ainabili y in a ious ields (S eine & Posch, 2006; Koss, 2018).
The ocus on sus ainabili y in he BSc CE p og am aligns wi h he b oade
goals o Maas ich Uni e si y (UM), which s i es o educa e all s uden s as
esponsible global ci izens and c i ical hinke s who can make a meaning ul
con ibu ion o socie y and ac —locally and globally—as agen s o posi i e change.
To gi e conc e e shape o ou e o s o educa e change agen s o sus ainabili y, we
ha e es ablished ou objec i es: 1) In use sus ainabili y p inciples in o all he
p og ams o he au ho s’ uni e si y; 2) Facili a e s a in acqui ing he necessa y
knowledge and skills; 3) S imula e sus ainabili y ini ia i es in ol ing s a and
s uden s on campus; and 4) Imp o e he en i onmen al and social sus ainabili y o
ou educa ion.
As a co e ma hema ics cou se in he CE p og am, calculus builds he
ma hema ical ounda ion o o he key cou ses such as linea algeb a, mul i a iable
calculus, and a ious enginee ing cou ses whe e calculus is hea ily applied. I is
c ucial ha s uden s g asp he concep s and unde s and hei impo ance and
ele ance in hei u u e s udies and wo k (Quad ado e al., 2013). Connec ing he
lec u e ma e ial and assignmen s o sus ainabili y examples makes hose opics
mo e conc e e h ough ma hema ical modeling, and a he same ime calculus
becomes mo e angible.
The Sus ainable De elopmen Goals (SDGs) de eloped by he Uni ed
Na ions (UN) in 2015, c ea e a amewo k o add essing he complex opic o
sus ainabili y. They manage o summa ise and connec a ious global hemes in he
o m o goals, which all UN membe s a es aim o achie e as pa o he 2030
Agenda o Sus ainable De elopmen . We use he SDGs as a guiding s uc u e o
c ea e a clea pa h o he s uden s o ollow, by linking each change made in he
cou se o a speci ic goal. This c ea es a connec ion be ween sus ainabili y hemes
wi h co e calculus concep s, such as de i a i es, in eg als, and di e en ial equa ions
(Kioupi & Voul oulis, 2019).
2 CONTEXT AND PRACTICAL WORK
Ou edesign adop ed a co-c ea ion app oach s uc u ed by he ADDIE model, a
widely used ins uc ional design amewo k (Ku , 2017). In ol ing lea ne s as equal
s akeholde s ensu ed ha he edesigned ma e ials we e ele an and engaging
(Könings e al., 2020). The sys ema ic phases o ADDIE (Analysis, Design,
De elopmen , Implemen a ion, and E alua ion (and Dissemina ion)), p o ided a
s uc u ed p ocess o in eg a ing sus ainabili y in o calculus while p ese ing
ma hema ical igo (see Fig. 1).
Fig. 1, ADDIE app oach imeline whe e s uden assis an in ol emen is highligh ed in ed.
The analysis phase examined he p io cou se e alua ions (N=26, 58% o
coho ) and eedback om lea ne s and ins uc o s o iden i y a eas o imp o emen
in he calculus cou se. A p e- ocus g oup o ganized, led, and e alua ed by a s uden
assis an , was conduc ed wi h lea ne s who had p e iously aken he cou se o
explo e hei pe spec i es on in eg a ing sus ainabili y opics. This session
highligh ed he impo ance o ensu ing ha sus ainabili y would complemen , a he
han o e shadow, he ma hema ical co e o he cou se. Addi ionally, consul a ions
wi h he p og am di ec o , o he ins uc o s in he p og am, and expe s in
sus ainabili y educa ion p o ided aluable insigh s on aligning he cou se wi h he
p og am’s ision on ci cula enginee ing. These s eps helped iden i y ele an SDGs
and eal-wo ld examples ha could be in eg a ed in o he cou se ma e ial.
Du ing he design phase, ideas om he analysis we e ansla ed in o plans
o e ising he cou se. The co-c ea ion p ocess was cen al o his phase, as acul y
collabo a ed closely wi h a s uden assis an o ensu e ha he sus ainabili y
examples and assignmen s we e meaning ul and engaging o s uden s. O he
ins uc o s and pas winne s o he UM Sus ainabili y G an we e con ac ed o ga he
inpu on e ec i e s a egies o embedding sus ainabili y in o co e STEM cou ses.
