  Mathematicians have traditionally been a select group of academics that
produce high-impact ideas allowing substantial results in several fields of
science. Throughout the past 35 years, undergraduates enrolling in mathematics
or statistics have represented a nearly constant rate of approximately 1% of
bachelor degrees awarded in the United States. Even within STEM majors,
mathematics or statistics only constitute about 6% of undergraduate degrees
awarded nationally. However, the need for STEM professionals continues to grow
and the list of needed occupational skills rests heavily in foundational
concepts of mathematical modeling curricula, where the interplay of data,
computer simulation and underlying theoretical frameworks takes center stage.
It is not viable to expect a majority of these STEM undergraduates to pursue a
double-major that includes mathematics. Here we present our solution, some
early results of implementation, and a vision for possible nationwide adoption.
