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INSTITUTIONPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERS

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Shaping the Future. Volume II: Perspectives on Undergraduate
Education in Science, MatheMatics, Engineering, andTechnology.
National Science Foundation, Washington, DC. Directorate for
Education and Human Resources.
1998-08-00
381p.; For the first report, see ED 404 158.
National Science Foundation. Tel: 703-306-1234; e-mail:pubs@nsf.gov. For full text: <http://www.nsf.gov>.
Reports
Descriptive (141)MF01/PC16 Plus Postage.
Educational Change; *Engineering Education; Followup
Studies; Higher Education; *Mathematics Education;
Professional Associations; Program Implementation; *Science
Education; *Technology Education; *Undergraduate Study
National Science Foundation

ABSTRACTThis is a companion study to "Shaping the Future: New
Expectations for Undergraduate Education in Science, Math, Engineering, andTechnology (SMET)" (NSF 96-139). Both the original report and Volume 2 focus
on a collaborative approach to developing and implementing strategies toimprove undergraduate SMET education. The reports, compiled by the Advisory
Committee to the National Science Foundation (NSF) Directorate for Educationand Human Resources, are designed to apply to both two-year and four-year
institutions. Volume responds to the discussion and activity generated by
the original report by providing a resource that more completely explores
SMET undergraduate education issues. The editors of the report allowed theauthors to express their views and present data with minimal editorial
revision or comment. The report contains seven sections: (1) Activities in
the Reform of Undergraduate Education Since Volume 1 of "Shaping the Future";(2) Program History of Undergraduate Activities at NSF Since the Neal Report(NS8-86-100); (3) Written Remarks Contributed as Part of the EHR Advisory
Committee Public Hearings on Undergraduate SME&T Education (including
community college administrators); (4) Findings from the Focus Groups
Conducted During the Review of Undergraduate Education; (5) Background Dataand Information Influencing the Conclusions and Recommendations of "Shaping
the Future" by Staff of the Division of Undergraduate Education; (6)Contributors to the EHR Advisory Committee; and (7) the Bibliography (18pages).

(RDG)**********************************************************************************
Reproductions supplied by EDRS are the best that can be made*from the original document.
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Shaping the Future
Volume II: Perspectives on Undergraduate Educationin Science, Mathematics, Engineering, and Technology

Contributions to the
Review of Undergraduate Educationby theAdvisory Committee
to theNational Science Foundation
Directorate for Education and Human Resources

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or organization
originating it.
Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this document do not necessarily represent official NIE
position or policy.

BESTCOPY AVAILABLE

2

NOTICES OF DISCLAIMER
1.

This publication is a companion volume to the report Shaping the Future: New Expectations for Undergraduate
Education in Science, Mathematics, Engineering, and Technology (NSF 96-139) and its stand-alone Executive
Summary (NSF 96-141), published by the National Science Foundation in 1996. The views, opinions, andrecommendations expressed in this report are those of participants in the Review of Undergraduate Education,the "National Year of Dialogue" and the Advisory Committee to NSF Directorate for Education and Human
Resources; they do not necessarily represent the official views, opinions, or policy of the Foundation.

2.

As employed in the text of the report, the pronouns we, our, and us refer alternatively to the general population,
the academic community at large, or those segments of either with special interest in undergraduate education inscience, mathematics, engineering, andrepresentatives.

technology, not to the National Science Foundation or to its

Notices from the National Science Foundation

The Foundation provides awards for research and education in the sciences and engineering. The
awardee is wholly responsible for the conduct of such research and preparation of the results for
publication. The Foundation, therefore, does not assume responsibility for the research findingsor their interpretation.
The Foundation welcomes proposals from all qualified scientists and engineers and strongly
encourages women, minorities, and persons with disabilities to compete fully in any of theresearch and education related programs described here. In accordance with federal statutes,
regulations, and NSF policies, no person on grounds of race, color, age, sex, national origin, or
disability shall be excluded from participation in, be denied the benefits of, or be subject todiscrimination under any program or activity receiving financial assistance from the National
Science Foundation.
Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding forspecial assistance or equipment to enable persons with disabilities (investigators and other staff,
including student research assistants) to work on NSF projects. See the program announcement
or contact the program coordinator at (703) 306-1636.
The National Science Foundation has TDD (Telephonic Device for the Deaf) capability, whichenables individuals with hearing impairment to communicate with the Foundation about NSF
programs, employment, or general information. To access NSF TDD dial (703) 306-009Q for
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Catalog of Federal Domestic Assistance CFDA 47.076

4SHAPING THE FUTURE
Volume II: Perspectives on Undergraduate Educationin Science, Mathematics, Engineering, and Technology

Contributions to the
Review of Undergraduate Educationby theAdvisory Committee
to theNational Science Foundation
Directorate for Education and Human Resources

5

The EHR Advisory Committee
CHAIR: James M. Rosser
VICE-CHAIR: Kerry Davidson

Susan Agru soCharlotte K. Frank

Director, Authentic Assessment
State Department of Education
Columbia, SC

Vice President
Research and Development
The McGraw-Hill Companies
New York, NY

Edward W. Bales

Alan J. Friedman
Director
New York Hall of Science
Flushing Meadows Corona Park, NY

Director of Education, External Systems
Motorola Corporate Offices
Schaumberg, IL

Joan Barber
Director for Student Life
North Carolina Schoolof Science and Mathematics
Durham, NC

