The College of Education Announces New Degree Program

B.S. in Elementary Education and Teaching- emphasis in science and math.
Opening August 2006
For freshmen, sophomores and juniors
(One year earlier than anticipated!!)

Information Sessions for interested students:
Tuesday, February 20, 2006
512 Poe Hall
10am, 12pm, and 3pm

For more information contact:
Dr. Jennifer Mangrum, 513-4631, Jennifer_mangrum@ncsu.edu

2/8/2006 9:14:49 AM

Is that in response to this:

Quote :

"Bush initiative can help U.S. retain tech edge With the delivery of his State of the Union Address and release of his proposed federal budget for fiscal year 2007, President George W. Bush is emphasizing the need for the United States to remain the world leader in technology and innovation. It is an important goal and not as simple as many Americans might think. Although the United States largely has driven the global technological revolution of the past decade or so, other nations are pushing their young people to close the gap by becoming engineers, scientists and mathematicians. ADVERTISEMENT As the National Academy of Sciences declared in a 500-page study released last fall, "We fear the abruptness with which an edge in science and technology can be lost. . . . This nation must prepare with great urgency to preserve its strategic and economic security." So we're glad to hear the president propose an "American Competitiveness Initiative" that includes encouraging up to 30,000 professionals in math- and science-related careers to become adjunct high school teachers. Bringing their real-world experience into the classroom could help make math and science courses more relevant to students and inspire more young people to pursue those fields. The president also has proposed more than doubling - to 70,000 - the number of high school teachers certified to teach Advanced Placement math and science classes over the next five years. Bush also proposes a decade-long, $50 billion commitment to funding agencies such as the National Science Foundation for research in the physical sciences and engineering. These are just three of the president's numerous proposals to advance math and science education and help ensure that the United States remains the world's leader in technology. While we support the president's goal, we are not as enthusiastic about the fact that of the $5.9 billion he proposes to spend in fiscal 2007 as part of the American Competitiveness Initiative, more than two-thirds - about $4.6 billion - would go toward giving U.S. companies a tax credit for their investments in research and development projects. The tax credit expired at the end of 2005, and Bush long has advocated that it be made permanent. There certainly is an important role in providing tax incentives for U.S. companies to pursue research and development. But it seems to us that it is equally important to continue to create a solid educational foundation in the sciences that will provide opportunities for more U.S. students to go into those fields. That Bush's budget proposal is so lopsided in favor of business incentives is worrisome. We're also concerned that while the president is encouraging the study of science, his has been an administration that has tended to ignore scientific findings that do not agree with its political philosophies, such as casting doubt on whether global warming is real or objecting to the use of federal funds for embryonic stem-cell research. The president has laid out a plan to help strengthen America's role in the world's economy. Now, in addition to funds, we must find a way to inspire more young people to study math and science to help keep us at the cutting edge of science and technology. Originally published February 8, 2006"

2/8/2006 9:33:28 AM

It is in response to a few things:

1) State-wide and national teacher shortage.
2) Lack of teachers in math and science overall. Many students in the upper grades in past years have been taught by people who have no science or math in their academic disciplines. (Lots of language arts, social studies teachers, but not enough in science and math).
3) Traditionally, a lack of emphasis on science and math at the elementary level which cripples our students as they move forward into the upper grades (I for one had to teach my son science and math for much of his early years as he was not getting enough to address his abilities or interests at the elem level. and yes....
4) Demand for the program- we were sending around 30 students a year to Meredith to pursue elem certification along with their NC State degrees and there was growing interest beyond that. This is enough demand for both schools (NC State and Meredith) to have programs. Given the Science and Math emphasis here at state on the program, the two should be sufficiently different to attract students and not deplete demand for either one's program.

5) and yes, the above. We are falling behind- and fast.

Personally, I am tickled and I hope we draw a number of men to the profession. Men have had an interest in the past. Now they don't have to choose another public institution outside of Raleigh and they don't have to go to Meredith to get this degree.

2/8/2006 9:42:57 AM

Yes, I agree that men as secondary and elementary educators are far below what tht number could be. I would love to teach, but the problem is that I would prefer to teach at a private school. Public school is the place that really needs better instructors, in my opinion. Not only that, most of the tragedies that occur at secondary and elementary schools are at the public facilities.

2/8/2006 9:50:57 AM

will this be open to transfers outside of the university?

2/8/2006 9:55:17 AM

What's crazy is that last year my fiancee was upset that she couldn't come here to NCSU w/ me as they didn't offer an elementary education degree...man, just one year off.

She went on for nursing and loves it though (not at NCSU).

Good degree to add for NCSU


[Edited on February 8, 2006 at 10:44 AM. Reason : .]

