Cooperative Learning Experiences in the Mathematical Sciences (CLEMS) is a program that offers graduate students the opportunity to work on the type of real-world problems they will encounter in industry, business, or government after graduation. Similar to an intern experience in other professional areas, the program provides experience working on unsolved problems that matter to a sponsor.

Students working on a sponsored problem may apply statistical analysis, mathematical modeling, computational and numerical methods, software development, or techniques from any of the mathematical disciplines. There are no ideal or specified problem types. Past problems have been as diverse as the sponsors represented. They include statistical analysis of instrument drift, truck scheduling in the transportation industry, school bus routing, simulation studies in fiber assembly, forecasting, production and inventory models, scheduling, and many more.

A problem sponsor receives a specified level of effort from a graduate student, along with faculty supervision, concentrated on a problem that may be beyond the resources of the sponsor's permanent staff. Graduate students provide an inexpensive, highly qualified resource to consider a problem with a fresh perspective, the latest techniques and the advice and assistance of experienced faculty. Each student works under the guidance of a faculty advisor from Clemson and a mentor from the organization sponsoring the project. The graduate student may also consult with other faculty members representing diverse interests in any of the mathematical sciences. If required, faculty in other disciplines may also be consulted.

The sponsor receives all results of the project, including any software developed for the problem, a final written report, and an oral presentation. Confidential and proprietary information of the sponsor will be protected, and security agreements can be established. However, it is important that the generalities of a project be discussed in an open, academic forum. The free exchange of ideas and information ensures the best solution to a problem, and is a key factor in a project's educational value. The potential educational experience for the student is the primary criterion in the acceptance of a project.

Problems are considered from business and industry, government agencies, or nonprofit organizations. In fact, almost any problem is a candidate that would benefit from the creative application of the mathematical sciences and that addresses an actual need. The problem's scope should be of a sufficient complexity and magnitude to require substantial involvement over an academic or calendar year.

Benefits realized by students from past experiences include improved employment opportunities, increased communication skills, greater confidence, and a better appreciation for applied problems. The challenge of working for a sponsor on an unsolved problem, where students must apply existing knowledge and develop new skills, has proven to be an effective method for developing future mathematical scientists.

The CLEMS Program is one element of the Department's commitment to preparing students for industrial and governmental positions. The CLEMS Program encourages an ongoing dialog between the mathematics faculty and scientists, engineers and managers in industry and government. The program brings new trends to campus and makes industry aware of new results and techniques from academia. It also allows industry to draw upon the resources of Clemson University by developing specific projects to be addressed by teams of faculty members, students and industry representatives.

The Department of Mathematical Sciences welcomes the participation and support of project sponsors in the education of its graduate students. Past projects have been of real value to the students, the sponsor, and the Department.

For more information, contact:

Prof. P.M. Dearing, Department of Mathematical Sciences, Clemson University, Clemson, SC 29634-0975; (tel) 864-656-3442; (fax) 864-656-5230