National Academies Press: OpenBook
« Previous: 'Self-Evaluation and Goal Setting'
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 4
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 5
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 6
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 7
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 8
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 9
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 10
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 11
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 12
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 13
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 14
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 15
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 16
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 17
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 18
Suggested Citation:"'Realizing Goals'." National Research Council. 1990. Actions for Renewing U.S. Mathematical Sciences Departments. Washington, DC: The National Academies Press. doi: 10.17226/21257.
×
Page 19

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

2 Self-Evaluation and Goal Setting The first step in any departmental improvement program consists of evaluating a unit's strengths and weaknesses. Faculty discussion of current reports and activities nationwide is one way to spur this, to decide what improvement efforts would make sense locally. The 1984 and 1990 David reports, the reports of the Mathematical Sciences in the Year 2000 (MS 2000) project (A Challenge ofNumbers (NRC, 1990) and other documents), and Everybody Counts (NRC, 1989) challenge the mathematical sciences community to broaden its responsibilities Chairs must create a dialogue within their departments. in education, interdisciplinary research, and outreach, and to devise strategies and reward structures that support these activities. Every- body Counts points out the fact that, at all levels, not enough students are learning enough mathematics. Indeed, as the number of students in the traditional college-age cohort decreases, producing enough workers for science and technology-related industry will require in- creasing the rate at which students, particularly women and minorities, choose mathematically based curricula. The MS 2000 project has provided an array of evidence challenging the way we teach under- graduate mathematics. And the 1990 David report, in addition to calling for greater support for mathematical research, also recognizes the research community's broad responsibilities in effecting renewal. While these reports address the role of the federal agencies, national boards, professional societies, and colleges and universities, they note that it is imperative that fundamental changes take place within math- ematical sciences departments. It is clear that the approach to and direction of change will vary from department to department. As the first and most important step, chairs must create a dialogue within their departments. A suggested way to proceed is to organize a dialogue around the following questions: 3

Actions for Renewing U.S. Mathematics/ Sciencss Departments • What are the responsibilities of the mathematical sciences community to research and scholarship generally; to graduate, undergraduate, and K-12 education; to interdisciplinary research and interaction with industry and other disciplines; and to increasing the representation of women and minorities in science and mathematics? • Which of these are the responsibilities of your department, and how well is the department fulfilling them? • If your department does not feel itself responsible for one or more of these items, who is acting on them? • What initiatives should your department carry out, and how should faculty members be supported and rewarded for their contributions? Setting priorities and articulating responsibilities should be an ongoing process. Their importance in effecting change cannot be overemphasized. 4

3 Realizing Goals This section highlights many opportunities for departmental improve- ment based on actual experiences in the mathematical sciences com- munity. These discussions and success stories can serve as input as a department tailors plans to its own strengths and potential. The ex- istence and success of prototypes can also be very helpful when "selling" improvement plans to the central administration-a neces- sary step, since few initiatives succeed without the enthusiastic coop- eration of the academic officers of an institution. Departments should be aware that broadly based efforts are most likely to attract support; activities involving only a few isolated faculty members are often not viewed with favor. The great majority of successful improve- ment programs are partnership efforts be- tween a department and some external body. In selecting viable targets for renewal, one must be prepared to answer two basic questions: What do we, as a department, have to offer in this enterprise? and What sort of support must we have from others (such as the university administration, state or federal government, industry, local school districts) if we are to succeed? The great majority of successful improvement programs are partnership efforts between a department and some external body. It is clear that most university administrators look favorably upon and lend financial support to enterprises that involve extramural partners. EDUCATIONAL INITIATIVES Generally speaking, educational initiatives focus on: • Increasing the number of science and engineering majors at an institution, particularly those from underrepresented groups; 5