The inpu in o med he design o new lec u e ma e ials, p e- asks, and a eam
assignmen , all ailo ed o ensu e ha sus ainabili y opics would enhance s uden s’
unde s anding o calculus concep s wi hou diminishing he ma hema ical igo .
In he de elopmen phase, he new ma e ials and assignmen s we e c ea ed
based on he design plan and in collabo a ion wi h he s uden assis an . Lec u e
examples we e e ised o inco po a e sus ainabili y hemes, ensu ing alignmen wi h
he iden i ied SDGs and hei ele ance wi h enginee ing solu ions (Rosen, 2012).
Fo ins ance, examples in ol ing di e en ial equa ions we e adap ed o model eal-
wo ld sus ainabili y challenges, such as op imizing sola panel e iciency (SDG 7)
and analyzing pollu an di usion in wa e bodies (SDG 6). To main ain a balance
be ween sus ainabili y and ma hema ical igo , he examples e ained hei ocus on
co e calculus concep s while p o iding meaning ul con ex wi hin he heme o he
p og am. Addi ionally, p e- asks we e de eloped o in oduce sus ainabili y- ela ed
p oblems and p epa e s uden s o deepe engagemen du ing on-si e ac i i ies. The
eam assignmen , edesigned o combine in eg als and di e en ial equa ions, was
s uc u ed o emphasize au hen ici y and os e collabo a ion. Th oughou his phase,
eedback om eaching co ps we e inco po a ed o e ine he ma e ials.
The implemen a ion phase in ol ed unning he e ised e sion o he
calculus cou se du ing he i s academic pe iod. The upda ed lec u e ma e ials, p e-
asks, and eam assignmen we e in eg a ed in o he cou se s uc u e, wi h s uden s
being in oduced o sus ainabili y opics om he ou se . The p e- asks and lec u e
examples emphasized ac i e pa icipa ion, allowing s uden s o engage wi h eal-
wo ld sus ainabili y p oblems while applying calculus concep s. The eam
assignmen aimed o encou age collabo a ion and c ea i i y, equi ing s uden s o
explo e sus ainabili y challenges ele an o hei pe sonal con ex s. Du ing his
phase he e is no in ol emen by he s uden assis an , as he eache s a e
esponsible o deli e ing he cou se and implemen ing he new ma e ial.
The e alua ion phase ocused on ga he ing and analyzing s uden eedback
o assess he impac o he edesigned cou se. A mixed-me hods app oach was
employed, combining quan i a i e da a om p e- and pos -cou se su eys wi h
quali a i e insigh s om a pos - ocus g oup. The su eys, comple ed by 40 s uden s,
included a mix o scaled and open-ended ques ions o e alua e he e ec i eness o
he sus ainabili y in eg a ion in imp o ing s uden engagemen , awa eness, and
unde s anding o calculus and sus ainabili y concep s. The pos - ocus g oup b ough
oge he i s -yea s uden s and e ake s, p o iding a compa ison o hei
expe iences wi h he p e ious and upda ed e sions o he cou se. Re ake s o e ed
unique pe spec i es on how he new sus ainabili y- ocused examples enhanced he
cou se. Addi ionally, s anda d cou se e alua ions (N=22, 50% o coho ) p o ided
u he insigh s in o a eas o success and po en ial imp o emen . These da a we e
used o in o m e lec ions on he p ojec ’s ou comes and guide u u e i e a ions.
To ensu e b oade impac , we c ea ed a ideo and o ganized a CPD
wo kshop o sha e p ojec ou comes and inspi e colleagues. These dissemina ion
e o s, de ailed in Sec ion 4, p omo e he in eg a ion o sus ainabili y in o STEM
cu icula and o e a eplicable model o o he cou ses and p og ams. As seen in
Figu e 1, he s uden assis an was ac i ely in ol ed in all he p e iously men ioned
s eps o he e alua ion and dissemina ion phase.
3 RESULTS AND DISCUSSION
3.1 P e- ocus g oup
The p e- ocus g oup wi h he p e ious yea ’s calculus s uden s highligh ed
en husiasm o in eg a ing sus ainabili y opics in he calculus cou se, p o ided ha
he in eg a ion does no o e shadow he cou se’s ma hema ical ocus and igo . One
s uden men ioned “Don’ sweep calculus unde he ug; don’ lose he ocus on he
undamen als and he ma hema ics.” which all ocus g oup pa icipan s ag eed on.
