This document summarizes a course taught at Rose-Hulman Institute of Technology that combines mathematics and art. The course had students complete four projects that applied mathematical concepts like symmetry, enumeration, fractals to art mediums like painting, weaving, wood burning. The projects were graded on composition, math concept, craftsmanship and creative problem solving. Students gave the course positive evaluations and learned that being good at math and art requires practice to combine the two fields. The course aimed to help STEM students appreciate the beauty of math and significance of art.

1. Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Non-Cognitive Predictors of Student Success:
A Predictive Validity Comparison Between Domestic and International Students
Between the Two Cultures:
Teaching Math and Art to
Engineers (and Scientists
and Mathematicians)
MOTIVATION
• Give STEM students experience with art
• Give students a deeper understanding of
math through physical manipulation
• Increase STEM students' (often under-
developed) appreciation for the beauty
of mathematics and significance of art
PROFESSORS
• Josh Holden, Prof. of Mathematics
• Soully Abas, Asst. Prof. of Art
ASSIGNMENTS
• Four finished projects (65% of grade):
Painting/Symmetry, Weaving/
Enumeration, Wood Burning/Fractals,
Generative Art/Linocut/Laser Cutting
• Projects graded on: Composition,
Math Concept, Craftsmanship,
Creative Problem Solving.
• Performance in critique (25% of grade)
(Class discussion of each finished piece)
• Quizzes (10% of grade)
WHAT DID WE LEARN?
• I had no idea that there were so many
STEM students interested in art.
• Being good at math and good at art does
not immediately translate into being
good at mathematical art.
• There is a “third space” combining
math and art that requires practice and
thought to reach. (And to teach!)
COURSE OBJECTIVES
Students should be able to:
1. Identify the role of mathematics in developing
various artistic concepts
2. Apply mathematical concepts to the creation
of a visual composition
3. Produce works of art using specific media
4. Interpret works of art in mathematical context
5. Properly use the vocabulary of art
6. Compare and contrast aesthetic principles
commonly used by artists with those
commonly used by mathematicians
ROSE-HULMAN INST. OF TECH.
• > 2,200 undergraduate students and
> 70 graduate students
• 25% female
• Faculty-Student Ratio: 1 : 11
• Average Class Size: 20
• Undergraduate Majors: 19, all in natural
science, engineering, mathematics, or
economics
• Dept. of Humanities, Social Sciences, and Arts:
18 minors, International Studies 2nd major, and
Economics
• All students take at least 4 quarters of math
and 9 quarters in HSSA
• No math and art class until this year (as far as I
can tell)
OUR CLASS (Spring 2018-2019)
• 12 students finished (One other dropped the
class after being sick.)
• Year 4: 5
• Year 3: 7 (5 had senior standing)
• Mechanical Engineering: 3
• Mathematics: 3
• Biomedical Engineering: 2
• Computer Science: 1
• Computer Engineering: 1
• Mathematics and Physics: 1
• Software Engineering: 1
• Art Minors: 3
• 4 male, 8 female
• 6 A’s, 4 A-/B+’s, 2 B’s
COURSE EVALUATIONS (OVERALL)
Excellent: 4, Very Good: 3, Satisfactory: 1
Joshua Holden (Josh, he/him/his)
Take a picture of the QR code to download more information.
Jiawen Wang Adam Stephenson
Megan Dado Lee Trent