Mathematical Modeling: An Integrated Algebra, Physics and Chemistry Workshop for Teachers as a Tool for Recruiting Science, Technology and Mathematics Students.

Based on the philosophy that there exists an artificial boundary between mathematics and the sciences, we have developed a series of workshops and modules on mathematical modeling suitable as teaching examples in secondary schools. The workshops is a 60-hour workshop held on the campus of Texas Southern University during the summer months, followed by a series of follow-up workshops on Saturdays during the academic year. Texas Southern University is a Historically Black University devoted to urban programming. The workshops use experimental and observational data from various fields with particular emphasis on chemistry, physics, earth and space sciences. The data is used to construct mathematical models. In the process of constructing the model, the student learns the appropriate mathematical and scientific concepts. We have studied linear, exponential and logarithmic functions, and using planetary data, derived and discussed Kepler's laws. We have learned how to balance chemical equations as a solution to a system of equations. We have studied and modeled electromagnetic waves using ham radio as our launching pad. Judging from participant evaluations, follow up workshops and classroom visits; teachers who participated in this workshop have been re-invigorated in their teaching. They have incorporated our examples in their teaching. They have reported increased attentiveness and excitement regarding science and mathematics from their students. It appears that this approach have caused some students to think seriously about pursuing science and engineering careers. An added benefit of this program is that the teachers have invited us and affiliated scientist into their classrooms for demonstrations. This gives the students an opportunity to interact with actual scientist and engineers. These interactions have resulted in several of the students being invited to serve as summer interns in our laboratories. For the past three years, almost all of the interns have chosen to go on to college and pursue majors in a science, technology, engineering or mathematics fields. Because the teachers have been presented with an alternative and perhaps more exciting way of presented the topics, they have become more excited and are better able to communicate this excitement to their students, and as a consequence, they serve as effective recruiters for science and technology majors.