Teaching Is Key to Producing More Science Graduates, U.S. Says
Colleges and universities must transform undergraduate education in sciences, math and engineering -- in large part by expanding the reach of "evidence-based teaching approaches" -- if the United States is to meet a goal of producing 1 million more bachelor's and associate degree holders in those fields within a decade, the President’s Council of Advisors on Science and Technology said in a report issued Tuesday. The report, released in conjunction with a webcast featuring the presidents of the University of Virginia and Anne Arundel Community College and other higher education leaders, is built around evidence that significant numbers of those who enter college inclined to study math and science abandon those plans within the first two years, often citing uninspiring introductory courses or an environment that is "unwelcoming" to some groups.
To overcome those problems and produce more graduates -- which the report joins previous studies in arguing is essential to stimulate economic innovation and feed the U.S. work force -- the report from President Obama's science advisory council calls for catalyzing "widespread adoption" of empirically proven teaching methods in key science courses, establishing discipline-based federal programs to train graduate students and faculty members in those methods, replacing standard lab courses with "discovery-based research courses" (and using federal programs to help redesign those courses), closing the "mathematics-preparation gap" that leaves so many students unprepared for college-level science and technical courses, and clearing paths for would-be science and math students from K-12 to community colleges and then to four-year institutions.
The White House's agenda and suggestions overlap significantly with other reports and recommendations made in recent years, including an aggressive push announced last fall by the Association of American Universities.