Th oughou he session, s uden s con inuously emphasized he need o p ope
balance be ween sus ainabili y opics and co e calculus lea ning objec i es. S uden s
also sugges ed ele an hemes, such as enewable ene gy, op imal land usage, and
clima e modeling, ele an o hem wi hin he con ex o he p og am, which in o med
he selec ion o examples and assignmen s in he design phase.
On he ques ion, “How can we include sus ainabili y in calculus?” a s uden
esponded wi h an insigh ul eply ha in o med he design o he eam assignmen :
“E e ybody comes om a di e en backg ound, acing di e en issues. Pe haps
s uden s can hink abou ela ing he eam assignmen o hei own communi ies so
ha i becomes mo e pe sonal and meaning ul. This is also nice o he o he
s uden s as hey lea n abou o he pe spec i es.” Ano he s uden men ioned ha he
“SDGs could be a amewo k o s uden s o hink abou a possible opic o he eam
assignmen ,” which is some hing we ha e di ec ly implemen ed.
3.2 Changes o he cou se ma e ial
Th oughou he edesign, he co e cou se s uc u e was main ained while in eg a ing
sus ainabili y as a complemen a y elemen , as highligh ed in he p e- ocus g oup.
The e ised lec u e ma e ials ollowed wo app oaches: ac i e and passi e. The
o me used in e ac i e in-lec u e exe cises, ocusing on engagemen and
collabo a ion, while he la e elied on wo ked-ou examples o illus a e p oblem-
sol ing s eps di ec ly.
In he module on di e en ia ion, he mo e ac i e app oach was showcased ia
wo sus ainabili y- ocused in-lec u e s uden exe cises. The i s exe cise modeled
he ela ionship be ween e ilize usage and c op yield. S uden s de e mined he
op imal e ilize amoun o maximize yield, calcula ed he ma ginal yield a a
speci ied ou pu , and iden i ied when he yield would d op o ze o. This example
ein o ces de i a i e concep s and unde sco es en i onmen al conside a ions,
add essing SDG 2 ("Ze o Hunge ") and SDG 15 ("Li e on Land"). In he second
exe cise, a scena io was used whe e s uden s examined sola panel e iciency and
i s dependence on oo empe a u e, by calcula ing key pa ame e s like he
maximum empe a u e and i s a e o change, linking he exe cise o SDG 7
("A o dable and Clean Ene gy").
We added se en exe cises using a mo e passi e eaching app oach o he
lec u e ma e ials, embedding sus ainabili y con ex s wi hin wo ked-ou examples o
highligh he eal-wo ld ele ance o calculus wi hou comp omising i s ma hema ical
in eg i y. The i s wo a e ela ed o di e en ia ion concep s:
- In he i s exe cise, s uden s maximized he olume o an open box. While he
ask emained unchanged om p e ious yea s, a new scena io was added: a
cosme ic company aims o op imize packaging by maximizing olume while
minimizing ma e ial use. This links o SDG 12 (“Responsible Consump ion
and P oduc ion”) and shows how small con ex ual changes can in eg a e
sus ainabili y wi hou al e ing co e asks.
- The second example ollows he same concep . S uden s calcula e he la ges
a ea o a ec angle insc ibed in a semici cle. The scena io in ol es a a me
op imizing space in a hoop g eenhouse by explo ing e ical a ming, aligning
he ask wi h SDG 2 by p omo ing mo e e icien a ming me hods.
The nex h ee examples a e ela ed o in eg a ion concep s:
- The hi d example ocuses on he CO2 abso p ion o plan s by calcula ing a
ee’s o al lea a ea. La ge lea a eas can inc ease wa e e apo a ion and
CO2 up ake (Co dak e al., 2025). Using hemisphe ical pho og aphy he lea
a ea index can be calcula ed om a scan image, o manually by summing
indi idual lea a eas. S uden s hen es ima e he o al numbe o lea es and
compu e he a e age lea a ea (see Fig. 2, a), linking he ask o SDG 15.
- Wind u bines, ele an o SDG 7 and 9 (“Indus y, Inno a ion and
In as uc u e”), we e used o ein o ce olume and su ace a ea concep s.
S uden s calcula ed he nacelle’s olume, ocusing on space e iciency,
ma e ial use, ae odynamics, and egula o y compliance.
- S uden s also compu ed he wind u bine owe ’s su ace a ea o es ima e he
equi ed co osion p o ec ion coa ing and assess i s s uc u al in eg i y.
