I do not pretend to speak for the engineering faculty, but I would like to
respond from my own point of view. For the record, I have been programming
computers for over 45 years, so I'm not opposed to change. I also teach
assembler language programming which DEMANDS the ability to think in a
logical and sequential manner. A large percentage of students cannot do that
today, and I place the blame squarely on the excessive use of the crutch
currently known as "the calculator". These crutches are placed in the
students' hands before they even learn the multiplication tables and long
division. Do you think we should stop teaching these basics too? Today's
students cannot solve a simple set of two equations with two unknowns
without their crutch...... a very sad state of affairs. 

The ability to solve mathematical problems by going through a set of
sequential steps according to some logical rule is good training for an
engineer or anyone else. The simple task of simplifying a mathematical
expression consisting of sets of signed numbers and variables within sets of
parentheses and brackets is good training in that you have to follow a
sequential procedure according to the rules of mathematics including
consideration of all the signs. 

Are you aware that the high-end calculators have large memories capable of
storing vast amounts of data? They are no longer just a calculator; they are
laptop computers, complete with ports for that importing data.... including
solution manuals for almost ALL textbookds.

I firmly believe the main thing we teach in engineering is the ability to
think critically in order to solve problems. I banned high-end "calculators"
from my classes long before the engineering examiners banned them. I prefer
my students to learn to think logically rather than to learn how to type.

	Michel Holder

-----Original Message-----
From: UTC Staff E-Mail List [mailto:[log in to unmask]] On Behalf Of
Harold Climer
Sent: Saturday, October 06, 2007 4:40 PM
To: [log in to unmask]
Subject: [UTCSTAFF] Calculator policy at UTC

Having used calculators for 30 years, from an HP-25 and TI-51 up to and
including the latest HP-50G and the TI-89, I have recently been amazed at
the seeming increase in the paranoia of teachers in the use of programmable
graphics calculators in their courses and exams.
It seems to have started with the The National Council of Examiners for
Engineering and Surveying, in prohibiting the use of several high end  HP
and TI calculators on their exams.( HP-48.49G.49G+,50G,TI-89,92) At least
this was the first time I really took notice of it.

     Surely these intelligent people have the capability to design exams
where a person who has one of the above mentioned types of calculator would
have no advantage over other people who do not have one.
    I would also expect the same thing from our faculty here 
at UTC.

Is it a question of lack of knowledge of the technology, or just resistance
to change. " I have always done it this way and I am going to keep doing it
this way". It also might  just  be laziness.

I remember when I was getting my B.S. in Physics I was taking a course in
Thermodynamics(Physics) from Dr. Eric Lane. We had a question on an exam
that was intended to be answered by solving a Differential Equation. I had
worked out this problem on homework problems and during recitation sessions,
but during the exam my mind went blank. 
I had my little HP-25 49 step programmable calculator, and  I wrote a little
25 step program that solved the question. I showed the programs steps, an
explanation for each step. and the result and Dr. Lane gave me 23 out of
2xams where a person who has one of the above mentioned types of calculator
would have no advantage over other people who do not have one.
    I would also expect the same thing from our faculty here 
at UTC.

Is it a question of lack of knowledge of the technology, or just resistance
to change. " I have always done it this way and I am going to keep do

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