The document discusses the future of the physical sciences at Embry-Riddle Aeronautical University. It notes a lack of interest in physical science degrees currently, with only two out of 24 undergraduate degrees being physical science majors. To address this, the university is adding astrophysics and astronomy degrees. The addition of these new programs and the university's new telescope are hoped to increase enrollment in physical science majors by attracting more students interested in astronomy. Faculty believe the new programs and telescope will help spark more interest in these fields and address the stereotype of low enrollment in STEM fields.

1. The Future of the Physical Sciences at Embry-Riddle Aeronautical University
For
Embry-Riddle Aeronautical University, Daytona Beach
Department of Physical Sciences
By
Zoe Zontos
Embry-Riddle Aeronautical University
COM 222
April 6, 2014

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Table of Contents
Abstract ........................................................................................................................................................ 3
Introduction ................................................................................................................................................. 4
Background and Purpose ......................................................................................................................... 4
Sources of Data ........................................................................................................................................ 4
Scope of Analysis ..................................................................................................................................... 4
Collection of Data ......................................................................................................................................... 5
The Problem – Is there a Lack of Interest in the Physical Sciences at Universities? ................................ 5
The Solution - Adding the Astrophysics and Astronomy Degrees at ERAU ............................................. 6
The Costs and the New Telescope ........................................................................................................... 7
Results .......................................................................................................................................................... 9
Conclusions .............................................................................................................................................. 9
Recommendations ................................................................................................................................... 9
References .................................................................................................................................................. 10
Appendix .................................................................................................................................................... 11
Faculty Interviews .................................................................................................................................. 11

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Abstract
The purpose of this report is to research and analyze whether adding astrophysics and
astronomy undergraduate degrees at Embry-Riddle Aeronautical University will help solve the lack of
student enrollment that is currently apparent in the physical sciences compared to the rest of the
university’s major degrees. The physical sciences, as well as other science, technology, engineering, and
mathematics fields, is often seen as one of the least most popular fields for students to major in.
Currently, Embry-Riddle only offers two degrees in the physical sciences out of the twenty-four
undergraduate degrees offered in total. The research conducted in this study is taken to identify the
causes of this lack of interest, how adding these two new programs will change that problem, and how
the university has accommodated these additions and efforts with the construction and installation of
its newest one-meter telescope. From the data, it was concluded that although the physical sciences are
still relatively low in comparison to most fields and that there is, indeed, more reluctance for young
people to pursue degrees in STEM fields, the numbers are starting to increase steadily. The addition of
the two new programs has also been sparking more interest in those fields at the university, and many
of the faculty in the Department of Physical Sciences are optimistic that the university’s enrollment in
physical science majors will continue to climb. The addition of the new telescope has been a large key
factor in attracting more students to the school as well as causing many current students to want to
change majors or add an astronomy minor. In the future, Embry-Riddle should continue in their efforts
to attract more students by offering scholarships for the smaller degrees and by creating more outreach
programs to help inform and encourage students who are interested in physical science majors to
pursue them without fear or intimidation. Hopefully, the end result will be a higher enrollment and
interest in the physical sciences at Embry-Riddle Aeronautical University.

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Introduction
Background and Purpose
The general stereotype that science, technology, engineering, and mathematics fields (STEM)
are always low at universities around the country is a noted observation that most people can make.
Only about 21% of students coming out of high school are likely to show an interest in pursuing a degree
in the physical sciences or other STEM fields (Munce & Fraser, 2012). This statistic is also reflective of
the number of students majoring in a physical science degrees at Embry-Riddle Aeronautical University
(ERAU). There are other factors that play into this dearth such as where this lack of interest in the
physical sciences comes from, how the integration of the university’s new astronomy and astrophysics
programs will help fix this problem, and the significance of the new telescope in this regard. This report
is a problem-solution analysis on the question of whether adding astronomy and astrophysics
undergraduate degrees to ERAU will be beneficial in increasing the number of people that pursue
physical science degrees at the university in the future. While this report is a problem-solution analysis,
it will also include minor feasibility and causal analyses to better diagnose the causes of the problem and
provide input on the feasibility of the provided solutions.
Scope of Analysis
The analysis of this report uses statistical data and figures to interpret and show the change in
the physical sciences and STEM fields over the years. Also, it will look at the apparent reasons for the
lack of physical science majors in many universities today and how many universities in Florida are
attempting to expand their astronomy programs as well as how the installation of the new telescope is a
factor in supporting the new programs and efforts. The data provided will aid in giving
recommendations to the Department of Physical Sciences at ERAU to help increase the number of
students applying for physical science degrees.
Sources of Data
The data and information collected in order to conduct this analysis came from a number of
primary and secondary sources which this topic relates to. The primary sources of data came from
interviewing Professor Terry Oswalt who is the chairman of the Department of Physical Sciences at
ERAU, and Professor Jason Aufdenberg who is to be the new head program coordinator for the
upcoming astrophysics and astronomy undergraduate degrees. The questions asked were mostly
concentrated on how the new degrees will change ERAU’s enrollment and the significance of the new
telescope. The given answers by these two knowledgeable sources helped in obtaining useful
information about the programs themselves and what the expected results will be from integrating
them into the university’s list of majors. Secondary sources include scholarly journals and articles from
specific organizations and news providers such as Embry-Riddle themselves, the Orlando Sentinel,
Spectrum, My College Options, and the Organisation for Economic Co-operation and Development. These
secondary sources offer numerical data as well as information regarding ERAU’s plans for the telescope,
degrees, etc. These sources all provide useful data and statistics to help support the research conducted
for this analysis to determine whether the solutions are a feasible answer to the problem.