The las wo examples ocus on o dina y di e en ial equa ions (ODEs):
- The i s example ocuses on SDG 11 (“Sus ainable Ci ies and Communi ies”),
as i ocuses on insula ion in he Ne he lands and shows how his complex
phenomenon can be modeled.
- The inal example models a wa e e en ion pond, wi h s o mwa e uno and
phospho as inpu and il e ed wa e as ou pu . S uden s calcula e phospho us
le els 20 minu es a e hea y ain all, linking he ask o SDG 15.
3.3 Changes o he eam assignmen
The eam assignmen co e s in eg a ion and di e en ial equa ions, which used o be
wo sepa a e assignmen s. In he edesign, he opics we e me ged, educing o e all
wo kload, inc easing au hen ici y and au onomy, and lowe ing ansac ional dis ance.
To enhance au hen ici y, s uden s apply calculus o eal-wo ld sus ainabili y
o ci cula i y challenges ele an o hei p og am. To s eng hen pe sonal ele ance,
each eam connec s hei opic o he home own, ci y, o coun y o one eam
membe . This pe sonal connec ion inc eases owne ship and mo i a ion, as s uden s
o en selec issues hey ca e abou o a e amilia wi h. The open-ended na u e o
he assignmen encou aged a wide a ie y o c ea i e p ojec s, such as “Op imizing
wa e dis ibu ion in Lima”, “Insula ion design imp o emen o Ba i”, “Flood modeling
o Ro e dam’s wa e squa e” (see Fig. 2, b), “Soil managemen o ice cul i a ion”,
and “Op imizing cycling sa e y using ma hema ics”.
a)
b)
Fig. 2, Changes o cou se ma e ial: Exce p o a) lec u e ma e ial and b) eam assignmen
By g ounding p ojec s in amilia con ex s and connec ing hem o eal-wo ld
sus ainabili y issues, s uden s could link abs ac calculus concep s o angible
p oblems. This no only enhanced engagemen bu also deepened hei
unde s anding o bo h ma hema ics and i s applica ions in sus ainabili y.
The assignmen was delibe a ely designed as an open-ended ask, g an ing
s uden s signi ican eedom o de ine and s uc u e hei p ojec . This low-s uc u e
app oach encou ages s uden s o ake owne ship o hei lea ning p ocess by
o mula ing hei own p oblem s a emen s, selec ing ele an sus ainabili y con ex s,
and de e mining app op ia e applica ions o calculus. Complemen ing his openness
is a high le el o dialogue: s uden s a e expec ed o collabo a e ex ensi ely wi hin
hei eams and engage egula ly wi h ins uc o s o guidance and eedback.
To u he acili a e idea gene a ion and pee lea ning, he assignmen
included a b ains o ming session, co-hos ed by he CE s uden associa ion ‘Möbius’
and acul y membe s. This session os e s a collabo a i e lea ning en i onmen
whe e s uden s and s a sha e insigh s and explo e di e se p ojec ideas oge he .
By combining low s uc u e wi h high dialogue, he ask educes ansac ional
dis ance and os e s a lea ning en i onmen ha suppo s au onomy, compe ence,
and ela edness—co e elemen s o sel -de e mina ion heo y. The ask lexibili y
p omo es s uden agency, while he equi emen o collabo a e and connec p ojec s
o pe sonal o communi y- ele an opics enhances mo i a ion and engagemen .
3.4 Changes o he p e- u o ial asks
The change made o he p e- u o ial ask encou ages s uden s o connec an
op imiza ion exe cise o ci cula enginee ing. Simila o upda es made o he lec u e
ma e ial, he co e o his ask was kep he same, wi h mino addi ions applied.
Keeping he esul s om he p e- ocus g oup in mind, he changes we e kep a a
minimum, in o de o no o e whelm he cou se ma e ial wi h sus ainabili y opics.
3.5 Su ey esul s
The su ey esul s show a gene al posi i e esponse o he in eg a ion o
sus ainabili y opics in o he calculus cou se. The ele ance and in eg a ion o he
opics a e seen as e y success ul wi h 27 s uden s a ing he o me and 19
s uden s he la e as “S ong” o “Signi ican ”. None o he s uden s ound he opics
comple ely i ele an o he in eg a ion ailed.
