EDUCATION & SCIENCE: Lack of Interest in Math and Science

April 20, 2005 _________ ROUND-UPS

Lack of Interest in Math and Science (23 experts) Violence in American Schools (continued, 1 expert) Stem-Cell Research (continued, 1 expert)

_____ LEADS

1. Education: Set Kids in Motion for Lifelong Physical Activity 2. Education: Affirmative Action is Not the Answer

ROUND-UP: Lack of Interest in Math and Science

Since the launch of Sputnik in the 1950s, educators and politicians have been vocal about the need to help U.S. students stay competitive in math and science. But recent studies indicate that the U.S. is falling woefully behind, resulting in a decrease in the amount of engineers. Following are experts who can discuss the diminishing popularity of math and science among American students:

**1. DR. STEPHEN ANDRILLI, professor of mathematics at La Salle University, supervises the student teaching for mathematics education majors and is the author of an algebra textbook: "The decline in the number of math and science students is based on several factors: the standard of family living has gone up so much that most American children have cable TV, cell phones, computer games, etc., and are spending all of their time on these things rather than ‘hitting the books.’ Second, students are finding much of current education ‘boring’ because they are used to watching fast-paced videos where the picture changes every one or two seconds. Third, students on the middle-school and high-school level have no real idea, in most cases, what scientists actually do, and how much research is actually being conducted on a daily basis — that is, they do not know enough about the science professions to find them attractive. Math and science are generally considered harder than most other subjects, and students generally take the ‘path of least resistance’ as they move through high school and into college." News Contact: Jon Caroulis, caroulis@lasalle.edu (4/20/05)

**2. DR. CALVIN MACKIE, associate professor of mechanical engineering at Tulane University and 2003 Presidential Award-winning youth science activist: "No wonder our kids hate math and science — the way we teach it is boring. As parents and educators, we have to do a better job exposing kids to science outside the classroom and work harder to make it relevant to the things they like to do for fun. Take kids at a young age to hands-on museums, petting farms and the zoo to point out science where it exists in life. Bake a cake with them to spark their interest in chemistry. Explain the physics behind a basketball or baseball game. Show them how the X-Boxes and Game Boys they play with work on principles of math and technology, and challenge them to be part of the industry that creates them." News Contact: Mike Black, mike@ictusinitiative.com Phone: +1-617-230-2167 (4/20/05)

**3. J. NADINE GELBERG, Ph.D., president and founder of GetCharged: "Learning is fun. In order to boost interest and aptitude in science, teachers and parents should select topics/activities that kids can relate to and view as fun and not overwhelming. For example, science can be learned by examining why a basketball bounces higher on a driveway than on grass or why a baseball flies farther when hit with a heavier bat. The goal is to encourage critical thought and creativity. Getting kids to ask questions, develop answers and discuss solutions is the essence of science. Creating an environment that allows kids to play with ideas is how we can keep the interest alive." News Contact: Amy Grossman, apgg40@aol.com Phone: +1-215-493-4957 (4/20/05)

**4. JULIE MILLER JONES, coordinator of the Center for Women, Science and Technology at the College of St. Catherine: "Science is not mystery; it is a part of everyday life. Adults need to show children that there is science in everyday life from Game Boys and toasters to finishes on fabrics and chip- resistant nail polish. Science makes the tools we use more ergonomic, efficient and less polluting. Science helps us understand disease. Education starts in the home with activities, such as origami to teach angles and structures, nature trips to identify plants and rocks, and kitchen chemistry. We need to see science as the fourth ‘r.’" News Contact: Julie Michener, jcmichener@stkate.edu Phone: +1-651-690-6521 (4/20/05)

**5. F. JOSEPH MERLINO, principal investigator and project director and The Math Science Partnership of Greater Philadelphia at La Salle University: "I don’t know that throngs of kids were ever very interested in math or science. Historically, math for all students was actively discouraged through rigid tracking systems. In 1950, only 35 percent of the population had even graduated high school, let alone college. Few took algebra or geometry, and even fewer possessed quantitative literacy or were able to think and solve real world problems. For most of the 20th century, the task of teachers was to rank and sort with the elite students going onto college and high-level math. Indeed, some math teachers were proud only a few students could pass muster in their courses. Today, only 1 percent of all college graduates are math majors." News Contact: Jon Caroulis, caroulis@lasalle.edu (4/20/05)

