Science, Engineering, and Mathematics Education: Status and Issues

[Excerpt] An important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A major concern of the 110th Congress may be regarding the future ability of the U.S. science and engineering base to generate the technological advances needed to maintain economic growth. Discussions have centered on the quality of science and mathematics education and training and on the scientific knowledge of those students entering other disciplines. Even students pursuing nonscientific and nonmathematical specialities are likely to require basic knowledge of scientific and technological applications for effective participation in the workforce. Charges are being made that many students complete high school scientifically and technologically illiterate

Learning for the Future: Changing the Culture of Math and Science Education to Ensure a Competitive Workforce

This report argues that improving the math and science skills of our nation's youth is an important step in ensuring and promoting innovation-led economic growth in the coming decades. The report calls for the implementation of a strategic plan that will increase student "demand" for and achievement in mathematics and science

The Case for Improving U.S. Computer Science Education

Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science

Paving The Way: Recruiting Students into the Transportation Professions, MTI Report 08-03

The transportation industry faces a growing shortage of professional engineers and planners. One key strategy in solving this problem will be to encourage more civil engineering and urban planning students to specialize in transportation while completing their degrees, so that employers have a larger pool of likely recruits. However, very little is known about how these students choose a specialization. To help fill that gap, this report examines the factors that lead civil engineering undergraduates and urban planning masters students to specialize in transportation, as opposed to other sub-disciplines within the two fields. The primary data collection methods were web-based surveys of 1,852 civil engineering undergraduates and 869 planning masters students. The study results suggest steps the transportation community can take to increase the number of civil engineering and planning students who choose to specialize in transportation

Building a Diverse Cybersecurity Workforce: A Study on Attracting Learners with Varied Educational Backgrounds

Cybersecurity has traditionally been perceived as a highly technical field, centered around hacking, programming, and network defense. However, this article contends that the scope of cybersecurity must transcend its technical confines to embrace a more inclusive approach. By incorporating various concepts such as privacy, data sharing, and ethics, cybersecurity can foster diversity among audiences with varying educational backgrounds, thereby cultivating a richer and more resilient security landscape. A more diverse cybersecurity workforce can provide a broader range of perspectives, experiences, and skills to address the complex and ever-evolving threats of the digital age. The research focuses on enhancing cybersecurity education to attract a diverse audience through the development and testing of a virtual platform on Haaukins (a cybersecurity training platform) designed with features resembling social media for capture-the-flag exercises. The results show that the cyber training platform effectively engages a diverse group of learners, bridging the gap between traditional technical boundaries and the urgent demand for comprehensive cybersecurity competence

Do we challenge students enough? Model Solar vehicle project challenges potential engineers.

A major challenge to Australia and New Zealand is the perceived need to develop &quot;knowledge economies&quot; based on the expertise of university graduates,&nbsp; especially engineers. However, many countries are finding less students are choosing to study engineering. At the same time, there is increasing concern about increased levels of greenhouse gases leading to global warming with species loss, rising sea levels and desertification being likely outcomes. Numerous competitions have been established aimed at attracting school students into science and engineering careers. Environmental groups have also sponsored educational activities to increase student awareness of alternative energy technologies. One activity which provides both a science and engineering challenge while also raising awareness of alternative energy and more efficient conversion of that energy for transport is the Model Solar Vehicle Challenge (MSVC). The Challenge, which provides a solar powered boat competition for younger students and a car race for the older ones, has involved thousands of Victorian school students since 1990 and students from all Australian states since 1993. Boats race in 2 or 3 lanes guided by an overhead wire in a 10 metre pool, and cars race 100 metres around a figure 8 track. Top boats average over 7 kph and cars reach speeds of 25 kph at the finish line. This paper will discuss the conduct of the Challenge, motivation of participants, the depth of learning which can be achieved and the effectiveness of the Challenge in encouraging students to continue with science subjects through school and to select engineering at university. It will also briefly discuss the lessons that can be learnt from the MSVC and applied to first year university courses.<br /

Evaluation of the Valley Transportation Authority’s DO IT! Program A “Ladders of Opportunity Initiative” Program Funded by the Federal Transit Administration

The U.S. Department of Transportation has increasingly demonstrated interest in developing programs that will enhance the workforce capacity of future transportation systems. To that end, the Department sponsored the 2015 Innovative Public Transportation Workforce Development program, directed by the Federal Transit Administration. This program sought to enhance the availability of skilled workers from targeted groups, including the underserved, underemployed, and/or minority groups into possible transit-oriented career paths. One of the 19 programs selected for funding was the “DO IT!” project proposed and developed by the Valley Transit Authority (VTA). VTA proposed to create an innovative education and training program that focused on attracting and ultimately hiring underserved, underemployed, and/or minority groups in its service area of Santa Clara County. The program was created with two major goals in mind: (1) to enable VTA to work with local youth who may not otherwise have the opportunity to be exposed to a career in public transportation – specifically in the area of transportation planning; and (2) to provide a ladder of opportunity into the middle class which will help strengthen our workforce and our intercity communities by building the critical skillset needed to maintain a competitive and efficient public transportation service. This report provides an evaluation of the “Do It! Program and presents recommendations for program replication or improvement

An ROI Comparison of Initiatives Designed to Attract Diverse Students to Technology Careers

This study examines two alternative interventions designed to attract diverse students to pursue information technology or, more generally, STEM (science, technology, engineering, and math) careers from a Return on Investment (ROI) perspective. More specifically, this study examines the effectiveness and efficiency of single-day and multi-day program formats by comparing students’ propensity to pursue computer information systems and technology related careers. Using an ROI perspective of comparing relative costs to students’ perceived outcomes, our findings suggest that the single-day model is equally effective as the multi-day model at moving students’ propensity to pursue information technology careers, albeit at a lower cost. This suggests that the single day model is a better choice from an ROI perspective and offers the best investment opportunity for choosing which program format to use for future interventions. These findings, while specific to a single comparison of two alternative information technology interventions, are useful as they contribute valuable knowledge and may be applicable to the design and evaluation of other STEM-influencing programs