HE:ED Highlight : So why aren’t there more Acoustical Engineers?

There are various programs and organizations that exist to drive awareness around (and address) America’s lack of educational achievement in science, technology, engineering and mathematics (STEM). But when asked, the student themselves don’t always know what STEM-related educational options and career possibilities there are. And when students are aware of them, STEM derivative careers don’t seem interesting to them.

Let’s take Acoustical Engineering for example, the word acoustical tells us that acoustical engineering has some to do with sound. In fact acoustics are the science of sound and vibration and acoustical engineering is the application of acoustics in technology. Since acoustical engineers are usually tasked with the control and/or manipulation of sound it stands to reason that they would need to understand and design sound absorbers, buffers, silencers and barriers in indoor and outdoor environments. These include working with medical personnel as it relates to ultrasound technology and/or architects on concert halls.

Since STEM has been mentioned it seems a given that one would have to study science, technology, engineering and mathematics to become an acoustical engineer. Start to finish that probably means attending middle and high schools that focus on achievement in science and mathematics, completing an engineering (and possibly physics) curriculum in undergrad and topping it all of with a masters or PhD in acoustics.

This is part where many parents (and students) would say, “Easier said than done.” One barrier to the education needed to create more acoustical engineers is public education in the U.S. The programs and organizations that exist to drive awareness around (and address) America’s lack of educational achievement in science, technology, engineering and mathematics have worked to bolster STEM programs in the current education system, recruit teachers, support students, encourage federal involvement and support local community partnerships. But the STEM stats are still lackluster. (This years STEM stats by state can be found at http://www.usinnovation.org/state-sheets.)

Many education reform advocates also agree that generating interest in STEM has to start at home. Moreover, parents need to be aware of options to get their children into schools with curricula focused on science, and mathematics and stress the importance of genuine academic achievement.