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Collection of Data
The Problem – Is There a Lack of Interest in the Physical Sciences at Universities?
There seems to be a known stereotype that the STEM fields, especially the physical sciences, are
the lowest fields and degrees in which high school seniors and college freshmen look for when entering
into university for the first time. At Embry-Riddle Aeronautical University, this apparent lack seems to be
evident of that stereotype based on the fact that only two of the university’s twenty-four undergraduate
degree programs are physical science degrees – engineering physics and space physics (“Degrees
Offered,” n.d.). Looking at the statistics of STEM fields and physical science popularity among young
students in recent decades, it is noticeable that this problem is going through periodic ups and downs;
only about 28% of high school freshmen show an interest in STEM fields and about 57% of these
freshmen will lose their interest by the time they enter college (Munce & Fraser, 2012). Essentially,
there is also a lack of interest or a lack of motivation to keep students interested in field like the physical
sciences starting from high school and continuing on until college. The stereotype, which is statistically
proven to be true, is at a point where organizations are doing everything they can to increase interest in
the STEM fields; they are addressing the problem of students not receiving a good foundation in science,
math, and engineering education (Charette, 2013). Along with this apparent lack of cooperation in the
physical sciences and STEM fields, it has been shown that in recent decades past, the United States
government had decreased federal spending in areas such as the physical sciences and engineering by as
much as 29% and 21% respectively. In response to this decline, the American Association for the
Advancement of Sciences (AAAS) as well as other organizations such as the Alliance for Research in
Science and Technology for America (ASTRA) have been working to fix this problem and help raise the
numbers once more (Roncone, 2001). Seeing as the government is losing faith in these fields, it is
pertinent to renew and strengthen whatever interest is currently present in young students today. One
of the largest reasons for this lack of excitement seems to lie in the type of foundation students are
receiving in the STEM fields as well as their perception and instruction given by their teachers and
professors. “Positive contacts with science and technology at an early age can have a long-lasting impact
(Evolution, 2006). Teachers need to do their part early on if they wish to make an impact on the students
looking to pursue the physical sciences (or other STEM fields). Asking Professor Terry Oswalt, chairman
of the Department of Physical Sciences at ERAU, about this topic reveals that it is not so much a lack of
interest that scares away incoming freshmen, it is more about these potential students being
encouraged by people already studying the physical sciences and currently majoring in those degrees to
help them see that the stereotype is not as scary as they may believe (personal communication, March
14, 2014). It is not always enough for a person to have an interest in the physical sciences alone,
sometimes, correct and helpful guidance from other people, whether they be professors, teachers,
other students in the same field, or even friends, is needed to help incoming students see that pursuing
a degree in the physical sciences is worth it if that is what he or she chooses to do in life.

