When an undergraduate mathematics department designs (or redesigns) its curriculum one variable that I believe has not been given enough attention is the nature of the student body the department serves. Small branches of a large public university system serve a different niche of students from the flagship school of the system or the niche served by small or large highly selective private schools. Furthermore, even schools that do not attract an "elite" group of students often find themselves with a few students who could have gotten into an "elite" college or university.
This issue was addressed in the United States in the last CUPM (Committee for the Undergraduate Program in Mathematics) report issued on the auspices of MAA. One recommendation was the mathematics departments get feedback about the goals and aspirations of the students it serves, and monitor to the extent they can what mathematics majors do with their degrees after they graduate. Departments can certainly take pride in math graduates who go on to get a doctorate in Mathematics, CS, or some allied discipline. However, they can also take pride in the dedicated high school or middle school teachers they train and inspire, the students who get jobs that put their mathematical skills to work, or students who do not directly use any mathematics in the careers they ultimately pursue.
In prior CUPM reports often "sample" syllabi for various courses was were produced. In the last report it was decided not to provide sample syllabi. I believe this to have been a mistake. In fact, I would favor having samples of several different syllabi for the same course which would show how schools with different niches of students might try to serve their students as well as possible. When departments are aware of the needs of their students even when they primarily serve students who do not intend to get a doctorate degree in the future, they can still try to meet the needs of the students who do plan to get a doctorate, or might consider doing so if circumstances allow. Similarly, departments which serve very strong mathematics students can find ways to meet the needs of their "weaker" students as well.
