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Re: expanding the use of symbolic computation in engineering .. was Re:

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  • Subject: [mg130893] Re: expanding the use of symbolic computation in engineering .. was Re:
  • From: W Craig Carter <ccarter at MIT.EDU>
  • Date: Fri, 24 May 2013 06:22:16 -0400 (EDT)
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I can only comment about my experience as well, but I beg to differ.

I believe my Mathematica-intensive sophomore course for materials 
scientists has resulted in Mathematica as being the tool of choice for 
the remainder of a student's undergraduate education---and know of many 
cases where students continue to use Mathematica as a tool for graduate 
research and private sector careers.

I've been teaching this course for about 12 years and have won MIT's 
institute-wide teaching award and the school of engineering teaching 
award; both awards derive primarily from the results of this course.

I only have student accounts and letters, and off-hand comments from 
other faculty about the benefits of my course; these are uniformly 
positive but the sample is probably biased. I am hoping to get an 
objective critical assessment of the educational benefits of this 
course---resources to get assessment are rare.

Helen Read and Murray Eisenberg, I believe, also teach  successful 
Mathematica-Intensive courses; they may have obtained objective 

W Craig Carter
Professor of Materials Science, MIT

On May 23, 13, at 4:06 AM, Richard Fateman wrote:

> On 5/21/2013 11:18 PM, mathgroup wrote:
>> I want to comment on my experience , limited of course, with  students of
>> Engineering, Engineers and Professors of background is
>> Physics...
>> First,  I get the impression that , in the main, Symbolic Computation, etc.
>> is not something they are really interested in...
> ...
>> Again, of course, this is my limited experience...Perhaps others have had
>> different and better ones...
>> Jerry Blimbaum
> I think your experience is typical, and that the "sweet spot" for
> engineering computation is not in symbolic computation nor Mathematica
> in particular. Certainly educators don't view symbolic computation
> as key to any particular course that is in the core curriculum. See
> for example...

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