**6. DOV BRUCKER, CEO of FOURIER SYSTEMS INC., a developer and distributor of compact portable data logging devices for the science classroom: "Students exist in a world where technology provides them with instant information and results — teaching methods must both accept and reflect this. Research shows that hands-on experimentation with data loggers brings greater understanding and enjoyment to science classes as they help move away from ‘chalk and talk’ methods towards computerized, versatile and analytical science teaching. In today’s world, taking manual measurements cannot be sustained. Instead, teachers can better use class time by focusing on the data analysis — this allows students to understand just how relevant science is to their everyday lives." News Contact: Charlene Blohm, charlene@cblohm.com Phone: +1-608-839- 9800 (4/20/05)

**7. DAVE CATLIN, design engineer and managing director of VALIANT USA, developer of innovative science and math technologies for schools: "To increase students’ interest in math and science, we must focus on providing educators with the training and tools to better deliver instruction that engages students. Technology enables educators to more efficiently individualize instruction and provide immediate feedback to students, which are strategies proven to increase students’ motivation to learn and raise achievement. Through hands-on technology, students also discover that math and science are fun." News Contact: Charlene Blohm, charlene@cblohm.com Phone: +1- 608-839-9800 (4/20/05)

**8. STUART MONTALDO is the creator of the multi-award-winning "Cogno: The Alien Adventure Game" and "Cogno: Deep Worlds" — "educational" games designed to get middle-school children interested in science. He’s also author of a series of "science faction" books, which are described as "Magic School Bus" meets "Harry Potter" adventures: "Children like to answer questions. But adults rarely let them. Why risk being wrong when you can just ask Mom or Dad? Science is the process of finding truth, which starts with curiosity and wonder. Ask a child why water soaks into a tablecloth, but not into the kitchen counter. They might have a better answer than you. Ask questions and you’ll discover more scientists than you imagined." News Contact: Mary Bufe, mary@bufe.com Phone: +1-314-962-2718 (4/20/05)

**9. PIYUSH SWAMI, professor of science education at the University of Cincinnati: "Parents, plan family time, and encourage watching science and technology shows on TV with your children. Plan out-of-school science-related activities and trips, like an outing to the zoo, the aquarium or the museum. In parental conversations, talk about fields of science and technology at home, and don’t downplay these fields in front of your children. Teachers, make science fun by engaging students in hands-on activities. Students will enjoy science more by doing, instead of just reading the book. Apply discussions about science toward current events. Encourage science interest in females by treating them as capable students." News Contact: Dawn Fuller, dawn.fuller@uc.edu Phone: +1-513-556-1823 (4/20/05)

**10. GRAHAM HATFULL, Eberly Family Professor and chair of the University of Pittsburgh’s Department of Biological Sciences: "The scientific community has sometimes presented itself as being inaccessible to the breadth of innovative and creative students who might be well suited to scientific pursuit. But the advance of science is well served by the diversity of those who contribute to it." Organizer of this year’s AAAS symposium "Rising to the Challenge: Scientific Educators and Educator Sciences," Hatfull is exploring ways to pique students’ interest in science by making research experiences available to them at all stages of education. News Contact: Karen Hoffmann, klh52@pitt.edu Phone: +1-412-624-4356 (4/20/05)

**11. JIM COOPER, president and CEO of Maplesoft, can discuss how math tools lower the learning curve for students by shifting the emphasis from creating math to making it more accessible and easy to use: "Math tools improve student comprehension levels and scholastic performance by providing the ability to illustrate mathematical concepts, visualize problems and illuminate theory. Companies across the globe rely on math tools, and using math tools in the classroom is a terrific way for students to get a head start in their careers. Virtually every major university, including MIT, Stanford, Oxford and Waterloo, have adopted interactive math tools to enhance education and research." News Contact: Karla Strobel, kstrobel@schwartz-pr.com Phone: +1- 781-684-0770 (4/20/05)

**12. NANCY STAMP, dean of the graduate school at BINGHAMTON UNIVERSITY, developed a teaching cycle (with fellow researchers Thomas O’Brien, Jeffrey Barker and Eric Cotts) called 5E (engage, explore, explain, elaborate, evaluate) emphasizing a "hands-on, minds-on" approach to learning: "Sufficient quality and quantity of science education at the elementary-school levels is key to developing science literacy and inspiring students about careers in science." News Contact: Gail C. Glover, gglover@binghamton.edu Phone: +1-607- 777-2174 (4/20/05)

**13. CHRIS HUGHES, academic dean at Chatham Hall, an all-girls school in Virginia with an innovative science curriculum: "Students are more likely to excel in math and science when schools offer not only biology and chemistry, but also interesting electives, such as DNA science and veterinary science. Parents should also consider schools with strong independent study programs, and schools that offer additional options such as a visiting scholar program, which we have at Chatham Hall, that introduces students to scientists and engineers." News Contact: Chris Smith, csmith@chathamhall.org Phone: +1-434- 432-5509 (4/20/05)

