Core Mathematics for Engineers, Mathematicians and Scientists

Our challenge is to develop flexible, robust and coherent curricula that are dynamic with respect to the needs of individual programs, the advances in technology, and the advances in learning theory. The past decade has witnessed a concatenation of forces pressing at an unprecedented rate for curriculum change. These changes, led by the escalating growth in the use of technology for insight, demand a restructuring of the curriculum D content as well as pedagogy. In this paper, I will discuss four major forces promoting change, describe some shortcomings of present curricula, and then suggest a structure for a future curriculum.