George Boggs
President
Palomar College
San Marcos, CA
Sadie Bragg
Acting Dean of Academic Affairs

City University of New York
Borough of Manhattan
Community College
New York, NY
Diane J. Briars
Mathematics Specialist
Office of Educational Design
and Assessment
Pittsburgh Public Schools
Pittsburgh, PA

Kerry Davidson
Deputy Commissioner
for Academic Affairs and Research
Louisiana Board of Regents
Baton Rouge, LA

Melvin D. George
President Emeritus
St. Olaf College
Northfield, MNPeter Gerber
MacArthur Foundation
Chicago, IL

N. Gerry House
Superintendent
Memphis Public Schools
Memphis, TN

Jane Butler Kahle
Condit Professorof Science Education
Miami University
Oxford, OH

Charlotte Keith
Indian Trail High School
Olathe, KS

Mary M. Lindquist
School of Education
Columbus College
Columbus, GA
Stanley S. Litow
Director, Corporate Support Programs
IBM
Armonk, NY

Robert E. Parilla
President
Montgomery College
Rockville, MD
Diana Garcia Prichard
Photoscience Research Division
Eastman Kodak Company
Rochester, NYJames M. Rosser
President
California State University
Los Angeles, CA

David A. Sanchez
Department of Mathematics
Texas A&M University
College Station, TX

Maria Santos
Supervisor
Math and Science Department
San Francisco Unified School District
San Francisco, CA
Robert Schwartz
The Pew Charitable Trusts
Philadelphia, PA

Calvert H. Smith
Office of Systemic ReformState of Ohio
Cincinnati, OH
Gwendolyn W. Stephenson
Chancellor
St. Louis Community College System
St. Louis, MO

Uri Treisman
Department of Mathematics
University of Texas at Austin
Austin, TX

Alfredo G. de los Santos, Jr.
Vice Chancellor
for Educational Development
Maricopa Community Colleges
Tempe, AZ

Jack R. Lohmann
Associate Dean
College of Engineering
Georgia Institute of Technology
Atlanta, GA

Leon Ukens
Department of Physics
Towson State University
Towson, MD

Denice D. Denton
Electrical and Computer Engineering
University of Wisconsin, Madison
Madison, WICharles Merideth
President
New York City Technical College
Brooklyn, NY

Donna L. York
Science Curriculum Coordinator
Anchorage School District
Anchorage, AKTable of Contents

Table of Contents
The Charge to Revitalize Undergraduate Education in Science,
Mathematics, Engineering, and TechnologyviIntroduction to the Second Volume

1

I.

II.

Ill.

Activities in the Reform of Undergraduate Education Since Volume Iof Shaping the Future

3

Introduction

5

Shaping the Future NextSteps

5

External Assignment of Dr. Robert Watson

6

Regional Workshops for Shaping the Future "7

Strengthening Participation by Corporations and Foundations

8

Working Through Scientific Societies and Professional Associations

9

Chronological List of Conferences Sponsoring Workshops & Presentations in
Support of Shaping the Future NextSteps

10

Bibliography of New Publications in Support of Shaping the Future ofUndergraduate Education in Science, Mathematics, Engineering, andTechnology

16

Program History of Undergraduate Activities at NSF Since the Neal
Report (NSB 86-100)

21

Leadership

23

Leveraged Program Support

25

Written Remarks Contributed as Part of the EHR Advisory
Committee Public Hearings on Undergraduate SME&T Education

27

Remarks Contributed to the Hearing on Disciplinary Perspectives

29

Invited Speakers

30

MRC Greenwood, Dean, Graduate Studies & Vice Provost, Academic
Outreach University of California at Davis

31

Rita R. Colwell, President, American Association for the Advancementof Science (AAAS) & President, University of Maryland Biotechnology
Institute

37

Alan Tucker, Distinguished Teaching Professor, State University of
New York-Stony Brook & Chair, Education Coordinating Council of theMathematical Association of America

43

Eleanor Baum, Dean of Engineering, Cooper Union for the
Advancement of Science and Art (NY)

Winfred Phillips, Dean of Engineering, University of Florida

i

7

49

Table of ContentsPeter J. Denning, Associate Dean for Computing, George Mason
University (VA)53

Don K. Gentry, Dean of Engineering, School of Technology, Purdue
University (IN)59

Durward R. Huffman, President, Northern Maine Technical College &Academic Officer, Maine Technical College System

65

Ernest L. Eliel, Professor of Chemistry, University of North Carolina at
Chapel Hill

69

Angelica M. Stacy, Department of Chemistry University of California,
Berkeley71

Robert C. Hilborn, Professor of Physics, Amherst College & PresidentElect, American Association of Physics Teachers

75

Eric Mazur, Gordon McKay Professor of Applied Physics, Division ofApplied Sciences & Professor of Physics, Harvard University

81

Tanya Atwater, Professor of Geological Sciences, University ofCalifornia, Santa Barbara

83

Remarks Contributed to the Hearing on Institutional Perspectives

87

Invited Speakers

88

Pamela A. Ferguson, President, Grinnell College (IA)89

Thomas Morris, President, Emory and Henry College (VA)

93

Bruce Leslie, President, Onondaga Community College (NY)97

Gwendolyn W. Stephenson, Chancellor, St. Louis Community College

103David R. Pierce, President, American Association of Community
Colleges (DC)107

Frederick S. Humphries, President, Florida A&M University

109

William E. Kirwan, President, University of Maryland, College Park

115

Paula P. Brownlee, President, American Association of Colleges andUniversities (DC)119

