Abstract
The report, entitled Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, draws on evidence that the United States will suffer a deficit of 1 million college-educated workers in science, technology, engineering, and math (STEM) fields over the next decade if we continue to train bachelor's level scientists at the current rate. Economic projections indicate rapid growth in sectors of the economy that require college-trained STEM practitioners; in fact, a number of the most rapidly expanding job categories are those that require a STEM degree at the college level.
The report argues that the swiftest and least costly way to increase production of B.S.-level STEM workers is to retain more students in STEM fields during their college years. Well over half of the students who enter college intending to major in STEM fields switch to other majors (typically in the social sciences) before graduation. If students lacking intrinsic interest or aptitude were the only ones who abandoned STEM majors, this finding would not be quite so disturbing. But the evidence shows that many students with passion and high grades depart for other endeavors because their introductory STEM courses lack opportunities to engage in scientific inquiry or learn how scientists think. Most are downright uninspiring. Engage to Excel argues that if the United States could retain an additional 10% of the students who start college intending to major in STEM fields, we could meet most of the expanding need for STEM workers. Since most students are lost from science in the first 2 years, the report outlines ways to keep students interested in STEM fields while they are taking the introductory survey courses. One of the most proven and effective strategies is to engage students in research.
Studies of undergraduates who engage in research projects during their first 2 years of college reveal the transformative power of original research at early career stages. Compared with the rest of the student body, those who engage in research in the first 2 years of college are likely to have higher grades (Barlow and Villarejo, 2004; Kinkel and Henke, 2006; Junge et al., 2010), shorter time to degree (Kinkel and Henke, 2006), and a greater probability of persisting in a STEM major (Barlow and Villarejo, 2004; Kinkel and Henke, 2006; Summers and Hrabowski, 2006; Gilmer, 2007; Carter et al., 2009). Thus, based on abundant evidence, Engage to Excel argues that offering research opportunities to all first-year college students is a cost-effective and proven way to retain more STEM majors, thereby addressing the workforce demands.
This special issue of DNA and Cell Biology is dedicated to papers reporting research projects that were conducted in part by undergraduates. The issue is intended to remind us that we can help meet national workforce needs and simultaneously produce outstanding biomedical research. The energy and freshness of the undergraduate perspective frequently brings new insight to research projects, and research brings the essence of what it means to be a scientist to students at an early career stage.
This issue of DNA and Cell Biology is among the last for which I will serve as editor. It brings me great pleasure to dedicate the end of an era for DNA and Cell Biology to winning the future.