Discussion Overview
The discussion revolves around the amount and types of mathematics covered in typical undergraduate engineering programs, with a focus on various engineering disciplines such as biomedical, electrical, and computer engineering. Participants share their experiences and observations regarding the curriculum and its mathematical components.
Discussion Character
- Exploratory, Technical explanation, Debate/contested
Main Points Raised
- One participant notes that a typical curriculum includes all of calculus (including ordinary and partial differential equations), Fourier and Laplace transforms, numerical methods, and basic statistics.
- Another participant, an electrical engineer, mentions taking calculus (I-III), ordinary differential equations, probability and statistics, and some numerical methods, along with various transforms and linear algebra in engineering classes.
- A different participant emphasizes that the amount of math varies by engineering discipline and institution, citing their experience in biomedical and chemical engineering where students typically take calculus 1-4, linear algebra, and ordinary differential equations.
- One participant highlights that math courses for engineers tend to be more applied, with minimal focus on proofs.
- A computer engineering participant lists a standard sequence of single and multivariable calculus, linear algebra, statistics and probability, numerical analysis, and discrete mathematics, noting that most courses are applied or computational in nature.
- Another participant outlines the expected math courses for biomedical engineering, which include single variable calculus, multivariable calculus, ordinary differential equations, and statistics, with linear algebra generally taken by computer science and electrical engineering students.
Areas of Agreement / Disagreement
Participants express a range of experiences regarding the math curriculum in engineering programs, indicating that while there are common courses, the specifics can vary significantly by discipline and institution. No consensus is reached on a definitive list of courses or the overall intensity of the math involved.
Contextual Notes
Limitations include variations in curriculum based on specific engineering disciplines and institutions, as well as differing interpretations of what constitutes "math intensive." Some participants also mention the inclusion of programming classes, which may influence the overall math experience.
Who May Find This Useful
Students considering engineering programs, educators developing curricula, and professionals advising on engineering education may find this discussion relevant.