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Gary Covington Kade Parry ENGL 1010-064 Nov 9, 2013 What about the math For centuries, man has designed and built amazing monuments and structures. Like the pyramids of Giza, the Great Wall in China, and the Coliseum in Rome. In modern times you have structures like the Eifel Tower, the Golden Gate Bridge, and the Hoover Dam, just to name a few. These monuments and structures were designed and built by great engineers, with incredible mathematic skills. The incredible difficulty of figuring load-support and structure integrity, is a very complex skill, which requires years of mathematic learning. In the last two decades, amazing technological advances in software have come about. There is software now that allows engineers to figure complex equations without using paper or a calculator. This has made work easier and faster. But, this software has also raised many questions and debates. Should engineering degrees lower their mathematic curriculum? Engineers are in high demand, and a lot of students drop their engineering degrees because of the hard mathematic curriculum. But, the argument is that just because there is software to make mathematics easier, does not mean that students should not learn the math needed to do the job without the software. This software conundrum is a good debate, and has many opinions and studies on both sides. I will weigh and talk about the pros and cons from both sides; using four viewpoints to

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establish the necessary information to make an educated decision about this dilemma. The viewpoints will be from the engineering students, engineering professors, engineer employers, and last the viewpoint from current engineers. Students are having a hard time with the mathematics curriculum for engineering majors. A survey taken said that the number one reason for engineering major drop outs is the mathematics curriculum (IIE Solutions). This makes a good case that if the mathematics curriculum for engineering degrees was lessened that there would be more engineers in the field. But, the survey of over 4,700 professors said that, 40% of the students they taught did not possess the high school fundamentals required for undergraduate engineering studies". (IIE Solutions) This data shows that if students came to collage with the skills that they should already know, they would not have so many problems. Although students trying to get a major in engineering may like the mathematics curriculum to lesson. It is irreverent, because, the mathematics curriculum is in place to make sure that students graduate with the skills needed to do the job. According to Chris Randles, Chairman and Ceo. of Math Soft Engineering & Education it is clear that we need to improve the ways in which we educate our students at high school and college, particularly in math. (IIE Solutions) This means that the problem is not math but, that students are not learning what they need to excel in high school. Engineering professors, what do they think about the math curriculum for engineers? Students need to learn more in high school, but, there are other factors at play in this controversy. Chris Randles, believes there are three things that could have impact on the math curriculum. In addition to the number of engineering professors who find their students have difficulty mastering math and lack high-school fundamentals, the survey responses included the following.

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Approximately 41 percent believe that computers, enhanced software, and the internet will be vital in training future engineers. (IIE Solutions) This may bring some credibility to the reduction of the math curriculum for engineering students. Does a survey showing that 41 percent of the professors surveyed think that enhanced software is the future of engineers, mean that the math should be lowered? Randles, thinks that there are other factors, or solutions to getting students to buckle down, and embrace the math. More than 65 percent (of professors surveyed) believe that external opportunities (student internships, competitions) are properly valued at their institutions engineering curriculum. And that. More than 35 percent believe that a good job market with job security is the primary motivation for most students. (IIE Solu tions) These surveyed professors give different solutions, other than lowering the math curriculum for engineers. Next lets talk about one of the most important sides to the controversy the engineers employers. Tom Lee states. Our recent survey of over 2,000 engineers asked how they approach the task of design. On a daily basis, 52% of respondents said they use hand calculators and paper. (Tom Lee Math matters) This is a big percentage to go ahead and lower the math needed for engineers. Mr. Lee also states. 47% use electronic references and tables (CD -ROM, Web); 35% use print reference books and tables; and 39% use spreadsheets. (Tom Lee Math matters) This shows that even though a lot of engineers are using software to calculate most are not. So if curriculum was lowered, students would be diminishing their job opportunities. Employers are so important to this controversy because they are the ones who hire the engineers after they graduate, and if they do not like what the prier students learned they will not hire them. Tom Lee a vice president to a major electronic engineering company says. His engineers spend about 15 to 25 percent working with advance software that make math problems

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easer to work out calculations. The rest of the time they are working on the engineering design with conventional methods. (Tom Lee Math still matters) So if what Tom is saying is true 75 percent of the time his engineers are using the math skills learned in collage. Mr. Lee also said that these advance software programs are becoming more relevant. That as the software becomes more reliable and more integrated, and time lines lesson with money saving quickness. Then the software will become more used. (Tom Lee Math still matters) So maybe in the future he will think that the math curriculum could be lowered, but for now maybe it would be premature. Mr. Lee also stated that with technology going in to overdrive that math and software becomes more important all the time. He says that math is re-emerging and more important than ever. (Tom Lee Math Still Matters) So, if math is getting more important to this employer; there must be more employers out there that think the same way. If the math curriculum is lowered students might find getting a good stable job difficult. Engineers have a very strong viewpoint about this subject. Warren Toon states. After putting in six years of hard study to get my degree, and the dedication and perseverance it took. I do not think that lowering the math curriculum for students is a good idea. There is some amazing software out there that makes my job, and other engineers jobs much easier. But, that does not mean that the curriculum should be decreased. When I am on the job site and dont have a computer to help me I have to know how to do the calculations myself. (Warren Toon) This makes sense, if you do not have the software with you how can you solve problems on the job site if you dont know how to do the math.

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Some engineers have a different view about the math curriculum for students. Colette Howe is a lead engineer for HP and has a different view. I dont think it is a problem if they changed the math curriculum for engineering students. I did work really hard in school to get the job I have, but, if there is new technology that makes the math curriculum obsolete than that is progress. (Colette Howe) Although I do not agree with Mrs. Howe it does add to the discussion. I have went through many facts and opinions of students, teachers, employers, and engineers. As there are facts and opinions supporting both sides of the controversy, there may not be a right answer. All that can be done is to weigh the facts from both sides, and make a decision. There is many new software programs out there that make math less relevant, but, will an engineer always have that software at their disposal. Should an engineer now how to solve the math problems without the software, and is it fair to lessen the math curriculum for new engineering students when the other engineers in their field had to learn it? These may be just a few questions to ask before a dissension can be made if a dissension can be made. My opinion, is that math is the curriculum for an engineer and if someone does not want to learn the math they should not become an engineer. Yes math is not an easy subject, and it takes a lot of discipline and hard work to become an engineer. But, it is well worth the trials and hard work to accomplish your goals. Also, the money that an engineer earns is substantial, and if the math curriculum for engineering students was lowered, an engineers knowledge would not be worth as much. They can make all the new software that they want, and I will be very grateful after I have earned my degree to uses it. Nothing good comes easy so studying hard and learning the math is very important in my opinion. If becoming an engineer was easy there would be more engineers out there than the economy could support.

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There may be a day when the math curriculum is lowered for engineering students, but that day is not hear yet. The technology is not ready to replace the human element in engineering yet.

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Works cited IIE Solutions. April 2001. Vol. 33 Issue 4, p16. 1/3p. Available from: EBSCO. Accessed November 10, 2013. Lee, Tom. Math matters. Machine Design [serial online]. February 8, 2007:55. Available from: Academic search Premier, Ipswich, MA. Accessed November 10, 2013. Lee, Tom. Math Still Matters in Electronic Design. Electronic Design 53. 10 (2005): 22. Academic search Premier. Web. 10 Nov. 2013. Toon, Warren. Personal interview. 12 Nov. 2013. Howe, Colette. Personal interview. 14 Nov. 2013.