No abstract

It is a widespread opinion and belief among engineering faculty that undergraduates enrolled in any engineering field could be better prepared in Mathematics when taking courses related to their professional field of study. The lack of preparation to apply appropriate concepts in Mathematics may be due to the fact that examples from engineering disciplines are not widely used in the Mathematics courses. It is typical of a Mathematics department to not only offer their degree programs but also act as a service department to students majoring in various fields. It is not economically justifiable for Mathematics departments to custom tailor courses in Mathematics for customers from different disciplines. On the other hand, engineering being a practitioners program, has a distinct requirement of creatively applying mathematical concepts and principles to engineering problems studied in various courses. Some of the issues related to inadequate preparation in application of Mathematics include: what type of mathematical background and level of mathematical competencies are needed in engineering courses; which Mathematics courses should cover such mathematical competencies; and what type of examples and problems related to students' major field should be developed and taught in Mathematics to enhance the understanding and application of mathematical concepts.The primary goal of this research paper is to develop a conceptual framework for a Crosscurriculum Delivery system for engineering systems with the Department of Mathematics to deliver services effectively by co-operative efforts of customers and suppliers. Various quality tools are available which could be used in developing a framework for a Cross-curriculum Delivery system. This process requires the identification of customers' needs in terms of mathematical competencies required to teach core courses related to the manufacturing engineering students. The curriculum in Mathematics will be designed by the Department of Mathematics to meet students' needs. An on-going interaction between the customers and suppliers would promote the development of examples and real-life business and industrial problems to be used in the Mathematics courses offered to engineering students.

No abstract

It is a widespread opinion and belief among engineering faculty that undergraduates enrolled in any engineering field could be better prepared in Mathematics when taking courses related to their professional field of study. The lack of preparation to apply appropriate concepts in Mathematics may be due to the fact that examples from engineering disciplines are not widely used in the Mathematics courses. It is typical of a Mathematics department to not only offer their degree programs but also act as a service department to students majoring in various fields. It is not economically justifiable for Mathematics departments to custom tailor courses in Mathematics for customers from different disciplines. On the other hand, engineering being a practitioners program, has a distinct requirement of creatively applying mathematical concepts and principles to engineering problems studied in various courses. Some of the issues related to inadequate preparation in application of Mathematics include: what type of mathematical background and level of mathematical competencies are needed in engineering courses; which Mathematics courses should cover such mathematical competencies; and what type of examples and problems related to students' major field should be developed and taught in Mathematics to enhance the understanding and application of mathematical concepts.The primary goal of this research paper is to develop a conceptual framework for a Crosscurriculum Delivery system for engineering systems with the Department of Mathematics to deliver services effectively by co-operative efforts of customers and suppliers. Various quality tools are available which could be used in developing a framework for a Cross-curriculum Delivery system. This process requires the identification of customers' needs in terms of mathematical competencies required to teach core courses related to the manufacturing engineering students. The curriculum in Mathematics will be designed by the Department of Mathematics to meet students' needs. An on-going interaction between the customers and suppliers would promote the development of examples and real-life business and industrial problems to be used in the Mathematics courses offered to engineering students.

No abstract