Abstract
The purpose of this chapter is to indicate how changes occurring in under-graduate science and engineering education can inform and support improvement in undergraduate mathematics education. Reports and discussions on education in sessions at national and professional society meetings have common themes and findings across the various disciplines. However, there is not much exchange of information across these discipline boundaries. Similarly, visiting college campuses, one frequently finds mathematics faculty who have more in common in terms of their views and practices to improve undergraduate education with faculty in physics, for example, than colleagues in the mathematics department. This lack of communication and collaboration across discipline boundaries results in missed opportunities that would benefit mathematics departments and mathematics education.
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