Teaching mathematics to engineers is a worldwide issue which is evident by the extent of relevant published work on the subject. There are many reasons for this, but of clear concern is how to actually approach the problem when developing new engineering mathematics modules for first year engineering students. This paper presents a method to sustain effective learning and teaching in engineering mathematics by describing a systematic approach for developing a new engineering mathematics module, which promotes deeper learning using the CDIO methodology. The approach is based on the best current pedagogical practices and previous experience gained by the authors in this area. This pedagogy is discussed and cited in detail as it conforms to several CDIO Standards and also seeks to develop personal, interpersonal and professional skills through an active and interactive learning paradigm. The efficacy of the endeavour is also presented, including data relating to the attendance, engagement, enjoyment and attainment of several different cohorts of students over a period of four years.
