Why not cover the material in a pre-engineering course?
Topics such as calibration, measurement-noise analysis, and process modeling are actually best characterized as engineering concepts rather than as either scientific or mathematical ones. Further, engineers generally comprise the technical leadership of the sectors in which practical-arts students will work, and command their respect as role models. This suggests that a course specifically identified with engineering might be best situated to help practical-arts students transcend their mathematics alienation. The main difficulty with making use of this suggestion is that the few explicit pre-engineering courses that are currently offered are designed to prepare students to enter college baccalaureate engineering programs, and thus require much more math than the practical-arts students for which the MFM course was designed will have mastered (or need to master). Most secondary schools do not distinguish between preparation for scientific and engineering programs (on the probably-corre
Related Questions
- Does the content in the 20 Hour Pre-Licensure Course cover material for both the national required test and each states required test material?
- Ive already taken a classroom Japanese course at OSU; can I now cover the same material in I.I. format?
- Does a Certificate III course cover the same material as a Certificate II course?