Saul K. Fenster, President, New Jersey Institute of Technology

123

Judith A. Ramaley, President, Portland State University (OR)131

David Ward, Chancellor, University of Wisconsin - Madison

141

Homer A. Neal, Vice President for Research, University of Michigan,
Ann Arbor

145

Remarks Contributed to the Hearing on Employers 'Views

151

Invited Speakers

152

Walter G. Amprey, Superintendent of Public Instruction, Baltimore City
Public Schools (MD)

153

ii

8

Table of Contents

Eugene Galanter, Professor of Psychology, Columbia University

157

Peggy Ruth Cole, Director of Program Planning and Development,
New York Hall of Science

163

Israel J. Galvan, President, GHG Corporation

167

Albert L. Moye, University Relationships Manager, Hewlett Packard
Company
Robert W. Ritchie, Director, University Affairs, Hewlett Packard
Company

171

John H. McMasters, Senior Principal Engineer, Aerodynamics
Engineering, The Boeing Company
James D. Lang, Director of the Technology Division, New Aircraft andMissile Products, McDonnell Douglas Aerospace
Roberts Jones, Executive Vice President, National Alliance of Business187

John L. Sisler, Manager of Exploration and Production Training, Shell
Exploration and Production Company

189

Patrick White, Vice President, Strategy, Bell Atlantic Corporation

195

Remarks Contributed to the Social Sciences Workshop

197

Participants in the Social Sciences Workshop

198

Overview

199

Andrew Abbott, Professor in Sociology and Master, Social Sciences
Collegiate Division, University of Chicago

205

John F. Dovidio, Department of Psychology, Colgate University

209

Ronald G. Ehrenberg, Vice President for Academic Programs,
Palnning, and Budgeting, Cornell University

213

Kenneth E. Foote, Associate Vice President for Research, The
University of Texas at Austin

217

Roche! Gelman, Professor of Psychology, University of California, Los
Angeles221

Maureen Hallinan, White Professor of Sociology, University of Notre

IV.

177

Dame

223

Jill H. Larkin, Department of Psychology and Center for Innovation in
Learning, Carnegie Mellon University

225

Frederick Reif, Department of Physics, Carnegie-Mellon University

231

Nora S. Newcombe, Department of Psychology, Temple University

235

Neil Stillings, Cognitive Science Program, Hampshire College

239

Findings from the Focus Groups Conducted During the Review ofUndergraduate Education
Introduction

Summary of Employer Focus Groups
Summary of Teacher Preparation Focus Groups

iii

9

243
245
249
255

Table of Contents
Summary of Student Focus Groups
Summary of Recent Graduate Focus Groups
Summary of Parent Focus Groups

V.

Background Data and Information Influencing the Conclusions andRecommendations of Shaping the Future by Staff of the Division ofUndergraduate Education
Overview
Education Concerns: precollege
Education Concerns: undergraduate
Post-Secondary Education Issues
Public subsidies and faculty priorities
Rising costs
Pressures on public revenues
Where are the undergraduate students?
By type of institution
By discipline and type of institution
Distribution of Federal Funds for Science and Engineering, by type of institution
Faculty Teaching Methods and Class Size, by type of institution and discipline
EmployersPerspectives on Features of a Well-Educated Undergraduate
Electronic Technology and Systemic ReformVI.

Contributors to the EHR Advisory Committee Review of U.S.
Undergraduate Education in SME&T
Acknowledgment of Participants by Melvin D. George

The Request for Comment from Luther Williams, NSF Assistant Director for

267
273

275
277
277
277
287
291

294

295
297
299
302
307
310
313
315

Education and Human Resources316

Respondents to the Letter from Luther Williams, NSF Assistant Director for
Education and Human Resources319

Undergraduate Convocation Program Steering Committee for From Analysis to
Action327

Participants in From Analysis to Action, April 9-11, 1995

329

The EHR Advisory Committee

346

EHR Committee for the Report Shaping the Future: New Expectations for
Undergraduate Education Science, Mathematics, Engineering, and Technology

347

NRC Center for Science, Mathematics, and Engineering Education Committee
on Undergraduate Education
NRC Year of Dialogue "Steering Committee

VII.

261

348
349

Participants in the EHR Advisory Committee Public Hearings on
Undergraduate Education in SME&T

350

Participants in the Shaping the Future Conference, July 11-13, 1996

351

Bibliography for the Review of Undergraduate Education in Science,
Mathematics, Engineering, and Technology

iv

10

381

SHAPING THE FUTURE
Volume II: Perspectives on Undergraduate Educationin Science, Mathematics, Engineering, and Technology

Contributions to the
REVIEW OF UNDERGRADUATE EDUCATION

by theAdvisory Committee
to theNational Science Foundation
Directorate for Education and Human Resources

11

NATIONAL SCIENCE FOUNDATIONOFFICE OF THE ASSISTANT DIRECTOR FOR EDUCATION AND HUMAN RESOURCES

Review of Undergraduate Education in Science, Mathematics, Engineering and Technology
June 1995
CHARGE TO THE SUBCOMMITTEE

I appoint a Subcommittee of the Advisory Committee to the Directorate for Education and Human Resources(ACEHR) to conduct a Review of the state of undergraduate education in science, mathematics, engineering, andtechnology (SME&T); to identify its recent successes and to point out both its needs and opportunities for its
improvement. Members of the Subcommittee will be: Drs. Melvin George (chair), Sadie Bragg, Frederick
Brooks, James Rosser, David Sanchez, and Carolyn Meyers (consultant). [Drs. Alfredo de los Santos, Jr.,

Denice Denton, Mary Lindquist, and Mr. Peter Gerber were later added to the membership of the
Subcommittee.]