**14. DR. ROBERT J. MASSA, vice president for enrollment at Dickinson College, says the declining percentage of male college students (traditionally more interested in science than women are) and money are two key factors: "With both sexes predominately choosing business majors, the motivation of immediate financial gain has overtaken the difficult work of science, with its small guarantee of short-term rewards. The irony is most successful business people are trained in scientific inquiry and thought, and they possess critical analysis, communication and contextual relationship skills, all of which are best gleaned from the liberal arts and sciences." News Contact: Christine M. Dugan, duganc@dickinson.edu Phone: +1-717-245-1180 (4/20/05)

**15. TONY MAHER, president and CEO of PCS Edventures!, is an expert on efforts to actively engage students in science, engineering, robotics and math. Maher has overseen the development of a technology curriculum that incorporates hands-on project- based learning methods with online interactive assessment programs: "Studies have shown that the best way to teach science is through hands-on and inquiry-based methods — not static textbooks. Students’ grasp of science is developed through the process of discovery, and our teaching methods must reflect that to enthuse our next generation of scientists and engineers." News Contact: Jessica Flynn, jflynn@peyron.com Phone: +1-208-388-3800 Web site: http://www.edventures.com/ (4/20/05)

**16. KAREN J. GRAHAM, director of the Joan & James Leitzel Center for Mathematics, Science and Engineering Education at the University of New Hampshire: "We’re not preparing enough teachers with backgrounds in science and mathematics. That is a critical need." A professor of mathematics, Graham received her Ph.D. in mathematics education from UNH in 1986. She also directs the UNH Mathematics and Statistics Department’s Master of Science for Teacher (MST) program. Her professional interests include the teaching and learning of calculus, mathematics education reform based research, and mathematics teacher development. She has served as a documentation consultant on several national research projects designed to explore mathematics education reform efforts. News Contact: Robert Emro, robert.emro@unh.edu Phone: +1-603-862-3102 (4/20/05)

**17. DEBRA FELIX, pre-college science education program officer at the Howard Hughes Medical Institute: "It’s important for teachers and parents to engage a child’s natural curiosity by using hands-on science experiences rather than textbooks, lectures and memorization." Felix administers Howard Hughes Medical Institute’s pre-college science education grants program, which funds millions of dollars of innovative science education programs nationwide. News Contact: Jennifer Boeth Donovan, donovanj@hhmi.org Phone: +1-301-215-8859 (4/20/05)

**18. BUZZ KROSS, mechanical engineer, international lecturer, and vice president of Autodesk’s manufacturing division: "If we don’t fuel innovation with a steady crop of young U.S. engineers, it will spell the ultimate demise of manufacturing in this nation." Kross is available to discuss how the demand for mechanical and electrical engineers to design the next hybrid automobile engine, high-efficiency electrical turbine or complex machine tool far outstrips the expected supply. Kross is also an expert on how to ignite a passion for math and science in the next generation of students, and can discuss innovative educational programs (K-12 and college) that do just that. Autodesk is a supplier of advanced PC design tools. News Contact: Sunshine Morrison, morrisos@fleishman.com Phone: +1-503-721-4247 (4/20/05)

**19. DR. BERNIE MULLINS is an associate professor of mathematics at Birmingham-Southern College in Birmingham, Ala., where she is principal investigator on the Greater Birmingham Mathematics Partnership (GBMP), which is being funded by a grant from the National Science Foundation as part of the Mathematics Science Partnership grant program. Mullins has a Ph.D. in mathematics and a strong interest in mathematics education. She has worked with middle-school teachers and students on several projects: "It is important to teach mathematics for understanding." Mullins: bmullins@bsc.edu Phone: +1- 205-226-4901 (4/20/05)

**20. WILLIAM NEWMAN is the assistant professor of mathematics and science education at the Illinois Institute of Technology. Newman’s research interests focus on beginning teachers’ abilities to transfer their university learning to the classrooms in which they teach, specifically with regard to uses of discourse. He has studied discourse in university and elementary science classrooms and is currently studying discourse in high-school science classrooms and university science group meetings. He is also involved in a project that examines how teachers interpret and utilize state and national science standards. News Contact: Thom Karmik, karmik@iit.edu Phone: +1-312- 567-5057 (4/20/05)

