Paul Zorn St Olaf College INGenIOuS and workforce issues Is there really a STEM workforce problem Is there really a STEM workforce problem Yes STEM is not monolothic Uses of mathstats are broadening ID: 616124
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Slide1
Evolution of Math Undergraduate Education for the Physical Sciences
Paul Zorn, St. Olaf College
INGenIOuS and workforce issuesSlide2
Is there really a STEM workforce problem?Slide3
Is there really a STEM workforce problem?
Yes.
STEM is not monolothic
Uses of math/stats are broadening
Diversity matters …
See the report …Slide4
http://www.maa.org/programs/faculty-and-departments/ingeniousSlide5
INGenIOuS Goals
Planning ahead for a STEM workforce: What exists now? What’s needed?
Implementation
: What do stakeholders want? How best to deliver? Any low-hanging fruit?
Investment
: Where to target support? High- vs low-risk strategies? Who benefits?Slide6
INGenIOuS Themes
Six initial themes (much more in report):Recruitment & Retention
Internships
Job Placement
Technology & MOOCs
Documentation & Dissemination
Measurement & EvaluationSlide7
INGenIOuS Thread 1: Bridge gaps between BIG & academia
Acknowledge & address the interests & requirements of BIG employers in educational experiences in academia.Forge new & strengthen existing relationships; promote collaborations among academia and BIG.
Connect students to BIG internship opportunities.
Develop opportunities for student research experiences onsite with BIG employers.
Disseminate information regarding the math & statistics skills & competencies needed for BIG careers.Slide8
INGenIOuS Thread 2: Improve students’ preparation for non-academic careers
Math sciences students need career-appropriate preparation that emphasizes the centrality of math & stat to the STEM enterprise.Better career prospects in math & stat can boost recruitment and retention in the short term.
Longer term increase in number of graduates who enter the workforce well equipped with math/stat skills & expertise.
Change will be needed in curricula & in some faculty members’ perceptions & valuation of BIG careers for their students.Slide9
INGenIOuS Thread 3: Increase public awareness of the role of math & stat in both STEM and non-STEM careers
Faculty, students, AND the public at large.Professional organizations should undertake an expanded, cooperative, and coordinated program.
Departments should include speakers from BIG as part of regular colloquia/seminars.
Awareness activities should be started in K-12 with the preparation of future school teachers
.Slide10
INGenIOuS Thread 4: Diversify incentives, rewards, & methods of recognition in academia
Review & revise promotion & tenure criteria to include a broader set of professional activities. Build one community with diverse faculty roles.
BIG employers encourage, recognize, & reward math scientists who engage in workforce preparation.
Professional organizations & funding agencies recognize exemplary programs & support replication
.Slide11
INGenIOuS Thread 5: Develop alternative pathways
Traditional curricula & programs …Dominated by upper level theory courses
Need more focus on apps that reflect the complexity of BIG problems
Need more focus on big data applications, modeling, data analysis, visualization, high performance computing, & standard BIG technology
Modern
curricula & programs offer …
Alternative entry points besides freshman algebra or beginning calculus
Alternative options for major; interdisciplinary minors; professional master’s
Alternative remedial and general education pathwaysSlide12
INGenIOuS Thread 6: Build & sustain professional communities
A national community focused on workforce development to share information, resources, & best practices:Current technology tools
Assessment & evaluation
Identify internships & improve job placement
Implementation: Virtual and in-person communication tools
Electronic listserv, discussion board, workshops
On-site, multi-day sessions for academics at BIG entities during which they join a team working on existing problems Slide13
CUPM (Committee on the Undergraduate Program in Mathematics)
Modernizing curricula in the mathematical sciences
CUPM
Curriculum Guide
2015Slide14
CPUM History 1
“CUPM, The History of an Idea”, W.L. Duren, Monthly,
1965
before 1915
: High school becoming universal … math becoming less classical
1915-1940:
“25-year depression”. High school mainly personal development, vocational training, little math
1940-1957:
Revival of public support for math ed. 1952 ad hoc CUP appointed; 1953 became
standing
MAA committee under President E.J. McShaneSlide15
CPUM History 2
“CUPM, The History of an Idea”, W.L. Duren, Monthly,
1965
1957-65
: “space age” begins; huge demand, teacher shortage, perception of underpreparation of h.s. and college faculty
1965-2015:
speculation on future …
“
new math” will bring formerly graduate math to “freshman level” (most confident guess … )
huge expansion in college enrollment
rise in computing …Slide16
CPUM History 3
“CUPM, The History of an Idea”, W.L. Duren,
Monthly,
1965
1957-65
: “space age” begins; huge demand, teacher shortage, perception of underpreparation of h.s. and college faculty
1965-2015:
speculation on future …
“
new math” will bring formerly graduate math to “freshman level” (most confident guess … )
huge expansion in college enrollment
rise in computing …Slide17
CPUM History 4
“High level” math major at Northwestern U, around 1935; preparation for graduate school
Year 1
: College algebra analytic geometry
Year 2
: Differential, integral calculus
Year 3:
DE, advanced calculus, theory of equations
Year 3:
Higher geometry, functions of a real variable, honors seminar.Slide18
CPUM History 5
CUPM reports about once every 10-12 years
1953 (involved new “universal course”, tested at Tulane)
1968, 1981, 1992, 2004
2015 Curriculum Guide
… in process
Slide19
CUPM Guide 2015 -- Focus on Majors
… The 2015
Guide
aims to bring a fresh point of view to the design of mathematics majors that address the curricular demands of the wide—and widening—variety of mathematics programs now found across the nation.
Slide20
CUPM Guide
2015 -- Implications for first two years
Guide
mainly address majors, but they depend on first two years
Only 4 courses recommended for
all
students heading toward mathematics major: Calculus 1, Calculus 2, Linear Algebra, data-driven statistics course.
Guide
also addresses "programs”, e.g., in mathematics of biology. Mathematics tends to come early.