The U.S. is at pivotal point in its history. Despite our rich legacy of innovation and global contributions, as a nation we are facing declining proficiency in science, engineering, and technology (SET) and a significant workforce shortage in these critical fields. Too many of our nation’s young people do not have the science, engineering, and technology skills needed for careers in the 21st century. Nationwide only 18% of high school seniors are considered proficient in science (NAEP 2000), while a mere 15% of today’s college undergraduates earn degrees in science and engineering (Rising Above the Gathering Storm 2006).

America's Critical Need.

The United States is at a critical juncture relative to science literacy. National and international studies have revealed that science literacy among school-age children in the United States is among the lowest in the developed world and the problem is worsening (Hiraoka, 1998; National Center for Education Statistics, 2000; NSTA, 2005; Zinsmeister, 1998). Factors contributing to this problem include a lack of emphasis on science in schools, the use of traditional teaching methods, and the inadequate of educators (Smith & Trexler, 2006).

Science literacy is important for everyone, not just scientists or youth going into scienctific fields.  Many public and political debates involve advances in scientific and technological areas.  Citizens need a basic sciencetific literacy in order to fully participate in the democratic process (Trefil 2008).

UC ANR is committed to increasing our youth's scientific literacy around agriculture, nutrition and natural resources. "Accurate science-based information is the cornerstone of making sound personal decisions and public policy. California needs a public with greater understanding of science, so that they can make informed personal choices and public policies regarding food production, diet and health, and the natural and human-made environment." - UCANR Strategic Plan Draft, February 2009.

Technology also plays a crucial role in today's economy and workforce requirements, and in order for people to participate in a meaningful way in the world around them, they must be technologically literate (Labov, 2003; Weber, 2005). Technological literacy, considered essential for the 21st century, requires not only the acquisition of technical skills, but also the ability to understand the nature of technological systems and apply the tools of technology to complex, real-world problems (NCREL, 2003).

Increasing the engineering literacy among the youth population in the United States is another critical concern among educators. Complex global problems such as food shortages and environmental concerns will require the development of new technologies by engineers. However, according to Robinson and Kenny (2003), most youth are “not knowledgeable about what engineers do” (p. 96). By improving their engineering literacy more students will be prepared and motivated to pursue SET careers and help meet crucial needs of the 21st Century.