Reassessing the mathematics content of engineering education

This paper reviews the problem of declining mathematical skills and appetite amongst university entrants. This decline necessitates a critical review of the traditional approach followed in engineering education in order to cater adequately for the abilities and preferences of the type of students becoming prevalent in our universities. A minimal-mathematics methodology that does not impact negatively on standards is discussed with examples drawn from telecommunications. Designed to endear rather than deter new students, this approach rightfully puts engineering first and mathematics second, and removes what a growing number of potential recruits now perceive as an unfriendly gatekeeper at the entrance to the study of engineering.