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Figure 1 – According to a study done by My College Options and STEMConnector, the general trend is shown for the popularity
of STEM fields from 1997 projected into 2016. (Source: Munce & Fraser, 2012).
As is shown above in Figure 1, the stereotype that is held for the STEM fields appears to be slowly
disappearing. Over this twenty-year period, there had been a temporary decrease in interest, but aside
from those few years from around 2001 until around 2004, the overall trend is slowly increasing and is
projected to continue increasing into 2016 (Munce & Fraser, 2012). The data, therefore, indicates that
the future of the physical sciences and STEM fields is going in a positive direction.
The Solution – Adding the Astrophysics and Astronomy Degrees at ERAU
Seeing the lack of physical science majors at ERAU and other universities around the country can
be addressed by adding more majors that help attract more students into pursuing those types of
majors. The Department of Physical Sciences has agreed to integrate two new undergraduate degrees
into the university as a way to bring more potential students into the physical sciences (Kern, 2014).
Drawing from the knowledge of the faculty at ERAU who are associated with the physical sciences,
professors such as Jason Aufdenberg reveal enthusiasm and hope for what the university will achieve
once these programs go into effect. He states that as one of the head coordinators for these programs,
he is hopeful to see an increase in potential students pursuing these new degrees as well as current
students raising an interest to declare minors in astronomy and astrophysics (personal communication,
March 14, 2014). Following the installation of the new telescope, ERAU is seeing a new increase in
students interested in astronomy. Other Florida universities are also expanding programs in astronomy;
some universities are even showing a doubling increase in astronomy and physics graduates in respect
to the number of graduates in those fields from five years ago. And on a national level, bachelor’s
degrees in astronomy were given to an impressive 385 people (Ordway, 2014). Proof that certain
degrees in the physical sciences are slowly increasing on a statewide and national level. According to
ERAU’s chief academic officer, the astronomy minor at ERAU has also become increasingly popular and
the addition of the new programs along with the new telescope is the right time for expansion in the
physical sciences for the university (Van Buren, 2014). According to Professor Oswalt, Embry-Riddle
offers one of the best and biggest programs in its physical sciences disciplines; the university itself has
been wanting to expand upon astronomy as well which initiated the decision to add the two new majors

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(personal communication, March 14, 2014). The hope for how these two new programs will benefit the
university is regarded as optimistic and most of faculty in the Department of Physical Sciences, like
Oswalt, are expecting positive results.
The Costs and the New Telescope
“Embry-Riddle Aeronautical University installed a $1 million telescope at its Daytona Beach
campus, which gives the school bragging rights as home to Florida’s largest university research
telescope” (Ordway, 2014). The installation of ERAU’s newest and impressive telescope is a main source
of encouragement for adding the astronomy and astrophysics programs; this telescope will help
broaden the possibilities and experiences of studying astronomy and astrophysics on a university level.
At an impressively high cost of $1 million, ERAU cannot afford for these programs to fail. It was in the
interest of the Department of Physical Sciences to purchase and install the new telescope as a means of
expanding the interest in space studies and the physical sciences. “We have a research-grade one-meter
telescope right here on the campus where the students can use it without traveling thousands of miles.
That’s a way larger value added,” stated Chairman Terry Oswalt about having one of the largest
university research telescopes on campus as opposed to off-campus telescopes located far away which
is the case for most universities (personal communication, March 14, 2014). Figure 2 shows an accurate
comparison of the university’s new telescope compared to its older one (see Figure 2).
Figure 2 – A size comparison of ERAU’s old and new telescopes is shown; the new telescope is more than twice the size of the
smaller one. (Source: “Brochures and Mockups,” n.d.).
With a telescope twice as large as its predecessor, more accurate observations and more information
can be obtained. The number of new possibilities that it will provide is the reason it is a good

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investment. Professor Oswalt continues on to describe how the telescope was installed with the
intention of adding the new astronomy and astrophysics programs as well as seeing an interest from
incoming and current students in pursuing or switching to the physical sciences (personal
communication, March 14, 2014). Along with the observational and research benefits of the new
telescope is ERAU’s new membership into the Southeastern Association for Research in Astronomy
(SARA); Embry-Riddle has been appointed the lead university for the consortium which means that
students and faculty will be able to access nearly ninety percent of the sky via eleven other universities
besides Embry-Riddle located around the country and abroad. The university also purchased six smaller
telescopes which cost the university a total of $2 million dollars in new equipment along with the new
College of Arts & Sciences building which cost $40 million (Van Buren, 2014). The new growth and
optimism that came along with these new additions to ERAU is sure to attract students and visitors from
all over the state as well as the country.

