Dr. John Ewing, President for Math for America and former Executive Director of the American Mathematical Society, will speak at Baylor University on October 15. His lecture, entitled "Is There An Education Crisis
", will be delivered on October 15 at 4:00 pm in the Baylor Sciences Building D110.
Dr. Ewing earned his Ph.D. in mathematics from Brown University in 1971. From 1973-1995, he was a mathematics faculty member at Indiana University; while there, he served two terms as Chair of the department. He has held visiting positions at Dartmouth College, the University of Virginia, Newcastle University (England), and Goettingen University (Germany). John earned his B.S. degree from St. Lawrence University, which also awarded him an honorary degree.
From 1995-2009, John was Executive Director of the American Mathematical Society. In 2009, he became President of Math for America (MfA), a nonprofit organization founded in 2004 by American billionaire mathematician/philanthropist Jim Simons. Simon's goal was to promote recruitment and retention of high quality mathematics teachers in New York City secondary schools. Thanks to Simons, U.S. Senator Chuck Schumer, and Professor Ewing, MfA is now thriving in other parts of the United States including offices in San Diego and Los Angeles.
MfA's approach was used as a model for a National Science Foundation fellowship program aimed at substantially increasing the corps of highly qualified math teachers. The 2007 America COMPETES Act authorized more than $345 million for NSF's Robert Noyce Teacher Scholarship program, which covers mathematics, science, technology, and engineering.
The title and abstract of Dr. Ewing's lecture (4:00 pm, Tuesday, October 15, 2019, Baylor Sciences Building D110):
: Is there an education crisis?
: American education seems to be in permanent crisis. News reports tell us that schools and teachers are failing; international comparisons show American students are near the bottom; major corporations complain they cannot find qualified workers. Politicians and policymakers urge us to take immediate and radical action to address the crisis. Are things really so dire? The evidence for an education crisis is surprisingly ambiguous. What drives this apocalyptic view of education? What are the consequences of manufacturing a crisis where there isn’t one? And how can we solve education’s real problems with less melodrama and more common sense?