Actions for Renewing U.S. Mathematical Sciences Departments • Enhancing the perception and appreciation of mathematics in the general population; • Improving the quality of mathematics education at the K-12level; • Nurturing gifted students; and • Preparing future generations of mathematicians. Each of these goals invites efforts aimed at all age groups; for instance, the first goal can be attacked by better preparation and direct recruiting in the K-12 grades, by actions to attract and retain new undergraduates, or by outreach to the parents and communities of the prospective students. However, individual departmental initiatives to address these goals typically target one particular phase of the educational process: K-12, undergraduate, or graduate and postdoctoral. Given today's educational climate, improving undergraduate mathematics education may be the most fruitful common goal to explore for partnerships. Undergraduate Education There are numerous examples of very successful undergraduate edu- cation programs and innovative curriculum projects. Information can be found in materials from the Mathematical Sciences Education Board (MSEB) project "Making Mathematics Work for Minorities" and in the 1990 Mathematical Association of America (MAA) pub- lications A Source Book for College Mathematics Teaching (Schoenfeld, 1990), Teaching Programs that Work (Gillman, 1990), and Priming the Calculus Pump: Innovations and Resources (Tucker, 1990). There are successful intervention programs at both the pre-college and college levels, a notable one being Uri Treisman's program at the University of California at Berkeley (see Malcom and Treisman, 1988). The mathematics program at SUNY -Potsdam exemplifies the feasibility of attracting large numbers of majors from among students who are typically first-generation college students and not initially interested in mathematics. The success of this program has been well documented (see, for example, Gilmer and Williams, 1990). The program at St. Olaf College is another well-known success story. Manuel Berriodbal's Texas Prefreshman Engineering Program and several regional consortium programs in science and engineering provide additional excellent examples. 6

Actions for Renewing U.S. Mathematical Sciencss Departments The following components are critical in any undergraduate edu- cational initiative. Curriculum Reform Departments have more effectively educated both science and non-science undergraduates through actions such as increasing the quality of instruction in first- and second-year under- graduate courses and developing creative transition/retention pro- grams for pre-freshman and pre-sophomore summers. The mathemat- ical sciences community is challenged by the need for exciting initial courses that attract students to mathematics and science while at the same time addressing the needs of students who require particular Courses should ensure that students are exposed to the wide range of applications of mathematics, to the excitement and access- ibility of some current areas of research, and to the suitability of mathematics as preparation for a wide variety of careers. encouragement and attention. These courses should ensure that stu- dents are exposed to the wide range of applications of mathematics, to the excitement and accessibility of some current areas of research, and to the suitability of mathematics as preparation for a wide variety of careers. This is a particularly opportune time to explore curricular innovations because of the considerable dialogue in the mathematics community on such issues. For example, the National Science Foun- dation's (NSF) Calculus Projects1 provide a wealth of ideas for im- proving both the content of and the manner in which we teach calculus. More generally, a variety of interesting applications_ areas (for example, computational complexity, mathematical economics, dynamical sys- tems, and mathematical biology) are now being packaged appropri- ately for the undergraduate curriculum. Advising and Mentoring Improved advising, both for general stu- dents and for majors, is necessary at all levels, particularly for guiding our present and prospective majors on mathematical career paths. 7

Actions for Renewing U.S. Mathematical Sciences Departments Placing freshmen into appropriate courses reduces frustrations and failures, for both students and faculty. Effective advising and support are particularly important to groups underrepresented in mathematics and science, both to improve their success rates and to encourage them to consider careers in areas they may not have previously considered. Peer counseling programs have proved extraordinarily useful in pro- moting increased retention of women and minorities. Carefully pairing majors with mentors directly encourages the strongest of our students to consider graduate work in mathematics. If that pairing also engages the undergraduate in research-as has long been common in the physical sciences-an important opportunity is gained for exposing students early in their careers to the excitement of independent work. We are finally beginning to understand the value of these experiences, and an increasing number of opportunities for students, most notably the NSF's Research Experiences for Under- graduates program,2 now exist. Both career and course information should be readily available to students, and career counseling for those students must be stressed. For all students, it is extremely important to provide information on careers in the mathematical sciences as early as the first year.' Information about graduate fellowship programs and teaching assistantships should also be available, as should plenty of encouragement for students to apply to those programs! Bringing off-campus visitors to the depart- ment to describe their graduate programs and meet students is a valuable event. Departmental Culture There are many ways to provide a more hospitable college experience for our undergraduates and thereby sharpen their sense of purpose as mathematics students. Enhancements that have proven worthwhile include: • Providing a departmental newsletter that discusses mathematical problems and announces colloquia, social activities, and other events; • Aiming some colloquia at undergraduates (even in research departments), and providing additional informal time for speakers to discuss career opportunities; • Encouraging colloquium and seminar speakers to spend the first portion of their talk describing the history and background of their 8

