would emphasize a problem-solving rather than a deductive approach. Each case study would be relatively short and self-contained. In this way the breadth of applicability of mathematics and the value of the other material in students' courses could be illustrated.
An excellent way to start the teaching of modeling and industrial mathematics would be to hold summer schools for advanced graduate students and junior faculty, similar to the summer schools available in theoretical physics.
The board urges the mathematical sciences professional societies to promote intellectual activity in problem solving and modeling to strengthen the industrial use of mathematics.
Technology transfer can occur only with the full support of the people who are actively engaged in the process. The board proposes that the mathematical professional societies include technology transfer within their mission and encourage, through workshops, minisymposia, and plenary lectures, more interaction among mathematicians in industry, universities, and government laboratories. Special conferences on theoretical areas of mathematics could include the industrial perspective as well. Mathematicians in industry should be encouraged to serve in larger numbers on the editorial boards of professional journals. There is evidence that these activities are actually occurring, but the mathematical sciences community needs to pay far more attention to these issues.