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Maple is used extensively at Rensselaer Polytechnic Institute (RPI)—a leading technological research university—and is accessible to all undergraduate students through their mobile computing program. The availability of Maple across multiple disciplines, made possible by the laptop program, characterizes the interactive approach to research and teaching at RPI.

The introduction of Maple into RPI curriculum

The use of Maple at RPI predates the development of the mobile computing program. Maple was first introduced as part of an initiative to reform the calculus curriculum, by improving the way it was taught. Calculus—the foundation for future study in mathematics, science, engineering, and business—was believed to be a “stumbling block” for students, nation-wide.

Based on the growing need for curriculum reform, two math professors from RPI, William Boyce and Joseph Ecker, received funding from the NSF as part of the undertaking to improve the teaching of calculus. Boyce and Ecker shared the idea of integrating mathematics software into the calculus curriculum as a possible solution to the problem. They believed that students would be better able to concentrate on concepts and “what if” scenarios without getting bogged down with the details of calculations.

In 1988, Professor Boyce led a team of faculty in developing a pilot course in calculus, using Maple. Boyce believed that improvements to calculus education could be made by placing less emphasis on paper and pencil testing and greater emphasis on mathematical concepts and their use in problem solving, mathematical modeling, and the interpretation of resultsⁱ.

RPI develops mobile computing initiative

By the 1990-91 academic year all of the first-year math courses had been converted to the new curriculum, making Rensselaer the first major research university to have all its freshmen learning calculus using a computer algebra system on state-of-the-art workstationsⁱⁱ. In 1999, RPI introduced the mobile computing program, whereby all undergraduate students are required to have a laptop. Through this program, each undergraduate student has access to a wide array of software applications, including Maple.

Sharon Roy, Director of Academic and Research Computing, lends advice to schools that would like to implement a laptop or software-based program, “It is important to have a core group of faculty that is prepared to take the lead. Grass-roots interest is needed: faculty who want to use technology in the classroom.” Since the inception of the laptop program, Ms. Roy has observed an increase in inter-departmental exchange. An example of this exchange is an engineering and math instructor discussing how to better synchronize their curricula. This increased communication has led to improved reinforcement of the concepts being taught to students.

The mobile computing program continues to grow and evolve at RPI, as does the usage of Maple. Although Maple was initially introduced to aid in the teaching of calculus, it has since been widely adopted in mathematics and engineering curricula. Recently, 81 faculty members at RPI responded to a mobile computing survey. The results indicate that 11 faculty members of the 81 respondents specifically use Maple in the following courses: calculus, introduction to differential equations, introduction to engineering analysis, circuit studies, physics, and chemistryⁱⁱⁱ .

Originally published in The Maple Reporter, Issue 3, 2004

¹From Kolb, John E., Gary A. Gabriele, and Sharon Roy, "Cycles in Curriculum Planning." Technology-Driven Planning: Principles to Practice. Eds. Judith V. Boettcher, Mary M. Doyle, and Richard W. Jensen. Ann Arbor: Society for College and University Planning, 2000.

ⁱⁱ From Kolb, John E., Gary A. Gabriele, and Sharon Roy, "Cycles in Curriculum Planning." 2000.

ⁱⁱⁱ Collaborative survey conducted by Academic Research Computing and Office of Undergraduate Studies, Rensselaer Polytechnic Institute, 2003.