The industry goes back to school
09/01/2004
It's no secret that school children in the US are not embracing careers in science, math, or engineering. Solid State Technology asked for comments from industry experts who are helping to solve the problem.
Getting kids interested in science and math
 Richard Schaar |
Richard Schaar, senior VP, Texas Instruments, Dallas, Texas
I admit it — I have a PhD in mathematics and taught mathematics at the university level, so science and math have always interested me. Yet 25 years ago when I went into the business world, I dropped all references to this degree. I did not want to get the typical comments: "I was never good in math," or "What is math good for anyway?"
Today, we know that science and math are the keys to our modern high-tech society, and our children must excel in science and math to compete and live in a global, Internet-enabled economy. It is also evident that children in the US are not keeping up with those from other countries. While they start out on par with children outside the US in fourth grade, they fall behind in the eighth grade and are in a terrible position by grade 12. Interestingly, in a follow-up study, the fourth-graders who did well in 1995 fell behind as eighth-graders in 1999.
With this as the background, why do certain children get interested in studying science and math, and others don't? As a professor, parent, and education advocate, my experience is that when children realize that they can master these subjects, and that doing so can dramatically open up future possibilities, they become interested and engaged in the learning process.
If you have children at home, you can help to nurture excellence in science and math. Be positive about math and science, so they understand that you know how important this knowledge is and how much more important it will be to their future. Remind them that math and science are behind their MP3 players, computers, and cell phones. Help children learn by participating with them in the learning process, while recognizing that they may be learning in different ways than you did. Do homework with them, and integrate mathematical concepts into your everyday conversations.
Whether you have children at home or not, you can support your local schools in the teaching of science and math. With today's science and math teacher shortages, many schools are seeking qualified help, and while the winning of the education war can be aided at home, it can be lost in the classroom. You can help by volunteering as a special speaker or helping the classroom teacher. Understand the curriculum being taught and work with your local schools to ensure that the classroom teachers are well qualified, both in the subject matter and in the most modern teaching techniques.
Additionally, there are many science and math activities available outside of school for students of all ages. Most of the organizations would greatly appreciate your support in time or other resources. Two that I've supported for years include Mathcounts for Middle School and the Mathematics Olympiad for Secondary School. Both are nationwide activities with local chapters. There is also a multitude of great science programs that everyone recognizes, like the Intel Science Talent Search or the Boosting Engineering, Science, and Technology (BEST) Robotics competition. High-tech companies can sponsor student visitation days so children can see the actual work done by scientists and engineers to understand how science and math are used today. Programs that bring teachers into industry so they can see how math and science are applied at work, and relate this to their students, are also very valuable.
If you want to do more, there are national and state issues that must be rapidly addressed to help children get interested in math and science. If you do not think that this type of effort can make a difference, remember what happened after the former Soviet Union launched Sputnik in October 1957. In a major effort, the US trained an entire generation of mathematicians, scientists, and engineers. Unfortunately, these people are reaching retirement age, and we need to replace them. In addition — and this is a much more ambitious challenge to conquer — we need to bring each person in our society to his or her full potential in math and science.
Bottom line: In order to get children interested in math and science, we all need to build a friendly, supportive environment around them that shows they can be successful in these disciplines, and that success will dramatically enhance the quality of their future. This will require the proper amount of resources and thought applied to the problem so children have the opportunity to learn in a systematic way from a well-trained teacher. Believe it, reinforce it, live it, and they will learn.
For more information, contact Richard Schaar, senior VP, Texas Instruments Inc., P.O. Box 660199, Mail Station 8656, Dallas, TX 75266; e-mail [email protected].
Teens and technology: Connecting the dots
 Jerry Kissinger |
Jerry Kissinger, education relations manager, Intel, Santa Clara, California
Kids love technology: they talk and text message on their cell phones, play their GameBoys and PlayStations, and "chat" and "instant message" each other on-line. When they learn how technology makes their world work, that's when math and science begin to make sense, and technology-based career opportunities become exciting and interesting.
The challenge for industry is to transform and develop that interest into academic and career paths. Intel, Semiconductor Equipment and Materials International (Semi), and other technology companies, colleges, and universities, are collaborating on an intense program for high-school students called High Tech U.
High Tech U administrators look for energetic, positive students who can substitute the stereotypical high-school skepticism with genuine curiosity. "How does this work?" "Why?" "How do you know?" "Show me!" High Tech U courses connect the dots — building on what students already know and relating high-school learning with reality, using industry instructors to bring technology to life.
Each multiday program at High Tech U introduces students to the science of making semiconductors through a combination of classroom instruction, hands-on experiments, and industry tours. Volunteers from high-tech companies teach curriculum modules that incorporate individual and collaborative activities specific to the needs of industry, allowing students to apply what they learn.
Aside from explaining the importance of math and statistics, the principles of electronics and computers also are covered. Reviewing post-high school education options to ensure students are on track to meet educational requirements, and providing practical career advice that includes mock job interviews with industry volunteers are also on the agenda.
Despite exposure to fundamental math and science concepts in a traditional classroom setting, students do not have the opportunity to practically apply this knowledge. They aren't able to connect math and science in high school to math and science in the work world. The results of this unique work force development effort, however, are reflected in student feedback. Before participating, 80% of the students said that they knew little or nothing about microelectronics. According to post-program survey results, 50% of students rate their increased knowledge of microelectronics as "very knowledgeable" or "expert." Students also increase by 50% their selection of "engineering" as a field of study. Students choosing careers as "process techs" rose from 0 to 9%, and "technical sales reps" increase from 0 to 14%, indicating increased awareness of the breadth of career possibilities.
Providing an environment that generates these results and makes technology tangible is a challenge teachers face every day. Industry experts and their resources can complement educators' efforts when invited into the classroom by adding perspective and serving as role models for students.
Those of us who work in high tech have a responsibility to serve as guides for students and teachers to bridge the divide of understanding that separates the classroom and workplace. We can mentor students and teachers, have them job-shadow us, and speak about specific areas of science, engineering, or mathematics in the classroom. It is also important to take an active role on educational advisory boards, providing direction and focus to assure the curriculum meets future industry needs. All these efforts help solidify the learning connection.
Outside the classroom, we should encourage teachers to take advantage of opportunities to learn more about technology industries through informal interaction or structured professional development programs. Every summer, Intel Santa Clara invites up to 30 teachers from various teaching specialties and grade levels to study and work on projects that improve their understanding about the industry. Follow-up surveys show that participating teachers return to the classroom more energized about teaching, and integrated the professional skills and use of technology found in industry. Ninety percent of the teachers rate their industry work-study experience as their best professional development.
Technology is fun, essential, always evolving, and ubiquitous. Inside the classroom, it must be relevant, interesting, and connected to the science and math that students learn so they can solve real-world technology problems. To be able to participate in shaping our technology-driven society, all students need some level of understanding of how it works. The semiconductor industry continually finds new ways to solve technological challenges — the same approach can reach and encourage students and teachers alike.
Acknowledgments
GameBoy is a trademark of Nintendo; PlayStation is a trademark of Sony Corp.
For more information about the Semi High Tech U program, contact Lisa Anderson, VP work force development at Semi; e-mail [email protected]. For more information on Intel's education programs, contact Jerry Kissinger, Intel Santa Clara Education Relations Manager; e-mail [email protected].