Abstract
In any current discussion of engineering education, particularly electrical engineering education, inevitably a conflict arises between those who wish to inject more science and mathematics into curricula and others who insist that engineering colleges should train engineers, not scientists. This paper supports neither side of this controversy but presents the arguments for the following thesis: The present emphasis on science and mathematics in electrical engineering curricula is creating a research-oriented type of undergraduate education that may lead to inadequate preparation for professional careers. Since 80 to 90% of the undergraduates intend to follow professional rather than research or teaching careers, re-evaluation of the goals of undergraduate education is required.
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