27 August 2004

The "quiet crisis" in science education

Forrest M. Mims III

Citizens from many countries invest considerable money to travel to the United States to attend university. Often these students are the very best their countries have to offer.

I understand this well, for every summer since 1992 I have taught a short-course on environmental science at the University of the Nations (U. of N.) in Hawaii. U. of N. is a nondenominational Christian school that attracts students from around the world. As many as 16 countries have been represented in my classes. Most of these students speak several languages. They are enthusiastic, polite learners. They are socially mature. While most are humanities majors, they have generally received a sound science background in high school.

The rising educational standards and expectations in developing countries mean trouble for the United States. This problem is well known, and it was the subject of a previous editorial (TCS, 02 July 2004) about the concerns of Christina Nickolas, editor of Electronic Products magazine, in her essay, "Would you recommend an EE [Electrical Engineering] degree to your child?" (Electronic Products , May 2004).

The latest leader to warn about the education crisis is Dr. Shirley Ann Jackson, president of the American Association for the Advancement of Science (AAAS). When Jackson earned a doctorate in theoretical physics from Massachusetts Institute of Technology back in 1973, she became the first graduate of African American ancestry to advance that far.

Sarah R. Shapiro, a reporter for Business Week magazine, recently interviewed Jackson. Her report (Voice of the Innovators, 16 August 2004) is must reading for those concerned about the future of science education in the United States.

Several of Jackson's comments stand out like red flags. For example, concerning the poor performance in science and math by U.S. students, Jackson warns: "What we're seeing is erosion because fewer of our own young people are interested in science and math.... So these things are all going to exacerbate a growing trend -- a quiet crisis that could lead to a perfect storm if all of these factors come together, which they seem to be."

The question for citizen scientists is what can we do to help slow and reverse this trend?

I recommend that we start at the beginning with the thousands of student scientists at the cutting edge. They should be encouraged to expand their research and to enter science fairs and competitions. Their work should be judged fairly and objectively. They should be well rewarded with scholarships and prizes. Their projects should be archived on the web at some yet-to-be-developed Student Science Archive.

We can help germinate the next generation of scientists by mentoring these students, volunteering to help organize and judge science competitions and providing funds for prizes and scholarship.

You may also want to consider assisting The Society for Amateur Scientists with the LABRats project to interest young students in science. The ambitious goal of this project is "...to build a nation-wide community of science enthusiasts that could one-day include a million young people...."

Please get involved any way you can. Schools are in session across the United States. In a few months, hundreds of thousands of students across the country will be exhibiting science fair projects at schools and at regional science fairs. Robotics competitions of various kinds will be taking place.

If you want to help, but are not sure how, try visiting some of these events and speaking to some of the teachers, parents and students. Chances are they will find a role for you.