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Results
Conclusions
Based on the research done for this analysis, the outlook for the success of the astrophysics and
astronomy programs at ERAU is optimistic. Data indicates that there is a progressive increase in students
that are graduating in physics degrees, and an overall increase in students applying to programs in the
physical sciences at ERAU is sure to happen. With the purchase and installation of the new one-meter
telescope, the attraction and interest in astronomy and astrophysics has already caused more students
to apply and pursue degrees in the physical sciences. According to both the chairman of the Department
of Physical Sciences as well as a professor in the Department, students are more likely to be more
interested in changing to astronomy or astrophysics or even double majoring for the students who are
already pursuing one of the two current physical science degrees. While there still seems to be a
stereotype against STEM fields and the physical sciences, Figure 1 refutes that stereotype. And while
one of the factors that is causing the lack of interest is because of a weak foundation in STEM fields
when students are young, the university is making various efforts to change that. Overall, the future of
the physical sciences at ERAU is looking prospective.
Recommendations
It is in the interest of the Department of Physical Sciences at Embry-Riddle to continue on and
initiate new ways to increase attraction for physical science degrees. The scholarships that they are
offering around the state will help attract more students that are looking to go into the smaller fields
that ERAU has to offer such as space physics, engineering physics, and soon to be astronomy and
astrophysics. The Department should also look into creating more outreach programs to travel to high
schools and even other universities to talk and inform other students about Embry-Riddle’s physical
science programs and what it is like working at a university with an on-campus telescope. Other things
the Department could do to increase enrollment in the new degrees is continue the phone
appointments with interested freshmen to encourage them to come to Embry-Riddle and to not be
intimidated by the stereotypes and fears that are generally held by people in regards to the physical
sciences.

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References
Brochures and Mockups. (n.d.). Embry-Riddle Observatories. Retrieved March 11, 2014, from
http://observatory.db.erau.edu/gallery/index.php/New-Observatory/Brochures-and-Mockups
Buren, M. V. (2014, February 3). Embry-Riddle to Manage SARA Astronomy Consortium, Installs Florida's
Largest University-Based Research Telescope in New College of Arts & Sciences Building.Embry-
Riddle Aeronautical University. Retrieved March 6, 2014, from
http://daytonabeach.erau.edu/news/embry-riddle-to-manage-sara-astronomy-consortium.html
Charette, R. N. (2013, August 30). The STEM Crisis Is a Myth. IEEE Spectrum. Retrieved March 7, 2014,
from http://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth
Degrees Offered at Embry-Riddle Aeronautical University. (n.d.). Embry-Riddle Aeronautical University.
Retrieved March 2, 2014, from http://www.erau.edu/degrees/all-degrees.html
Evolution of Student Interest in Science and Technology Studies Policy Report [PDF file]. 2006.
Organisation for Economic Co-operation and Development - Global Science Forum. Retrieved
March 20, 2014, from http://www.oecd.org/science/sci-tech/36645825.pdf
Kern, L. (2014, February 10). Embry-Riddle installs the largest university research telescope in
Florida. FORWARD. Retrieved March 6, 2014, from http://forwardflorida.com/florida-
news/embry-riddle-installs-largest-university-research-telescope-florida/
Munce, R. & Fraser, E. (2012). Where are the STEM Students? What are their Career Interests? Where
are the STEM Jobs? [PDF file]. My College Options – STEM Connector. Retrieved March 12, 2014,
from http://www.stemconnector.org/sites/default/files/store/STEM-Students-STEM-Jobs-
Executive-Summary.pdf
Ordway, D. (2014, February 3). Embry-Riddle reaches for the stars with $1M telescope. Orlando Sentinel.
Retrieved March 12, 2014, from http://articles.orlandosentinel.com/2014-02-03/features/os-
embry-riddle-university-telescope-20140203_1_telescope-astronomy-embry-riddle
Roncone, K. (2001). ASTRA Provides a Voice for the Physical Sciences. JOM. Retrieved March 11, 2014,
from http://www.tms.org/pubs/journals/JOM/0106/Roncone-0106.html

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Appendix
Faculty Interviews – Department of Physical Sciences
Embry-Riddle Aeronautical University, Daytona Beach
Interview #1 – Professor Terry Oswalt – March 14, 2014
1. What are the new programs ERAU is bringing for students?
2. When will these programs be starting?
3. Are these programs the reason the university bought the new telescope?
4. Do you think that by bringing in these new programs, enrollment into physical science degrees
will increase here at ERAU?
5. As the head of the Department of Physical Sciences but also as a professor, what do you hope to
see by adding these programs?
6. In general, do you think that this university has a lack of concentration in the physical sciences
or is it simply not as popular as the AE/AS majors?
7. Will the department be looking to add even more physical science degrees in the future?
8. Why do you think there seems to be such a lack of physical science degrees here/in general?
Interview #2 – Professor Jason Aufdenberg – March 14, 2014
1. As a program coordinator for the new programs, how do you think adding the programs will
affect student enrollment in the physical sciences here?
2. Do you expect to see an increase for interest in the physical sciences now that ERAU brought in
the new telescope?
3. Why do you think ERAU decided to add these programs?
4. Do you think there seems to be a lack of interest in the physical sciences at this university? And
if so, why?
5. Is there anything more that the department can do to increase enrollment?