**21. NORMAN LEDERMAN, chair and professor of mathematics and science education at the Illinois Institute of Technology, is internationally known for his research and scholarship on the development of students’ and teachers’ conceptions of the nature of science. He has also studied preservice and inservice teachers’ knowledge structures of subject matter and pedagogy, pedagogical content knowledge, and teachers’ concerns and beliefs. Lederman is the author or editor of seven books and is writing an elementary science teaching methods textbook. He has written 15 chapters and published over 150 articles in professional refereed journals. In addition, Lederman has made 400 presentations at professional conferences and meetings around the world. News Contact: Thom Karmik, karmik@iit.edu Phone: +1-312-567-5057 (4/20/05)

**22. DR. ANN DOMINICK, co-director of the Greater Birmingham Mathematics Partnership Project, is working for Birmingham-Southern College in Birmingham, Ala. to direct the school’s participation in the GBMP initiative. Dominick has a great deal of knowledge and experience in mathematics education. She has a doctorate from Vanderbilt University and has years of experience as a schoolteacher. The mathematics specialist for Hoover City Schools in Hoover, Ala., Dominick was Alabama’s "State Teacher of the Year" in 2000, and was awarded the Presidential Award for Excellence in the Teaching of Elementary Mathematics in 1994. Dominick: adominic@hoover.k12.al.us Phone: +1-205-439- 3371 (4/20/05)

**23. CATHY SEELEY, president of the National Council of Teachers of Mathematics, can address how teachers and parents can boost their children’s math and science aptitude. NCTM members include teachers from pre-K thru grade 12 and university teachers of math. News Contact: Gay Dillin, gdillin@nctm.org Phone: +1-703-620-9840, ext. 2189 (4/20/05)

ROUND-UP: Violence in American Schools (continued)

We’ve added the following to items posted previously at http://profnet.prnewswire.com/organik/orbital/thewire/lst_leads.jsp?iLRTopicID =8705

**1. DR. MICHAEL POPKIN, parenting expert at Active Parenting: "One important piece of the school safety equation that is often overlooked is the role of the parents. Days after the Columbine shootings, it was revealed that one of the perpetrators was making bombs in his bedroom while his parents were hopelessly in the dark. Parents often struggle with questions about teen privacy. School counselors have taught parent education programs as a way of helping parents understand their roles as monitors and supervisors of their children’s behavior. Unfortunately, many counselors are kept so busy with the paperwork from the No Child Left Behind Act and no longer have time to offers these valuable courses." News Contact: Maryglenn McCombs, maryglenn@maryglenn.com Phone: +1-615-297-9875 (4/20/05)

ROUND-UP: Stem-Cell Research (continued)

We’ve added the following to items posted previously at

http://profnet.prnewswire.com/organik/orbital/thewire/lst_leads.jsp?iLRTopicID =4950

**1. CALVIN CAO, chairman and chief executive officer of Stem Cell Therapy International: "While the debates rage over the use of stem cells here in America, Europeans — and Americans willing to travel abroad for treatment — are being treated by stem cells from rabbits to help relieve the ravages of advanced diabetes and other disabling diseases. The use of human stem cells is highly controversial in the U.S. So the possibility that stem cells from rabbits can cure some devastating illnesses may be one answer to circumvent the human stem-cell debate and offer new hope to those afflicted." Stem Cell Therapy International manufactures and sells stem cells to doctors and their patients in Europe, Asia and Mexico. News Contact: John Goodman, johnlgood@aol.com Phone: +1-914-472-1046 (4/20/05)

_____ LEADS

**1. EDUCATION: SET KIDS IN MOTION FOR LIFELONG PHYSICAL ACTIVITY. BRIAN J. BARRETT, author and elementary physical educator: "If children are involved in a steady stream of competitive experiences in which they are on the losing end of a lopsided score, they may become frustrated and turned off to the activity. Those who repeatedly trounce their opponents can become bored and turned off to the activity as well. In either case, competition is not necessarily motivational, and it can have an immediate or long-term consequence that no physical educator wants — turning kids off to physical activity." News Contact: Patty Lehn, pattyl@hkusa.com Phone: +1-217-351-5076, ext. 2248 (4/20/05)

**2. EDUCATION: AFFIRMATIVE ACTION IS NOT THE ANSWER. MARIE GRYPHON, education policy analyst at Cato Institute, says college admission preferences based on race do not close economic gaps between races: "Affirmative action produces no concrete benefits to minority groups. Attendance at a selective university does not increase a graduate’s wages, regardless of the race of the student. We should view college as an important educational opportunity rather than a struggle for admittance to highly prestigious schools." News Contact: Evans Pierre, mediastaff2@cato.org Phone: +1-202-789-5200 (4/20/05)

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