ASME International

Position Statement - 2002

ID #02-26 (06-19-02) Testimony for Hearing on Math and Science Education at NSF

 

Statement of the
Council on Education
American Society of Mechanical Engineers
before the Health, Education, Labor, & Pensions Committee
United States Senate
hearing on Math and Science Education
Reauthorization of the
National Science Foundation
June 19, 2002


Introduction
ASME International is a 125,000-member organization focused on technical, educational and research issues. ASME conducts one of the world's largest technical publishing operations, holds numerous technical conferences worldwide, and offers hundreds of professional development courses each year. ASME sets internationally recognized industrial and manufacturing codes and standards that enhance public welfare and safety.

In a survey this year, ASME members ranked pre-college science, technology, engineering, and mathematics (STEM) education as our number one public policy priority. Another issue of importance to our members is the desire to increase the federal investment in research and development, particularly in the physical sciences. The National Science Foundation (NSF) plays a critical role in both of those priorities.

Pre-College Education
The engineering community has long been concerned with the state of pre-college science, technology, engineering, and mathematics (STEM) education. To increase student learning in these areas, and enable the United States to compete globally with a strong, technologically literate workforce, we need to commit a significant amount of resources for STEM education now.

The U.S. Commission on National Security for the 21st Century warns, "The harsh fact is that the U.S. need for the highest quality human capital in science, mathematics, and engineering is not being met… We not only lack the homegrown science, technology, and engineering professionals necessary to ensure national prosperity and security, but also the next generation of teachers of science and math at the K-12 level… The nation is on the verge of a downward spiral in which current shortages will beget even more acute future shortages of high-quality professionals and competent teachers."

According to the 2000 National Assessment of Educational Progress (NAEP), student science scores for grades 4 and 8 are flat and there has been a slight decline in scores for grade 12 since the assessment was last administered in 1996. Furthermore, 84 percent of science teachers and 86 percent of mathematics teachers in grades 5-8 did not major in science or mathematics. This report further underscores the need for reform and investment in math and science education, particularly at a time when our economy, national security and technological advances are heavily dependent on the quality of our future workforce.

The National Science Foundation has funded a number of programs, which are consistent with ASME's pre-college science, technology, engineering, and mathematics (STEM) education policy. Specifically, we support programs that:

  • increase federally-funded research focused on STEM teaching and learning to cultivate the most effective teaching methods;
  • recruit, train, and retain qualified STEM teachers to meet demand;
  • foster partnerships among educational institutions, industry, and non-profit organizations;
  • encourage the adoption of curriculum standards that cultivate high student performance; the development of curricula that foster creativity, experiential problem-solving and critical thinking, and, the development of assessments aligned with these standards and curricula; and,
  • encourage women and minorities to pursue STEM coursework and careers.

The ASME Council on Education supports S.1262, by Senator Rockefeller, et al. In particular, we support 1) the inclusion of engineering departments as eligible partners and technology teachers within the definition of math and science teachers, 2) the Robert Noyce Scholarship Program to attract science, math and engineering majors and professionals to teaching, 3) the Teacher Research Scholarship Program to provide STEM related research experiences for teachers, and 4) efforts to attract greater participation of women and minorities in STEM pre-college, undergraduate and graduate coursework and eventually STEM careers.

Undergraduate and Graduate Education
During the next decade, the U.S. demand for scientists and engineers is expected to increase at more than double the rate for all other occupations, according to the National Science Board. The need for a scientifically literate population is essential for our economy and our national security. Moreover, technology and the innovations it has spawned drive productivity gains and economic growth.

But today's high school students are not performing well in math and science overall, and a decreasing number of American students are pursuing degrees in technical fields. America's K-12 students score far below the best in the world on domestic and international tests.

Senators Lieberman, Bond, Frist, Mikulski and Domenici introduced S.1549, "The Technology Talent Act," designed to increase the United States' technically trained workforce. It is imperative to develop a highly skilled workforce to maintain our national security and foster future economic growth.

This legislation encourages universities to partner with community colleges, industry organizations, professional societies and local schools to pave the way for students of all ages and backgrounds to further their interests in science, technology, engineering, and mathematics (STEM) coursework and career paths.

In October 2001, the deans of engineering and the deans of education from 50 universities met in concert to develop strategic collaborations to enhance K-12 teacher preparation in STEM and to invigorate engineering education. Collaborations of this type can and should be replicated by more universities and across all science, mathematics, engineering, and technological disciplines.

This bill will assist in the development and implementation of innovative approaches to increasing enrollments and graduates in key STEM degrees. Providing incentives and rewards to educational institutions for increasing STEM enrollments and graduates is an excellent approach to jumpstart that process, therefore the Council supports enactment of S.1549.

Research & Development Funding
The Council acknowledges the visionary leadership role that NSF has played in guiding the nation's basic research and development activities. NSF has greatly contributed to the technological superiority that the United States enjoys today. As such, the Council strongly endorses the Foundation and its efforts to improve and expand the innovative ideas, outstanding people, and cutting-edge tools that comprise the nation's technological and scientific infrastructure.

However, the decline in federal R&D funding remains a major concern. ASME members are particularly concerned over the widening gap between federal funding of life sciences and the physical sciences and engineering, and therefore support efforts to dramatically increase NSF funding. The Council strongly encourages members of the Committee to consider the following points during its deliberations:

  • the critical need for the nation to increase its support for the R&D portfolio including a viable component of pure science and engineering research;
  • enhancing the integrity of the core research mission of the NSF in light of its new responsibilities;
  • the need for balance within NSF between its initiative driven research and developing and maintaining a healthy core effort; and,
  • that the integrity and strength of NSF must remain rooted in strict adherence to a rigorous peer-review process free from earmarking.

The Council supports 1) increasing the size and duration of NSF grants, which will allow scientists and researchers to produce more results and spend less time writing grants, 2) increasing graduate stipends, which will attract more undergraduates to pursue graduate degrees in science and engineering, and 3) increasing funding for the NSF by 15 percent for fiscal years 2003-2005, (like HR 4664) thereby placing the NSF budget on a doubling track.

See Also 02-26a

The American Society of Mechanical Engineers (ASME International) is a non-profit technical and educational organization with 125,000 members worldwide. The Society's members work in all sectors of the economy, including industry, academia and government. This statement reflects the position of the Council on Education, ASME International, and does not necessarily reflect the position of the Society as a whole.