For students taking differential equations at a two-year college, the course may be one of their first opportunities to see how higher-level mathematics can be used to understand a real-world problem. But there is a big difference between learning the techniques and deciding how and when to use them.

The Student Challenge Using Differential Equations Modeling (SCUDEM) gives students the chance to make that leap. 

Now in its eleventh year, SCUDEM gives teams of students an open-ended problem to explore using differential equations and mathematical modeling. SCUDEM was developed through SIMIODE, which is now integrating into COMAP.

SCUDEM is built around differential equations, so students get to work through an open-ended modeling problem using math they’re already learning in class. That makes it a great way to introduce mathematical modeling without taking students too far outside the course material.

A Real-World Reason to Use Differential Equations

In a typical course problem, students usually have some idea of what math they’re supposed to use. They know what they’ve been studying, they’re given the information they need, and there’s often a fairly clear path to an answer.

SCUDEM takes away that set path. Students have to decide what information matters, make assumptions, choose an approach, and determine whether their model is actually working. They may find that their first idea doesn’t work as expected and have to rethink part of their approach.

That changes the role of differential equations from something students are practicing to something they are using to make sense of a problem.

More Than a Math Problem

Working as a team also asks students to do things they may not get much practice with in individual assignments.

Teams have to talk through different approaches, divide responsibilities, make decisions together, and explain the reasoning behind those decisions. They also get practice communicating their final solution clearly.

An Opportunity That Fits Two-Year Colleges

For a two-year college, adding a substantial modeling experience to a course can be difficult. Faculty may want students to tackle more open-ended problems but have limited time to develop a new project, create supporting materials, and determine how to structure the experience.

SCUDEM provides the challenge and structure, so instructors don’t have to create their own modeling project from scratch. And students don't need to have already completed a differential equations course to participate. In previous SCUDEM challenges, students taking the course have been just as capable as those who completed it earlier.

That means students can participate in SCUDEM while they’re learning the mathematics they’ll use in the challenge. Plus, SCUDEM is designed to be accessible to faculty who are new to coaching as well as those who have participated before.

See Whether SCUDEM Is Right for Your Students

Faculty interested in SCUDEM XI can learn more during the SCUDEM @ COMAP Information Session on Wednesday, September 16 at 5:00 p.m.

The session is a chance to learn more about the challenge, see how participation works, and ask questions about getting a team involved.

Registration for SCUDEM XI is open through October 16, 2026.