The Subcommittee should consider the needs of all undergraduates attending all types of U.S. two- and four-yearcolleges and universities that provide undergraduate education in science, mathematics, engineering, andtechnology. In particular, the review should address issues of preparation of K-12 teachers in these fields, theneeds of persons going into the technical work force, the preparation of majors in these areas, and the issue ofscience literacy for all. The review should cover the full range of general issues in undergraduate education
curriculum, educational technology, pedagogy (including the degree to which student learning is infused withresearch), institutional practices and the need for comprehensive reform, and key student transitions between
levels of education (from high school, between undergraduate institutions, and to graduate school) and fromundergraduate studies to employment. The review should draw upon a full range of constituent groups having a

stake in undergraduate educationstudents, parents, faculty, administrators, scientific societies, accrediting
groups, employers, and state and local education officials. The Subcommittee is requested to develop a scheduleof draft reports and activities leading to a Final Report.
The Final Report should be action oriented, recommending ways to improve undergraduate education in science,

mathematics, engineering, and technology for all students in all types of colleges and universities.
Recommendations should be directed not just to NSF but, as appropriate, to mission-oriented Federal agencies,
business and industry, academic institutions and their faculties and adminis trations, professional societies,
private sector organizations, state and local government, and to other stakeholders in undergraduate education.
The recommendations should reflect an assessment of accomplishments during the recent past [i.e., thosefollowing completion of the National Science Board study Undergraduate Science, Mathematics andEngineering Education (NSB 86-100, 1986)] and be based on the comments and ideas submitted by individuals
and groups during the course of the Review and on findings and analysis by the Subcommittee. The Report
should consider carefully future roles for sponsors of educational improvements and the nature of their efforts toimprove undergraduate education. In particular, guidance is sought for the National Science Foundation

regarding its support of innovation in educational practice through a portfolio of programs ranging fromsponsorship of individual investigator-led efforts to catalysis of institutional programs of comprehensive change
and covering the full range of educational settings.
I ask that the Subcommittee complete and transmit its Report to me by March 1996. Thereafter, the Report will
be submitted to the full ACEHR for its comment and approval and, when that is obtained, will be submitted to
the NSF Director and to the Director Policy Group for approval as a NSF Report.
Luther S. Williams

Assistant Directorvi

12Introduction to the Second Volume
This is a companion volume to Shaping the Future: New Expectations for Undergraduate Education in
Science, Mathematics, Engineering, and Technology (NSF 96-139), the 1996 report of the Advisory
Committee on Undergraduate Education to the National Science Foundation's Directorate for Educationand Human Resources. For this supplement, we have selected the materials that helped to initiate thediscussion and debate of the review, and provided the framework for the Recommendations presented in thefirst volume of Shaping the Future.

No single document could purport to fully represent the breadth and depth of the expansive andcomplicated endeavor of higher education and its reform. While the EHR Advisory Committee did aformidable job of soliciting broad-based community opinion, synthesizing the issues facing contemporary
undergraduate education, and summarizing this process in its report to NSF, the material presented in thissecond volume provides an essential resource for anyone wishing to explore these issues more completely,
without the benefit of interpretation or distillation. To this end, we have made every effort to allow theseauthors to express their views in their own words and present references and data without undue editorial
revision or comment.

The review of undergraduate education and theShaping the Future report have already generated muchdiscussion and activity in the U.S. education community. In recognition of this, the National Science
Foundation has initiated its "NextSteps in Shaping the Future "campaign to capitalize upon thisenthusiasm, coordinate regional efforts, and help guide discussion towards a national movement to achieveeven greater excellence in higher education. We begin this volume with a summary of these ongoing,
follow-up activities.

Section II of this volume presents a detailed account of NSF programs in undergraduate education since
NSB 86-100, Undergraduate Science, Mathematics and Engineering Education: Role for the National

Science Foundation and Recommendations for Action by Other Sectors to Strengthen Collegiate
Education and Pursue Excellence in the Next Generation of U.S. Leadership in Science and Technolog y
the last substantive review of undergraduate education in this nation. Section III presents the written

remarks contributed as part of the public hearings on undergraduate education held in October andNovember, 1995, as well as an overview of the Social Sciences workshop held in February, 1996. Section
IV summarizes the series of national focus groups conducted by NSF in 1995 and 1996, while Section V
presents data from a variety of sources that contributed manybut certainly not a14essential facets to theoverall analysis.

Finally, no accounting of this remarkable, cooperative achievement would be complete without proper
acknowledgment of the participants and contributors to this process (Section VI) and the benchmark
publications upon which the current appraisal was founded (the References of Section VII).
The National Science Foundation
Division of Undergraduate Education
Arlington, VA
August, 1998
1

13

Section I:

Activities in the Reform of Undergraduate Education
Since Volume I of Shaping the Future

3/v

Introduction
During the review of undergraduate education by NSF Advisory Committee for Education and
Human Resources, the deliberate process of acquiring information from a broad cross-section of

the undergraduate community ensured a broad level of participation by many educators,
administrators, employers, and students. This process occurred during April 1995 to June 1996,
and culminated in three milestones in the summer of 1996:(1) the publication of the Committee§ report Shaping the Future: New Expectations for
Undergraduate Education in Science Mathematics, Engineering, and Technology (NSF 96139):(2) the publication of the National Research Council§ reportFrom Analysis to Action:
Undergraduate Education in Science, Mathematics, Engineering, and Technology (National
Academy Press, 1996): and(3) a major conference in Washington DC to air key findings and recommendations in thesereports, and to continue discussions about how to implement their recommendations.
("Shaping the Future: Strategies for Revitalizing Undergraduate Education," held during July
11-13, 1996). The proceedings of this Conference are available at NSF Division ofUndergraduate Education Web site (http://www.ehr.nsf.gov/EHR/DUE/start.htm).