2/8/2006 10:43:36 AM

i agree that we should add this major and this is a good example of our money going to something good

2/8/2006 11:31:12 AM

AWWWWWWWWWWWWWWWWWWWWWWWW


that's what i wanted to major in in Fall 2000, but I decided to stay at state and i only wanted to go for a b.s.


well darn.

2/8/2006 3:46:46 PM

Wish they could cut the paperwork out of getting hired for public school positions and the paperwork once you are in it. That would help.

Also, may be an individual case, but I sent an email to a high school where I am now asking about the open AP Math/Stat/Comp Sci position. Never got a response :/

[Edited on February 8, 2006 at 6:43 PM. Reason : .]

2/8/2006 6:42:36 PM

Follow up. They also may want someone who is already licensed if they can get them rather than taking someone who would be a lateral entry or alternative licensure candidate (meaning that you have to complete the courses for licensure within a certain period of time and take the praxis exam all at the same time you are working). If you don't get licensed within that period of time, you can't continue teaching. They may be limited by how many on staff they have in that situation. Or, they may just be bad at following up.

2/8/2006 7:34:51 PM

Heres a CNN article on a related topic.

http://www.cnn.com/2006/EDUCATION/02/15/science.math.ap/index.html

"Traditionally, a lack of emphasis on science and math at the elementary level which cripples our students as they move forward into the upper grades (I for one had to teach my son science and math for much of his early years as he was not getting enough to address his abilities or interests at the elem level. and yes.... "

I agree that a better balance needs to be achieved. More science and math in elementary schools is great. But on the flip side of the coin highschool and college are, atleast in my experience, over focused on science and math. Its common to get laughs at this school just joking about how useless nonengineering majors are. I think if we can balance the elementary end with more science and math, then we can balance the upper end more too. Before college I never knew any one in the city I lived in who had a job in engineering. It was nursing, farming, retail, teaching, some mechanics, social services and people who worked for the city newspaper.

I think this article captures some of the same sentiments.

Quote :

"WASHINGTON (AP) -- Science and math have zoomed to the top of the nation's education agenda. Yet Amanda Cook, a parent of two school-age girls, can't quite see the urgency. "In Maine, there aren't many jobs that scream out 'math and science,"' said Cook, who lives in Etna, in the central part of the state. Yes, both topics are important, but "most parents are saying you're better off going to school for something there's a big need for." Nationwide, a new poll shows, many parents are content with the science and math education their children get -- a starkly different view than that held by national leaders. Fifty-seven percent of parents say "things are fine" with the amount of math and science being taught in their child's public school. High school parents seem particularly content -- 70 percent say their child gets the right amount of science and math. Students aren't too worried, either, according to the poll released Tuesday by Public Agenda, a public opinion research group that tracks education trends. Only half of children in grades six to 12 say that understanding sciences and having strong math skills are essential for them to succeed after high school. This comes as congressional leaders, governors, corporate executives and top scientists have called for schools to raise the rigor and amount of math and science in school. In his State of the Union address, President Bush made the matter a national priority. Yet where public officials and employers see slipping production in the sciences as a threat to the nation's economy, parents and students don't share that urgency... As for parents and students? In theory, they say, more math and science would be good. For example, 62 percent of parents say it is crucial for most of today's students to learn high-level math, like advanced algebra and calculus. The story changes, though, when parents talk specifically about their kids' schools, and when the children relay their own experiences. Students put a lack of science and math near the bottom of problems they see at school. They are much more worried about bad language, cheating or the pressure for good grades. Most parents, meanwhile, say their kids are getting a better education than they did. Only 32 percent of parents say their child's school should teach more math and science. If anything, parents are less worried about math and science these days -- not more. In 1994, 52 percent of parents considered a lack of math and science in their local schools to be a serious problem. Now, only 32 percent say the same thing. During that time, states ramped up standards and testing, which seems to have affected parents' views. "

I think its important to have a broad education, which requires some balance on both ends. Theres nothing inherently better about math than history or being a columnist.

If you are going to teach things for a broad balanced education, then make sure everything gets its fair attention. If you are going to teach vocationally, then don't pump up physics as the worlds greatest job getter for the masses. But if you want to teach for instrinsic value then philosophy is where its at b/c it wont get you a job anywhere

More seriously though I wouldn't mind seeing more public schools offering intro philosophy courses.

2/15/2006 2:48:54 PM

Quote :

"i agree that we should add this major and this is a good example of our money going to something good"

2/15/2006 3:29:51 PM

I think the emphasis on science and math at the elementary level is not to say that those disciplines are valued more over the language arts and humanities. What it is doing is addressing an imbalance that has long needed addressing. Supplanter is right- there needs to be a balance of all. And now, we might get it

2/15/2006 9:12:57 PM