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Mathematicians have traditionally been a select group of academics thatproduce high-impact ideas allowing substantial results in several fields ofscience. Throughout the past 35 years, undergraduates enrolling in mathematicsor statistics have represented a nearly constant rate of approximately 1% ofbachelor degrees awarded in the United States. Even within STEM majors,mathematics or statistics only constitute about 6% of undergraduate degreesawarded nationally. However, the need for STEM professionals continues to growand the list of needed occupational skills rests heavily in foundationalconcepts of mathematical modeling curricula, where the interplay ofmeasurements, computer simulation and underlying theoretical frameworks takescenter stage. It is not viable to expect a majority of these STEMundergraduates would pursue a double-major that includes mathematics. Here wepresent our solution, some early results of implementation, and a plan fornationwide adoption.

Mathematical Modeling as a Means to Capacity Building in 21st Century STEM Careers