Developing Workforce with Mathematical Modeling Skills

Mathematicians have traditionally been a select group of academics who produce high-impact ideas enabling substantial results in several fields of science. Throughout the past 35 years, undergraduates enrolling in mathematics or statistics have represented a nearly constant proportion of approximately 1% of bachelor degrees awarded in the United States. Even within STEM majors, mathematics or statistics only constitute about 6% of undergraduate degrees awarded nationally. However, the need for STEM professionals continues to grow, and the list of required occupational skills rests heavily in foundational concepts of mathematical modeling curricula, where the interplay of data, computer simulation, and underlying theoretical frameworks takes center stage. It is not viable to expect a majority of these STEM undergraduates to pursue a double major that includes mathematics. Here we present our solution, some early results of its implementation, and a vision for possible nationwide adoption.