AASTA Mission

Elevate the status and cumulative level of interest in careers in science and engineering
  • We work with the existing educational system in a constructive and positive manner
  • We gather, develop, and implement those strategies that will enhance the effectiveness of science and math learning

Increase the awareness and the appreciation of the scientific process and the role of science in the lives of the citizenry
  • We interact openly and honestly with the community--the individuals and groups--and with those public and private entities that help promote scientific awareness and understanding
  • We thoughtfully and respectfully illuminate the often-conflicting relationship between scientific goals and societal concerns
The standard of living we enjoy and the security of our Nation rests in no small degree on the quality of science and technology education we provide our Nation's students from elementary through graduate school. Over the last 20 years, there has been a sharp decline in U.S. students choosing majors in engineering and physical sciences.  While our students are showing less inclination toward these careers, other nations' students are taking increasing advantage of our country's premier educational and training institutions.  We are failing to attract our own homegrown talent into science and engineering careers.

“Building a 21st Century Workforce”,U.S. Department of Energy, Office of Science

It is difficult to argue against the need for a significant increase our efforts in science education.  A growing systemic shortage of graduates with skills in computer engineering, biochemistry, software development, and other fields, endangers this country’s leadership in these areas.

At the same time, it is difficult to deny the public’s fascination with astronomy.  We see the pictures from Hubble, we dream of someday landing humans on Mars, we think about the possibilities of life elsewhere in the universe and contemplate its implications.  Black holes, giant planets that could hold a thousand earths, the vastness of the Milky Way, serve to challenge the importance we place on our existence, and make it all the more fascinating that we are here at all.

Scientific and mathematical literacy and a workforce trained in science and technology are essential to maintain a healthy population, a sustainable environment, and a prosperous economy in any country

Astronomy, when properly taught, nurtures rational, quantitative thinking and an understanding of the history and nature of science, as distinct from reproductive learning and pseudo-science

Astronomy has a proven record of attracting young people to an education in science and technology and, on that basis, to careers in space-related and other sciences as well as industry

The cultural, historical, philosophical and aesthetic values of astronomy help to establish a better understanding between natural science and the arts and humanities

Adapted from the International Astronomical Union (IAU) Resolution on the Value of Astronomy Education

Astronomy is, arguably, the most demanding of the physical sciences.  A survey of astronomical concepts in any sort of depth must necessarily draw upon ideas from the many other sciences, including mathematics, physics, chemistry, geology, and even biology.  One cannot explain the energy from stars without first discussing nuclear fusion and gamma rays.  One cannot show the motions of the Galilean moons through a telescope and not bring in geometry.  One cannot discuss the formation of the solar system without a firm grasp of thermodynamics.

The idea that education in astronomy can motivate learning in the other sciences is not a new concept, but it does seem that it is only lately that it is getting any sort of widespread attention.  After years of watching the decline of the numbers of students choosing science-oriented careers, the education community is beginning to recognize that it isn’t enough just to enhance our existing science education, but that somehow we need to motivate our young people to seriously consider a career in science.
Astronomers work in their science by assimilating what they can about one of its problems.  They plan what to do and set out to collect more data.  They have to cooperate with others and often work in an international team, getting on with its disparate members.  They have to gain access to a telescope through competition, and if they win, they have logistical problems in getting there, planning a trip through airports (possibly in a foreign country), and executing their observing programs in a limited time.  Having gathered information, they make up their minds about what is going on, even if the information is incomplete.  They draw a scientific inference that must fit into the general picture of science.  They make presentations about their discoveries in order to persuade others about their views . . . Students are drawn to astronomy through some inner motivation . . . It is worth teaching them the practice of astronomy because they will learn how to do business—studying a proposition, making up their minds from incomplete data, working with others, and networking with them as part of a team . . . We need not apologize for teaching and studying astronomy; it helps people become more effective citizens in the real world.

Paul Murdin, “Why Teach Astronomy?  The ‘Business Model’”, Astronomy Education Review, Vol. 3, Issue 1, (2004)

Astronomy instruction by itself cannot meet this need.  Astronomy instruction combined with hands-on experience with professional scientific instrumentation, data acquisition and analysis, in conjunction with instruction in other fields such as physics, mathematics, and chemistry... well, perhaps the sky is no longer the limit.