A broad view of formal methods includes all applications of (primarily) discrete mathematics to software engineering problems. This application usually involves modeling and analysis where the models and analysis procedures are derived from or defined by an underlying mathematically precise foundation.
While the use of formal methods is not yet pervasive in industry, their use is increasing in many areas of both the software and hardware industries. This increase may well be helped by the increasing availability of good software tools. Nevertheless there are still problems in the education and training of a workforce capable of applying formal methods. In the preface to the volume Teaching and Learning Formal Methods, co-editors Dean and Hinchey (1996) state
... the need arises for an appropriately educated and trained workforce that can apply the results of existing and future academic research to the practical problems real-world. This means that graduating engineers, mathematicians and computer scientists must have a sufficient background in the relevant mathematics, as well as hands-on experience in applying formal methods.
Likewise, Johnson, Alexander, and Shiu-Kai (1999) observe
In order to attain the capability to build high confidence systems in significant numbers and at a greater scale, it is essential that a much larger number of students be trained in engineering applications of formal methods.
However, being faced with "formal methods" can raise strong negative reactions among computing students as well as among computing educators. For some, the mathematics involved is intimidating. For others, the learning curve is a huge barrier. Providing instructors and students with improved support in this area would be a positive contribution to the computing field.
Over the last decade there has been a growing interest in the educational aspects of formal methods and many workshops have been arranged. Generally these provide opportunities for formal methods educators to share ideas, but there is a growing feeling that something more concrete is needed for those instructors and curriculum designers who are not formal methodists, and for those formal methodists who are coming to teaching the subject for the first time.
Almstrum, V. L. (1996) Investigating student difficulties with mathematical logic. In Dean and Hinchey (Eds.) Teaching and Learning Formal Methods, London: Academic Press.
Dean, C. N., and M. G. Hinchey (Eds.) (1996) Teaching and Learning Formal Methods. London: Academic Press.
Johnson, S. D., Alexander, W. P. and Shiu-Kai Chin (1999) Report on the 21st Century Engineering Consortium Workshop: a Forum on Formal Methods Education, http://www.cs.indiana.edu/formal-methods-education/xxiec/report.html.
Leveson, N. G. (1990) Guest Editor's Introduction: Formal Methods in SW Engineering, IEEE Transactions on SW Engineering, 16(9), Sept 1990, 929-931.