It was the intent of the Committee from its inception to write a living report, stimulating an active
and vigorous process of reviewing, debating, and improving undergraduate education in science,
mathematics, engineering, and technology (SME&T) in all types of post-secondary institutions
across our nation. This chapter reviews the types of activities the Division of Undergraduate
Education (DUE) has undertaken with the undergraduate SME&T community following the July

1996, national conference on Shaping the Future. Additionally it provides a bibliography ofstudies, reports, and recommendations that have been published during the past several years on
the same theme. Because these activities had been underway even before the summer of 1996, thisoverview extends from March 1996 through July 1997.
Shaping the Future NextSteps
The activities have the underlying similarity of engaging educators, academic administrators, andemployers in discussions of methods to improve undergraduate education in SME&T. Generally,

the efforts sponsored by DUE have identified and disseminated information about needs andopportunities to improve undergraduate student learningparticularly opportunities for developing

effective teaching practicesand overcoming barriers to the widespread adoption of thesepractices.

The basic thrusts of these activities are:promoting greater understanding, and identifying ways to improve student learning;
designing further improvements in courses and learning experiences to improve learning by all
students;
supporting interdisciplinary course and curricula development work by faculty from different
SME&T disciplines working collaboratively;
strengthening internal connections across departments (within all types of academic
institutions) in support of improved undergraduate education for future teachers, and students

1majoring in non-SME&T disciplines, and students preparing to enter technical fields and theprofessions; andexpanding links with SME&T "communities" (government agencies at all levels, schools,
scientific societies, professional associations, policy makers, public interest groups, andemployers):

The Division of Undergraduate Education (DUE), assisted by members of the Advisory Committee
for NSF Directorate for Education and Human Resources (EHR), has addressed the need for such
improvements in a variety of ways. Some of these are:Providing the full-time support of the Division Director (on assignment from the Division ofUndergraduate Education) Dr. Robert Watson, to the task of disseminating important
information to the national undergraduate SME&T community from November 1996, throughNovember 1998. During this period he has been leading and participating in workshops atregional events and scientific and professional meetings.
Leveraging professional staff attendance at scientific and professional society meetings as
occasions to disseminate findings and recommendations iShaping the Future.
Inviting academic institutions to host regional or local workshops in order tdiscuss andactively encourage faculty to participate in reform of undergraduate education in SME&T,
with some logistical and financial support from NSF.
Encouraging scientific and professional societies to continue to address the issues raised in
Shaping the Future.
Suggesting that NSF grantees participate in these same types of outreach efforts on their own
or jointly with NSF program directors.
Incorporating principles enunciated inShaping the Future in the DUE Program
Announcement, and seeking to evolve our programs in directions considered to be most fruitful
to further the recommendations ofShaping the Future.
Forming an alliance with major corporations and foundations through a Memorandum ofUnderstanding, with the purpose of seeking their advice, counsel, and support.
Continuing to fund thelnstitution -wide Reform initiativethrough FY 98.

Emphasizing in all DUE programs the need to educate2// students, especially those preparing
to be teachers or to join the technical workforce armed with greater flexibility and enhanced
skills.

External Assignment of Dr. Robert Watson

A key feature of the past several years is that these objectives are being pursued not only
programmatically through NSF. § competitive grant process, but also through extensive outreachactivities by NSF/DUE program officers and principal investigators. The external assignment of
Dr. Robert Watson, Division Director (on assignment) from the NSF Division of Undergraduate
Education, has provided many professional groups assistance in accomplishing the objectives ofencouraging improvements and reform in undergraduate SME&T education at the national level.

616Dr. Watson accepted a two-year special assignment during the period November 1996, toNovember 1998: as visiting scholar at The American University in Washington, DC (where he isserving as Scientist-in-Residence) and at the National Research Council, where he is working withthe leadership of colleges, universities, education associations, scientific and professionalorganizations, and with groups representing employers of college graduates (business, industry,
school systems, and governments).

The primary purpose of this assignment has been to inform, encourage, and assist colleges anduniversities to implement key national improvements that have been developed, and to engage them
actively and comprehensively in the reform of undergraduate SME&T education. The principal
blueprint for these goals is the report of the EHR Advisory Committee Shaping the Future: New
in Science, Mathematics, Engineering, andTechnology (NSF 96-139), however other reportsnotably the National Research Council§ From

Expectations for Undergraduate Education

Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering, andTechnologyand materials from NSF-supported projects and programs also are providing
valuable examples and information about ways to achieve successful reform.

A key strategy has been to engage scientific societies, professional associations, and educational
associations in order to take advantage of their wisdom, and the great leverage and access that they
have to many sectors concerned with undergraduate education. Dr. Watson has been engaged indoing this both directly and collaboratively with the assistance of NSF professional staff andmembers of the advisory committee to NSF Directorate for Education and Human Resources
responsible for writing theShaping the Future report.

