A Case for Mathematical Modeling

In September, 1982, we mailed questionnaires to fortyfive departments of mathematics in Ohio, Kentucky, and Indiana to discover where and how mathematical modeling is taught to undergraduates. Of ten replies, seven came from departments offering mathematical modeling courses. Three courses used Olinickls book, one used Bender's, one used Makils and Thompson's, and two did not use a text. (Full names and titles are given in the References a t the end of this article.)