Actions for Renewing U.S. Mathemstica/ Sciences Departments topic and explaining its relation to well-known areas or to questions in mathematics and/or science; • Considering cultural diversity when selecting colloquium speakers; • Sponsoring studentMAA and Pi Mu Epsilon chapters and encouraging all undergraduate majors (and other interested students) to join; • Providing a dedicated work and study space for majors, which fosters a sense of spirit in the department and encourages students to work together in a way that often does not occur until graduate school (and is critical for some women and minority students); • Offering a local exam (easier than the Putnam), with prizes; There are many ways to provide a more hospitable college experience for our undergraduates. • Entering students in the annual Mathematical Contest in Modeling;5 • Hiring undergraduates to grade papers and run problem sessions, both improving the feedback in lower-division courses and employing students in a way directly related to their college work; • Evaluating the departmental culture to ensure it is supportive and attractive to women and minorities; and, • Maintaining aggressive recruiting/retention programs for minority and women faculty members and students.6 There are ample opportunities for additional innovative programs, and hence chances for national leadership. For instance, the mathematical sciences offer good career choices for many people with disabilities. Recent "Handicapped Rights" legislation paves the way for expanding these opportunities, but visionary departments are necessary to make those opportunities real. What is required from an institution's administration to improve 9

Actions for Renewing U.S. Mathematical Sciences Departments departmental culture? Faculty release time, support for student graders and tutors, and a suitable academic computing environment are the most pressing resource needs. At least as important, however, is development of an appropriate reward system, at both departmental and institutional levels, which ensures that faculty who engage in these activities will not be viewed as second-class departmental citizens (see Section 4, page 21). Involvement with K-12 Education Among the suggestions gaining wide support in proposals to improve K-12education is increasing the involvement of college and university subject matter specialists in a range of school mathematics activities. College and university mathematical scientists have much to offer their K-12 counterparts. The vision of school mathematics set in Curric- ulum andEvaluationStandardsfor School Mathematics (National Council of Teachers of Mathematics, 1989) is an excellent guiding plan for K-12 mathematics instruction. Viable actions that could be pursued are listed below. Collegiality An important way in which colleges and universities can influence and encourage excellent K-12 mathematics teaching is through the promotion of collegiality, i.e., professional (two-way) interactions involving teachers at both the K-12 and postsecondary levels. The postsecondary role would involve colleagues visiting local schools at all levels to give advice on curricula, lecture on specific topics, administer special workshops and/or competitions, and perhaps teach one or more classes on a regular basis. A variant on this is the University of California's Community Teaching Fellowship Program, which hires carefully selected graduate students to teach topics in mathematics (some quite advanced) to elementary school children in the districts near campus.' At the same time, programs can be developed to bring K-12 teachers (especially high school teachers) to the college or university campus for activities such as subject matter seminars and special courses. Some schools, the University of Arizona and the University of Cal- ifornia at Los Angeles, for instance, have developed programs that bring "visiting high schoolteachers" to campus as adjunct professors or lecturers for a year to teach a full load of precalculus courses and participate in the intellectual life of the university. These teachers both 10