The recommendations of both Shaping the Future and From Analysis to Action have been
discussed and presented in large national and regional meetings sponsored by these associations
and societies, and also in planning sessions with their leadership. Increasingly, these societies arethemselves publicizingShaping the Future and sending copies of the report to their membershipand to others with a stake in improving undergraduate education. Members of the societies andassociations are expressing interest in hosting regional workshops at their campuses.
Campus-based regional workshops utilizing the report to directly promote reform serve as a second
emerging mechanism. These workshops typically involve teams from institutions coming together

to learn of national trends, of the work that others are doing, to share such information, and todevelop their own plans.

As word of these activities has spread, individuals have requested advice and assistance at anincreasing rate in their own efforts to improve SME&T undergraduate education. In most cases
these are not inquiries about potential NSF support, but rather, requests for help in identifying bestpractices, invitations to on-campus or in-state promotion of education reform, and nomination ofothers to provide this type of assistance. As one example of this, a university leader called to ask
for advice and assistance on the proposal that they are preparing for submission to the legislature.

Regional Workshops for "Shaping the Future"
The regional versions of NSF July 1996 "Shaping the Future" conference are particularly
noteworthy. The purpose of these regional workshops is to:facilitate specific regional and institutional plans to achieve widespread improvements inundergraduate education; and717

provide information to faculty and administrators on NSF programs and national activities tosupport undergraduate education reform.

The design of these workshops is determined by what is considered most effective by the hostinstitutions with respect to their unique circumstances. The planning of these workshops generally
embraces the following features:
participation of institutional teams, representing faculty, administration, students, and business
partners;
significant involvement of employers of undergraduates;

participation of public policy makers to engender public support for undergraduate education;
development of institutional plans for reform of undergraduate education;
exhibits of innovations in undergraduate education; andsessions to assist participants in developing projects and proposals.

Institutions have been encouraged to seek other academic hosts to share in the planning and designof regional workshops. Follow-up activities for the participants are also expected to be an
important part of the workshop planning.

Strengthening Participation by Corporations and Foundations
During the last several years, NSF has strengthened efforts to increase participation by members of
the business and foundation community in undergraduate education reform. A Memorandum ofUnderstanding, representing commitment to cooperation for revitalization of the nation
undergraduate education has been crafted for this purpose. It reads:

In these rapidly changing times, the demands placed on the educational
infrastructure of the nation, at all levels, are enormous and growing. This paceof change will continue to encourage cooperative relationships between all of
those involved in, and all those who provide support for, the undergraduate
education enterprise in the nation.

We, the undersigned, are committed to nurturing the evolution of the highest
quality undergraduate science, mathematics, engineering, and technology(SME&T) education, and to catalyzing working relationships between all parties
involved in its delivery, and its support. Towards this goal we intend tocooperate with our colleagues in other private, government or industry oriented
funding organizations that support undergraduate education in the nation. We
intend to share information about our funding plans and funding profiles, to work
towards common and complete assessment of our funded projects, to encourage
the widest possible dissemination of project results, and, when appropriate, tosupport these projects through cost sharing partnerships. We intend to meet as agroup periodically to share successes and to cooperate in developing national
strategies in education. Through cooperation, we intend to amplf the impact of
our individual efforts.

818

As of August 1997, the following signatories have joined this alliance:
Lockheed Martin
Lucent Technologies
Microsoft Corporation
Motorola
Pew Science Program
Shodor Education Foundation
Society of Manufacturing Engineers Education
Foundation
Stratagene Cloning Systems
Technology Assessment and Transfer, Inc.
Texas Instruments

AirTouch Communications
Bayer Corporation
Bellcore
BoeingBusiness-Higher Education ForumThe Camille & Henry Dreyfus Foundation, Inc.
DuPontExxon Education Foundation

General Electric Fund
Global Wireless Education Consortium
Hewlett-Packard Company
Howard Hughes Medical InstituteInternational Business Machines

ToyotaWolfram ResearchWorking Through Scientific Societies and Professional Associations
Scientific societies, professional associations, and associations of colleges and universities are key
to effective dissemination of the recommendations ()Shaping the Future. Consequently, one of
the key focal points of the "Shaping the Future NextSteps" campaign has been to reach theseorganizations through the active assistance of Dr. Robert Watson and members of the Advisory
Committee for Education and Human Resources at NSF.
The following organizations have participated in or otherwise sponsored activities in the reform ofundergraduate education through the NextSteps campaign:
Accreditation Board for Engineering & Technology Inc. (ABET)
Affiliated Colleges & Universities Office (ACUO)
American Association for the Advancement of Science (AAAS)
American Association of Community Colleges (AACC)
American Association for Higher Education (AAHE)
American Association of Physics Teachers (AAPT)
American Association of State Colleges & Universities (AASCU)
American Chemical Society (ACS)American Council on Education (ACE)American Geophysical Union (AGU)
American Institute of Physics (AIP)
American Mathematical Society (AMS)
American Physical Society (APS)
American Society for Biochemistry and Molecular Biology (ASBMB)
American Society for Engineering Education (ASEE)
Association of Community College Trustees
Association for Women in Science (AWS)
Consortium of Social Science Associations (COSSA)
Council of Colleges of Arts & Sciences (CCAS)
Council on CompetitivenessCouncil of Scientific Society Presidents
Council on Undergraduate Research (CUR)
Education Commission of the States (ECS)919

