Simpson, JaneFernandez, Eugenia2016-02-262016-02-262014-10Simpson, J., & Fernandez, E. (2014). Student performance in first year, mathematics, and physics courses: Implications for success in the study of electrical and computer engineering. In 2014 IEEE Frontiers in Education Conference (FIE) (pp. 1–4). http://doi.org/10.1109/FIE.2014.7044368https://hdl.handle.net/1805/8515Mathematics and physics courses are recognized as a crucial foundation for the study of engineering, and often are prerequisite courses for the basic engineering curriculum. But how does performance in these prerequisite courses affect student performance in engineering courses? This study evaluated the relationship between grades in prerequisite math and physics courses and grades in subsequent electrical engineering courses. Where significant relationships were found, additional analysis was conducted to determine minimum grade goals for the prerequisite courses. Relationships were found between five course pairs: calculus II and differential equations; calculus II and physics I (mechanics); physics II (electricity and optics) and circuits analysis II; physics II (electricity and optics) and signals and systems; and circuits analysis II and signals and systems. The results indicate that a grade of C+ or higher in calculus II, and a grade of B- or higher in physics II and circuits analysis II will lead to higher grades in subsequent mathematics, circuits, and signals and systems courses. This information will be used to aid faculty in making decisions about imposing minimum grade requirements.en-USIUPUI Open Access Policyfreshman engineeringprerequisite coursesgradesConference proceedings