Actions for Renewing U.S. Mathematical Sciences Departments contribute to and benefit from the college or university environment. When they return to their schools they provide a network of people throughout the local systems that can be very useful in promoting future activities and communication on problems of common interest. Many teachers are eager to participate in such programs, considering it an honor and an opportunity. Attendant funding difficulties, both in finding and properly channelling funds, can often be solved through partnership arrangements with the local school district and/or the state department of education. The new mathematics coalitions in 25 states8 may be able to provide help in this area. Mathematics contests sponsored by a local college or university are an excellent way to develop contacts. Another is to sponsor an annual mathematical sciences day on campus. It is of the utmost importance that contacts with schools be made in an atmosphere of collegiality and cooperation, not of condescension. If work in curriculum development is accompanied by an attitude of "we know best,'' doors will quickly close. Teacher enhancement, as described above, may be the best way to make a first entry. Mathemat- ics contests sponsored by a local college or university are an excellent way to develop contacts. Another is to sponsor an annual mathematical sciences day on campus to give members of nearby high school mathematics clubs and their teacher sponsors opportunities to attend talks by exemplary faculty speakers, sit in on regular mathematics classes, or participate in hands-on problem sessions and computer graphics demonstrations. Placement Testing Diagnostic placement testing programs, partic- ularly when implemented statewide, provide benefits both to local school systems and to the colleges and universities in which local graduates enroll. Several states, including Ohio and California, now administer generic college placement exams in mathematics to high school juniors and provide college- or university-specific data indicat- 11

Actions for Renewing U.S. Mathematical Sciences Departments ing where the students would be placed in the mathematics sequence supporting their proposed major should they enter college with no further mathematics experience. These programs have led to substan- tial increases in high school senior year mathematics enrollments and thus to decreases in remedial enrollments at the postsecondary institutions involved. Statewide networks established to implement these pro- grams also form a communications channel that can be used to address a variety of issues of mutual interest in mathematics education.' Therequirementsforsuccessful implementationoflarge-scalediagnostic testing programs are ( 1) a small but dedicated core of high school and postsecondary mathematics faculty to provide leadership and establish the necessary network contacts; (2) technical staff to prepare, validate, and interpret diagnostic examinations; and (3) a substantial budget for communications and computer support. A statewide program requires support, financial and otherwise, at the highest levels of the state education establishment, but pilot programs can be established by a single university or college and a few neighboring school districts. Elementary School Mathematics Teacher Training There is a substantial need to improve the quality of the mathematics instruction at 'the elementary school level. Changes in curriculum and emphasis, however, will be ineffective unless the quality of the teaching can be drastically upgraded. College and university mathematical sciences departments can help raise the mathematics level of the current teach- ing corps by holding workshops and summer institutes, for instance, and can supplement elementary school instructional staff with math- ematics specialists who teach only mathematics as rotators through a school or school system. In the longer term, colleges and universities should be continually updating their programs for prospective elemen- tary teachers, and mathematical sciences departments can be deeply involved in and committed to this endeavor. Nurturing Gifted Students One of the serious leaks in the mathe- matics, science, and engineering pipeline is the loss of gifted high school students. These students are often unchallenged and discour- aged by the standard curriculum and by teachers who do not recognize or cannot nurture their talents. College and university mathematicians can help with this problem. Examples of healthy programs can be found at the Ohio State University (efforts led by Arnold Ross), the University of Minnesota (Harvey Keynes), and SUNY -Buffalo (Ger- ald Rising). There is federal funding available to seed such programs 12

Actions for Remiwing U.S. Mathematics/ Sciencss Departments (i.e., NSF's Young Scholars Program10). Successful programs of this type can be a real asset to a school's recruiting efforts. The main difficulty encountered is finding funds to sustain these programs, even when they prove to be very successful. Mathematical scientists must work with university administrators, school officials, and politicians to identify local funding sources such as state government or local industry. One of the serious leaks in the mathematics, science, and engineering pipeline is the loss of gifted high school students. Graduate and Postdoctoral Training Graduate and postdoctoral training programs offered by mathematical sciences departments are key to the successful renewal of the profession and reform of mathematics education. Successful programs can attract individuals to a career in the mathematical sciences and can develop highly qualified teachers and researchers to stimulate, nurture, and train future generations. Is our present graduate and postdoctoral educational system in mathematics working well? The answer seems clearly to be that it could be much better. The community could attract more students to the study of the mathematical sciences, and more students entering graduate programs could succeed in obtaining doctorates. With nurturing and continued attention through good postdoctoral programs, more of these young people could develop into good math- ematicians-some as teachers, some as researchers, and many as both. Graduate Programs Goals for graduate programs include attracting and retaining students (especially women and minority students) and preparing them for long and varied professional careers. There is a need for programs that recognize broad options for different career paths (i.e., the personal mix of research, teaching, outreach, service, and other professional activities that each student chooses) and are sensitive to the diverse needs of individual students. Such programs not only appeal to more students, but they also provide a stronger and broader education to a larger fraction of them. 13

