Pierre V. Sokolsky, PhD Dean, College of Science University of Utah

1. Science and Mathematics EnterpriseA Project of Higher Education Institutions in the State of Utah in Collaboration with Public School Districts Pierre V. Sokolsky, PhD Dean, College of Science University of Utah

2. Why do we need it? • Argument from Economics • Need for technically well-educated work force (BA, BS and Associate Degrees) • Need for more scientists, mathematicians and engineers • Argument from Civics • Scientific literacy as a component of cultural literacy

3. Brooks: Education decline is the biggest issue facing this country David Brooks The New York Times As Claudia Goldin and Lawrence Katz describe in their book, The Race Between Education and Technology, America's educational progress was amazingly steady over those decades, and the U.S. opened up a gigantic global lead. Educational levels were rising across the industrialized world, but the U.S. had at least a 35-year advantage on most of Europe. In 1950, no European country enrolled 30 percent of its older teens in full-time secondary school. In the U.S., 70 percent of older teens were in school. America's edge boosted productivity and growth. But the happy era ended around 1970 when America’s educational progress slowed to a crawl. Between 1975 and 1990, educational attainments stagnated completely. Since then, progress has been modest. America's lead over its economic rivals has been entirely forfeited, with many nations surging ahead in school.

4. Economic Impact of Science • “Whenever someone figures out something about how the universe works, sooner or later someone else will come along and figure out how to make money from that knowledge” – Jim Trefil, Why Science • This will generate new jobs, often of a technical nature. • This, in turn, increases the demand for a scientifically educated workforce. • In the process, new scientists are created who figure out something new….

5. Impact on Utah • Engineering Initiative was to double or triple number of Engineering grads (not). • Labor statistics indicate we need to about double number of BS grads in the sciences to fill available jobs. • 50% of declared science/math majors drop out after first two years of college. • Introductory science/math courses are in the critical path for Engineering, Nursing, Business, Pharmacy, Medical and Dental programs.

6. The argument from Scientific Literacy “We’ve arranged a global civilization in which the most crucial elements…profoundly depend on science and technology. We’ve also arranged things so that no one understands science and technology. This is a prescription for disaster.” – Carl Sagan

7. Cultural literacy is the knowledge that educated people, at a given time and place, assume other people possess. Scientific literacy is the subset that people need to know in order to understand their world. Without a scientifically literate public, informed political debateon issues such as global warming, stem cell research, immunizations, etc, is impossible.

8. Mathematical Literacy

9. The graph seems to show an extraordinary set of changes in American society • How many Americans will know how to interpret this graph? • How many will wonder if this is the right way to look at the data?

10. Mathematical Literacy • “The U.S. economy has continued to grow in the last three decades” • Real (adjusted) income of bottom 90% of population: $27,000 (1979) $25,600 (2005)

11. Science and Engineering Indicators Program (Jon Miller) • In 2005, only 28% of Americans scored as “minimally scientifically literate.” • Situation not much better in Europe… 10% in UK, 35% in Sweden. • Situation actually improved with advent of “science for poets” types of courses.

12. 2006 – Science and Math Education in a Global Age (Asia Society study) Advanced score in standard math achievement: Singapore, Taiwan, S. Korea = 24% to 44 % of students U.S. = 7% of students Self-confidence in achievement score: S. Korea = 20% U.S = 56%

13. So what do you expect? • Only 23% of high school students take threeor more years of math and science. • Only 10% take a physics course. • 1/3 of U.S. students can get a Bachelor’s degree with NO science courses whatsoever.

14. Relative contributions to scoring high on “scientific literacy”

15. Even cultural literacy is lagging… • Only 40% of Americans can name five or more of the Ten Commandments. • Only 50% can name any of the four Gospels. • 12% of Americans think Joan of Arc is Noah’s wife. And we don’t want to talk about space alien visitations…

17. What is to be done? • K-12 teachers and teaching – increasing number and quality of science/math teachers in Utah. – providing training/refresh for existing science/math teachers. – providing new career paths and higher social esteem for teachers.

18. Impact on Utah • We need ~200 new science/math teachers per year to keep a steady state. • We need to double the number of science/math teachers graduating each year and staying in state to achieve this. • We also need to keep new science/math teachers from leaving after just 3 years.

19. What is to be done? (cont.) • Undergraduate science/math courses and teaching - Address the students you have, not the ones you wish you had. - Create engagement - Provide support for disadvantaged students - Teach interdisciplinary science - Provide multiple exit points - Reward and value faculty teaching!

20. Center for Math and Science Education • University of Utah administration approved five faculty positions for this Center. • Will hire three senior, well-respected research scientists with a passion for education. • Will hire two junior faculty to assist them. • Joint program of the College of Science and the College of Education.

21. Statewide Enterprise • Each State institution has its special role and special local relationships. These must be preserved and built upon. • Coordination/cooperation between State institutions is vital for success. • The impact of changing demographics and under-represented minorities must be factored in from the very beginning.

22. Where do the resources come from? • State Legislature – Need clearly defined proposals that address known problems and have a quantifiable way of measuring success. • Local institutional funding – a statewide effort should generate better support. • Federal, Foundation and private support.

23. Thank you for your interest and support! • This is a great and difficult challenge, but one we must rise to! • On the positive side, I have (yet) to meet anyone who doesn’t think that this enterprise is important. • All the state institutions need to find and play their roles. All of your ideas are welcome.