Industry Expects—But Who Should Determine the Curriculum?

This paper begins by looking at the views of industrialists on the kind of mathematics which they believe should be taught to engineering undergraduates. As might be expected, these views are diverse and at times contradictory. Opinions expressed by representatives of chartered institutions and by academics, from both engineering departments and mathematics departments, are also considered. The second part of the paper draws common threads from the collection of opinions and argues the case for mathematics to be regarded as a full engineering subject. Then it takes a critical look at the mathematics being taught and gives a realistic overview of the role of the computer in the teaching of mathematics to engineers. Finally, some broad principles for a future curriculum are stated and a positive way forward is advocated.     

Helping Students Apply the Scientist-Practitioner Model: A Teaching Approach

The scientist-practitioner model was taught to counseling students by giving them an opportunity to integrate theory, research, and practice via a process research case study.