Renewing U.S. Mathematics A Plan for the 1990s (1990) / Chapter Skim
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4 The Problem of Renewal
4 The Problem of Renewal
Pages 55-68
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From page 55... ...
The problem of renewal is crucial because of the increasing demand for mathematical scientists as educators and researchers. DEMAND FOR MATHEMATICAL SCIENTISTS Mathematics and familiarity with mathematical modes of thought are the foundations on which are built education in other scientific disciplines, and increasingly education in various areas of business, economics, and social science.
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From page 56... ...
The spread of computer modeling has also generated a commensurate demand for mathematical expertise: mathematical scientists often provide critical steps in the process of developing computer models and algorithms, and they also address issues such as convergence criteria, error bounds, and expected asymptotic behavior, which are important for purposes of validation and control. Mathematicians need broad training in order to be responsive in this research environment.
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From page 57... ...
in five and the numbers of blacks and Hispanics are almost vanishingly small, such efforts will need to be very intensive. The issues were vividly portrayed in the human resources chapter of the recent NRC report Everybody Counts.4 Cultural and Educational Problems The problem of renewal in the mathematical sciences, exacerbated by changing demographics, must be seen and attacked in a broader context than that of graduate student recruitment and support.
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From page 58... ...
An unusually enthusiastic high school teacher, a professor in the early years of college, or some family friend or relative in the profession is the usual adviser. The picture they convey to the young student necessarily contrasts the joy of doing mathematics with the difficulty of obtaining support for graduate and postdoctoral studies, the heavy teaching loads even in the predoctoral years, and, after becoming established in 58
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From page 59... ...
The Leaky Pipeline The mathematical sciences career path includes education from secondary school through the completion of the Ph.D., and professional development beyond that. In assessing the career path, this committee considered the quality of undergraduate and graduate eclucation, the efficacy and efficiency of the process by which students become researchers and teachers, and the opportunities for continued professional growth throughout a mathematician's career.
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From page 60... ...
mathematical scientists in four-year colleges and universities surveyed in 1985 could call research their primary activity, as compared to 33% of chemists and 42% of physicists and astronomers.8 The correlation between research funding for junior researchers and research activity in later years is striking. In addition, with the current reward structure' it appears that the 82% of mathematical scientists who consider something other than research their primary activity are undervaluecl.
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From page 61... ...
ADDRESSING THE SHORTFALL Recruitment Recruitment requires an active effort on three fronts: improving the quality of the career path within mathematics, improving the external appeal of the profession, and performing recruiting drives. The first two lay the groundwork to maximize the effectiveness of the third, which is not discussed here.
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From page 62... ...
Bowen and Sosa state: While many variables affect decisions to pursue graduate study, students are surely more likely to seek Ph.D.'s, and to think seriously about teaching and research vocations, when employment opportunities in academia are attractive. The historical record offers strong support for this simple line of reasoning....
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From page 63... ...
Clearly, a mathematical sciences degree provides a flexible foundation. Many parts of the 1984 National Plan would aid recruitment by improving the career path to bring it more in line with those of other sciences, by increasing the attractiveness of a life in mathematical research, and by increasing the cadre of active, enthusiastic researchers' who serve as recruiters as well as mentors and positive role models.
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From page 64... ...
The latter can be attained by supplying a sufficient number of grants to encourage continued active research and professional development. The laboratory sciences generally provide longer periods of direct interaction with faculty mentors than do the mathematical sciences: close contact in a research context begins early in a graduate student's career and extends beyond the doctorate for additional training.
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From page 65... ...
Broadening the Reward Structure The multiple roles played by mathematical sciences departmentsproviding general and specialized education for a large fraction of the college and university population, influencing society's mathematical knowledge through elementary and secondary school teacher training and expository writing, and developing new mathematics and future mathematicians are all essential. Therefore, a corresponding reward structure is needed, so that people are encouraged to devote their energies to whichever of these valuable tasks best suit them.
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From page 66... ...
2The demand for nonresearch mathematical scientists is also growing. The number of secondary school mathematics students will rise before the college population does, requiring more mathematics teachers.
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From page 67... ...
. 'Data from the Survey of Doctoral Recipients project office, National Research Council (personal communication)
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