Actions for Renewing U.S. Mathematical Sciences Depattments Actions that can be taken to improve a graduate program include: • Broadening course work requirements by introducing distribution requirements. courses in other departments. attention to the history of mathematics. and general-knowledge courses; • Introducing flexible degree plans at both the master•s and doctoral levels that allow students options for different career paths; • Designing qualifying examinations that draw on a broad range of knowledge from pure and applied mathematics and also from other disciplines; Is our present graduate and postdoctoral educational system in mathematics work- ing well? • Shortening the average length of time from entering a program of study to obtaining a degree. with continued training made available through reformed postdoctoral education programs (see below); this action requires a community-wide appreciation that a graduate degree does not signal an end of one•s learning. but is one step in a process that must continue throughout life; • Providing graduate mentors who attempt to build on the interest and enthusiasm that brought students into mathematics and provide general nurturing and reinforcing at many steps along the way; • Encouraging thesis advisors to assign broadly defined research problems that provide opportunities for further investigation. continued interaction between advisor and student. and pathways for future support and development; • Providing exposure to and preparation for the wide range of professional activities in the life of a mathematical scientist; and • Organizing extracurricular activities such as special lectures. seminars. internships in industry. activities with local school systems. research 14

Actions for Renewing U.S. Mathematical Sciences Departments experiences, competitions, and student paper sessions at regional meetings. In addition to weighing actions that will enhance the educational experience, departments should carefully examine the role of graduate students as teaching assistants. Should a student's teaching assignment be part of her/his graduate education, including instruction in teaching and classroom techniques? Will graduate training in mathematics, and particularly the role of teaching assistant, impress on students the importance of teaching and scholarly activity associated with math- ematics education? Will it suggest the intellectual challenge of being There is a need for programs that recognize broad options for different career paths and are sensitive to the diverse needs of individ- ual students. a mathematics educator, or rather present teaching as a necessary and often unpleasant service? It was the consensus of the workshop participants that the goal of each graduate program be the production of broadly educated mathe- maticians with an enthusiasm and love for the subject, a commitment to further growth, and a sense of the responsibilities of an educated professional to self, employer, and the community. Departments should examine their programs' offerings, requirements, and general environ- ment to determine if this goal is being achieved and, if not, how it might be better accomplished. In particular, they should examine whether the program supports, nurtures, encourages, rewards, and challenges all students, in particular women and underrepresented minorities. Postdoctoral Programs The transition from graduate study to pro- fessional employment in the mathematical sciences is a major jump that seldom involves an apprenticeship or provision for continued training, in contrast to most other professional programs. At present, few new mathematics doctorates expect to receive postdoctoral re- search appointments. Furthermore, the typical postdoctoral research appointment in mathematics includes no special attention from senior 15

Actions for Ren6Wing U.S. Mathematics/ Sciences Departments faculty, but merely reflects a reduced teaching assignment and empha- sizes time for research. If young mathematicians are to attain their full potential, they need programs that build on their' graduate experience and lead them, under the eye of a mentor, to continued growth and development in all aspects of professional life. Other scientists have If young mathematicians are to attain their full potential, they need programs that build on their graduate experience and lead them, under the eye of a mentor, to continued growth and development in all aspects of professional life. well-developed postdoctoral programs; mathematical scientists should examine them to learn what would be effective for mathematics. Departments may wish to investigate the establishment of research groups teaming undergraduates, graduate students, and postdoctorates with one or more senior mathematicians. 11 RESEARCH As has been noted in the 1984 and 1990 David reports, despite the relative scarcity of research grant support, the productivity of the U.S. mathematical sciences research community is still very good. Never- theless, these reports clearly point out the dangers to the research enterprise, even in the relatively short term, as additional institutional and extramural support is not forthcoming. Departmental strategies to improve the research environment are suggested below. Disciplinary Research Administrators forced to allocate scarce resources often tend to under- estimate both the needs and the importance of mathematics research- 16