Institute of Electrical & Electronics Engineers (IEEE)
Mathematical Association of America (MAA)
National Academy of Sciences (NAS)
National Research Council (NRC)
National Association of State Universities and Land Grant Colleges (NASULGC)
National Council for Accreditation of Teacher Education (NCATE)
National Council for Resource Development (NCRD)
National Science Teachers Association (NSTA)
National Society of Black Engineers (NSBE)SEMATECH
State Higher Education Executive Officers
Sigma Xi
Society for the Advancement of Chicanos and Native Americans in Science (SACNAS)

Chronological List of Conferences Sponsoring Workshops & Presentationsin Support of "Shaping the Future Next Steps"
The following chronological list indicates many of the meetings, conferences, and workshops thathave been employed by DUE staff to facilitate widening awareness and increased momentum
towards improved undergraduate education in SME&T. Members of the Advisory Committee
have often joined the DUE staff in these activities for Education and Human Resources. This list
is not complete, but is representative of the breadth of activities undertaken. It extends back to
March 1996, because by then many of the findings and recommendations ()Shaping the Futurewere being discussed in draft form, in advance of the reporth official release in July 1996.
March, 1996
1-3: Meeting of the Education Committee of the Geological Society of America (GSA),
Boulder, CO
21-23: "The Genetics Revolution: A Catalyst for Education and Public Policy,"a meeting forcommunity college faculty sponsored by American Association of Community Colleges(AACC), local colleges, and Exxon Education Foundation, Dallas, TX
24-26: 211th annual meeting of the American Chemical Society (ACS), New Orleans, LA

April, 1996
13-15: Annual meeting American Association of Community Colleges (AACC), Atlanta, GA
16-18: Meeting of the Government-University-Industry Roundtable, Seattle, WA
26: Special meeting (invited address) with a number of private firms, Phoenix, AZ
May, 1996

2-5: Annual Washington, DC joint meeting of the American Physical Society (APS) and theAmerican Association of Physics Teachers (AAPT)
7-10: International conference on Acoustics, Speech, & Signal Processing sponsored by theInstitute for Electrical and Electronic Engineers (IEEE), and the Signal Processing Society,
Atlanta, GA
20-22: Spring meeting of the Geological Society of American (GSA), Baltimore, MD
June, 1996
1-6: Annual meeting of the American Society of Biochemistry and Molecular Biology(ASBMB), New Orleans, LA

10

20

13: Introductory Physics Reform Conference: An Undergraduate Faculty Enhancement (UFE)
Project, Joliet, IL
16-18: Conference on publishing strategies sponsored by DUE, Hampshire College, andSaunders Publishing Co., Amherst, MA
27-28: The 6th biennial national conference of the Council for Undergraduate Research (CUR),
North Carolina Central University, Durham, NC
30-July 5: Gordon Research Conference - Innovations in College Chemistry Teaching,Plymouth State College, NH
July, 1996
11-13: National conference, Shaping the Future: Strategies for Revitalizing Undergraduate
Education, Washington, DC
13-15: EHR annual Partnership Conference, Washington, DC
27-30: Annual meeting of the American Society of Plant Physiologists (ASPP) and site visit to
Trinity College, San Antonio, TX
31- August 3: International Conference on Undergraduate Physics Education (ICUPE),
College Park, MD

August, 1996
4-7: 14th Biennial Conference on Chemical Education, Clemson University, SC
4-8: 47th Annual meeting of the American Institute of Biological Sciences (AIBS), Seattle, WA
5-10: Summer meeting of the American Association of Physics Teachers (AAPT), College
Park, MD
September, 1996
25: Meeting of the Texas Association of Schools of Engineering Technology (TASET), Austin,TX
28-29: Meeting of the American Society of Biochemistry and Molecular Biology (Human
Resources Committee), Washington, DC

October, 1996
4: American Society for Engineering Education (ASEE) regional meeting, Fargo, ND
7-8: Meeting of the National Visiting Committee for the University of Cincinnati - American
Chemical Society (ACS) project "Advanced Technological Education in Chemical
Technology," Silver Bay, NY
11-12: Annual meeting of Mathematical Sciences Department Chairs, Rosslyn, VA
16-19: National Association of Biology Teachers (NABT), Charlotte, NC
25-27: Project Kaleidoscope (PKAL) Workshop on Interdisciplinary Approaches to Teaching
Science and Mathematics, Colby College, Waterville, ME
30: American Association of Community Colleges (AACC) Task Force on Academic andStudent Affairs, Arlington, VA
31-November 1: Annual meeting of the Accreditation Board for Engineering Technology, Inc.
(ABET), San Diego, CA
November, 1996
2: Mathematical Association of America (MAA), DelMarVa section, Frederick, MD
3-5: Regional meeting of the American Society for Engineering Education (ASEE), Fargo, ND
5-8: Institute of Electrical & Electronic Engineers (IEEE) meeting, Denver, CO

