We don’t need more STEM majors. We need more STEM majors with liberal arts training.
The ability to draw from other disciplines produces better scientists.
By Loretta Jackson-Hayes, associate professor of chemistry at Rhodes College in Memphis
In business and at every level of government, we hear how important it is to graduate more students majoring in science, technology, engineering and math, as our nation’s competitiveness depends on it. The Obama administration has set a goal of increasing STEM graduates by one million by 2022, and the “desperate need” for more STEM students makes regular headlines. The emphasis on bolstering STEM participation comes in tandem with bleak news about the liberal arts — bad job prospects, programs being cut, too many humanities majors.
As a chemist, I agree that remaining competitive in the sciences is a critical issue. But as an instructor, I also think that if American STEM grads are going lead the world in innovation, then their science education cannot be divorced from the liberal arts.
Concealed Handguns Mainly Miss the Mark as an Answer to Campus Rape
By Peter Schmidt, The Chronicle of Higher Education
Amanda Collins blames a state ban on concealed handguns on public-college campuses for leaving her vulnerable to the stranger who raped her in a parking garage eight years ago at the University of Nevada at Reno.
In recounting the incident in testimony before state legislatures there and elsewhere, Ms. Collins has argued that she would have been much better equipped to fend off the man who jumped her had state law not required her to leave at home a pistol for which she had a concealed-weapons permit.
Backgrounds and Beliefs of College Freshmen
The Chronicle of Higher Education
For nearly five decades, researchers at the University of California at Los Angeles have surveyed the nation's incoming freshmen to learn more about their backgrounds, views, and expectations. Use this interactive graphic to see how their attitudes and self-images have changed since the 1960s, as measured by UCLA's Cooperative Institutional Research Program, part of the Higher Education Research Institute.