Actions for RfNIBWing U.S. Mathematics/ Sciencss Depar1ments ers, particularly in comparison with the physical sciences. Mathemat- ical sciences chairs must wage a vigorous campaign for an equitable share of available funds. Some of the options are listed below. • Work to make administrators and the public aware that research in the mathematical sciences is being done, is important, and is basic to the scientific and technological progress of the nation. Administrators forced to allocate scarce re- sources often tend to underestimate both the needs and the importance of mathemat- ics researchers. • Explain to deans and other administrators how funding patterns in mathematics differ from those in other sciences, and that local funding may be needed for such things as travel grants, unfunded release time, and equipment. Documents such as the David reports can be useful in demonstrating that a shortage of grants in a department may not be due to lack of effort. Because there are few grants, and they tend to be small, grant-supplied overhead funds may need to be supplemented. • Increase the number of departmental applications for predoctoral and postdoctoral fellowships and for research computing. This is important because the number of these grants in a given field is basically proportional to the applications from that field. • Create an atmosphere in which research can be done without external support. No matter how successful the community is in increasing funding for the mathematical sciences, there will always be unfunded people who can and should be encouraged and enabled to do research. • Make faculty aware of the range of possibilities for support from non-NSF agencies, foundations, and industry. Many people are willing to pursue research funds that may be tied to particular research focuses. 17

Actions for Rert6Wing U.S. Mathematical SCiences Departments Interdisciplinary Research Interdisciplinary research has been of great importance in the devel- opment and broadening of the mathematical sciences. For example, interdisciplinary research promoted the development of statistics, a major component of the mathematical sciences that continues to thrive on problems in fields as diverse as medicine, industrial quality control, and economic forecasting. Problems in computer science have sparked a rebirth of activity in discrete mathematics and logic. Problems in physics have stimulated research in string theory, particle systems, and chaos. Global change and environmental issues provoke work in differential equations and numerical analysis, and molecular biology is beginning to pose new mathematical questions. One important thesis of the 1984 and 1990 David reports is that a healthy mathematics profession is critical to the solution of many of the problems arising in the sciences and in engineering. Beyond its role in stimulating growth in the mathematical sciences, interdisciplinary research can provide a number of short-term benefits. For example, mathematical scientists engaging in interdisciplinary research can attract funding from new sources. Increased interdisci- plinary research has the potential for attracting a larger and more diverse group of talented graduate students to mathematics and for increasing the racial, ethnic, and gender diversity of the profession. Publication of interdisciplinary research papers, especially in journals whose readership consists primarily of non-mathematicians, can bring about a deeper appreciation for mathematics in those fields. Interdis- ciplinary activity is generally highly valued by university administrators, who are likely to support initiation of interdisciplinary activities (including course offerings). Involvement in interdisciplinary research can revitalize faculty members whose research careers have stalled and can give all participants a sense of contributing to solving problems of scientific and national importance. A likely corollary of increased interdisciplinary activity is expan- sion of a department's teaching into a wider range of subjects that will appeal to a more diverse audience. A department initiating a well- conceived plan of interdisciplinary research is a candidate for seed money from its administration for joint seminars, outside speakers, and release time for faculty (in anticipation of increased external support as the program matures). Successful interdisciplinary projects can lead to closer ties with industry, with the possibility of placement oppor- tunities for graduates and internships for continuing students. 18

Next: 'Altering the Reward System' »
Actions for Renewing U.S. Mathematical Sciences Departments Get This Book
×
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF
  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!