PROJECT SUMMARY
Problem : The standard undergraduate geometry courses are
principally designed for preservice teachers and prospective research
mathematicians. Such courses are normally not of interest to students
in the technical oriented fields of engineering, computer science, and
the applied mathematical sciences. The goal of this proof of concept
proposal is develop course materials for an applied geometry course for
students pursuing degrees in engineering, computer science, and the applied
mathematical sciences.

Objectives :

To develop an introductory course in geometric modeling for engineering,
computer science, and applied science majors.

To develop interactive course materials that can be used in such an introductory
geometric modeling course and that can be used in the prerequisite calculus
courses.

To reinvigorate the role of geometry in the preparation of engineers,
computer scientists, and applied mathematicians.
Methods : Effective courses utilize the current skills and
abilities of the students in developing new skills and in developing an
understanding of new concepts. In geometry, the crucial abilities
tend to be somewhat intuitive, as geometry is similar to a language.
The current generations of students tend to have an underdeveloped geometric
intuition, possibly because they have played more with virtual reality
than physical reality. However, there is a geometric intuition in
virtual reality, which is not equivalent to geometric intuition of physical
reality. In order to use their virtual geometric intuition, our goal in
this project is to develop materials aimed at unifying these two diverse
varieties of geometric intuition, by using both modern technology (computers
and the internet) together with the traditional tools of geometry (compass,
straightedge and physical models). In addition, the materials are
to be interactive, as it is important to engage the students with the material.
Some examples of the materials to be developed are:

Interactive webbased notes, where the students cannot proceed until
they master the basic concepts.

Interactive exercises aimed at developing the skills and theoretical
framework for problem solving.

Openended projects aimed at advancing the students from routine
problems to creative problems.
Dissemination and Evaluation: Dissemination of the materials will
principally through the course web page, journal articles, and conference
presentations. Evaluation of the materials will through course evaluation,
student feedback, the experiences of the PI and the students working on
the project, in addition to solicitation of comments from other faculty.