The commen s showed ha e en hough mos s uden s el like he examples
hemsel es did no each hem new calculus concep s, hey ound he sus ainabili y
opics as a success ul add-on, inc easing hei unde s anding o ma hema ics. One
s uden expanded on he ques ion “To wha ex en ha e he sus ainabili y examples
helped deepen you unde s anding o calculus?” wi h he ollowing answe : “They
didn' necessa ily deepen my unde s anding bu b oadened my unde s anding o
whe e calculus is applicable.”, showing ha he goal o b idging sus ainabili y and
calculus concep s was success ul. On he ques ion “To wha ex en did looking a
sus ainabili y opics h ough he lens o calculus en ich you iew on sus ainabili y?”,
one s uden esponded “I b ough me hope ha enginee s can make a di e ence o
imp o e oday’s socie y. I wouldn’ ha e had he oppo uni y o iew sus ainabili y
om his pe spec i e om ou side o he cou se.”, which once again, emphasizes he
p og am ision and highligh s he impo ance o app oaching he educa ion o
s uden s on sus ainabili y opics om di e en angles. Adding he sus ainabili y
opics was an example o con ex ual lea ning, a me hod ha is p o en o inc ease
s uden mo i a ion and unde s anding (A ni & Ha ono, 2020). The conduc ed su ey
is a way o see how he s uden s pe cei e his change. Howe e , as he BSc Ci cula
Enginee ing is a ela i ely new p og am, mul iple adjus men s we e made each yea ,
making i challenging o measu e and compa e he impac s hese changes ha e. In
he u u e we aim o e alua e hese e ec s in g ea e de ail.
Fig. 5, Su ey esul s o ques ions: 1) “To wha ex en we e he sus ainabili y examples
ele an o he calculus opics co e ed?”, 2) “To wha ex en we e he sus ainabili y opics
well in eg a ed in o he calculus cou se (i.e. wi hou de ac ing om he ocus on
calculus)?”, 3) “To wha ex en ha e he examples on sus ainabili y in he calculus cou se
inc eased you awa eness o sus ainabili y?”, 4) “To wha ex en ha e he sus ainabili y
examples helped deepen you unde s anding o calculus?”, 5) “To wha ex en did looking
a sus ainabili y opics h ough he lens o calculus en ich you iew on sus ainabili y?”, 6)
“To wha ex en did wo king ac i ely wi h he Sus ainable De elopmen Goals du ing he
eam assignmen addi ionally inc ease you unde s anding o sus ainabili y?”
3.6 Pos - ocus g oup
The pos - ocus g oup (N = 5) held wi h s uden s, including e ake s, e ol ed a ound
h ee elemen s: 1) he in eg a ion o calculus and sus ainabili y, 2) he eal-wo ld
ele ance o he in eg a ed opics, and 3) he s uc u e o he eam assignmen . The
pa icipan s exp essed app ecia ion o he in eg a ion o sus ainabili y opics in o he
calculus cou se, eeling ha calculus concep s became mo e angible o hem.
As one pa icipan men ioned: “Seeing how ma h connec s o sus ainabili y made he
abs ac concep s much mo e conc e e.” Pa icipan s ag eed ha he examples
enhanced he lea ning expe ience, while educa ing abou sus ainabili y opics.
When asked how he in eg a ion o hese examples in o he cou se was
pe cei ed, he pa icipan s ound i wen well, placing alue on he connec ion o
eal-li e examples: “The sus ainabili y examples made me app ecia e calculus,
showing i s immedia e eal-wo ld applica ions.” This ans o ms ma hema ical
concep s om some hing abs ac in o conc e e exe cises, inc easing s uden s’
unde s anding o i s ele ance and p ac ical applica ions. Building he connec ion
be ween ma hema ics and sus ainabili y h ough eal-li e applica ions, addi ionally
emphasizes he CE p og am ision and p epa es he s uden s o hei u u e. As one
pa icipan men ioned du ing he ocus g oup: “Going in o he u u e we’ll be aced
wi h ma hema ical and sus ainabili y p oblems, and i is eally use ul o b idge he
gap be ween he wo - o ecognize he ma h in e e yday scena ios.”
The pa icipan s ound he eam assignmen o be a use ul exe cise o
implemen he knowledge gained om he calculus cou se. E en hough he
s uden s ag eed ha he low s uc u e o he assignmen was challenging, hey saw i
as use ul. One pa icipan men ioned: “Coming up wi h you own ideas and