1121

6-9: 26th Annual meeting of "Frontiers in Education," Salt Lake City, UT
7: Annual joint meeting of the Alabama College Chemistry Teachers Association, Columbia,
AL
7-10: Mathematicians and Education Reform (MER) workshop on "Teacher Education andMathematics Departments," University of Illinois at Chicago, IL
8: Regional meeting, Issues in Gateway Chemistry Courses, University of Maryland,
Baltimore County, Baltimore, MD
8-10: Project Kaleidoscope (PKAL) workshop, "Revitalizing Undergraduate Biology,"
Morehouse College, Atlanta, GA
12: NSF Forum on Distance Learning, Washington, DC
12-17: Meeting of the American Mathematical Association of Two-Year Colleges(AMATYC), Long Beach, CA
13: Industry-University-Government Roundtable, Bethesda, MD
14: American Chemical Society (ACS) meeting, University of Maryland, College Park, MD
14: Annual meeting of the Council of Colleges of Arts and Sciences (CCAS) - Deans,
Philadelphia, PA
14-17: NSF sponsored Task Force on "Educating the Next Generation of Information
Specialists," Omaha, NE
15-17: "Spheres of Influence: Shaping the Future of Earth Systems Sciences Education"
Meeting, American Geophysical Union (AGU) headquarters, Washington, DC
21-22: Meeting of the Institute of Electrical & Electronic Engineers (IEEE) Computer Society
Education Board, Pittsburgh, PA
22-23: Workshop on the programs of DUE and key aspects of proposal preparation, InterAmerican University, San Juan, PR
December, 1996
10: "Results of NSF Review of Undergraduate Science, Mathematics, Engineering andTechnology (SME&T) Education," National Technological University (NTU) Faculty Forum(via live national satellite broadcast)
15: Meeting with American Council on Education (ACE), Washington, DC
28-30: Annual meeting of the Society for Integrative and Comparative Biology
American Association of Community Colleges (AACC) Presidents' workshop, Washington,
DC
Annual meeting of the American Society of Cell Biology (ASCB), San Francisco, CA
National Council for Resource Development national conference, Washington, DC
January, 1997
4-10: Annual meeting of the American Association of Physics Teachers (AAPT), Phoenix, AZ
7: SUMMA (Strengthening Undergraduate Minority Mathematics Achievement) meeting, San
Diego, CA
9-11: NextSteps presentation at the 6th annual meeting of the American Mathematical
Association (AMA) and the Mathematical Association of America (MAA), San Diego, CA
15-19: NextSteps presentation at the meetings of the American Association for Higher
Education (AAHE), San Diego, CA
28: Regional Shaping the Future workshop sponsored by the University of Washington andBellevue Community College, Seattle, WA

122230-February 2: Louisiana Collaborative for Excellence in Teacher Education regional
workshop on Shaping the Future, Baton Rouge, LA
31-February 1: Oakton Community College workshop onShaping the Future, Oakton, CA
Joint annual meeting of Mathematics Societies, San Diego, CA
February, 1997
1-3: SEMATECH annual conference, Austin, TX
9-15: American Society of Limnology and Oceanography (ASLO), Santa Fe, NM
25: Annual meeting of the American Council on Education (ACE), Washington, DC
26: Meeting with the executive officers of the American Physical Society (APS) and theAmerican Association of Physics Teachers (AAPT), with the staff from the American Instituteof Physics (AIP), College Park, MD
28: Meeting of the American Psychological Association (APA), Washington, DC
27-28: Annual meeting of the ACM Special Interest Group in Computer Science Education(SIGCSE) and the ACM 50th Anniversary, San Jose, CA
27-28: Annual meeting of the National Visiting Committee of NSF Los Angeles Collaborativefor Excellence in Teacher Preparation (LACTE), Los Angeles, CA
March, 1997

4: Meeting of the Federal Interagency Chemistry Representatives (FICR), Washington, DC
6: National meeting of the Association for Practical and Professional Ethics, Alexandria, VA
6-8: Annual conference of Sigma Xi, New Orleans, LA
10-11: North Louisiana Research Conference, Louisiana Tech University, Ruston, LA
13-19: Symposium, New Developments in Education in Analytical Chemistry, held at thePittsburgh Conference'on Analytical Chemistry and Applied Spectroscopy, Atlanta, GA
14: Workshop II of Curriculum Development in Analytical Sciences, Atlanta, GA
14-16: Regional workshop onShaping the Future, hosted by California State University at
Los Angeles, Los Angeles, CA
14-16: Alliances for Minority Participation (AMP) - Teacher Preparation meeting, Puerto Rico
16-17: Meeting of the national conference steering committee for A National Urban Summit:
Creating a Techno-Literate Workforce Through Major Policy Change - Forging
Communication Among Business, Education, and Government for Strengthening Technical
Skills Among Urban Students, Chicago, IL
16-19: The Pittsburgh Conference on Analytical Chemistry and Applied Spectroscopy,
Atlanta, GA
23: Meeting with the Consortium for Social Science Associations (COSSA), Washington, DC
27: Meeting with the Delaware Community College System, Dover, DE
27-30: National Society of Black Engineers national conference, Washington, DC
April, 1997
7: Shaping the Future presentation at Washington & Lee University, Lexington, VA
10: Shaping the Future presentation at University of California, Davis, CA
11-12: The Council on Undergraduate Research (CUR) April Dialogue meeting: The
Teaching-Research Connection, National Institutes of Health, Bethesda, MD
11-12: The Modular CHEM and ChemLinks consortia pedagogy meeting, Berkeley, CA
13-17: 213th National meeting of the American Chemical Society (ACS), San Francisco, CA

1323

17-18: Meeting of principal investigators and evaluators, Systemic Change in Chemistry
Curriculum project, Menlo Park, CA
18-19: Shaping the Future regional workshop, co-hosted by University of Missouri, Columbia,
and St. Louis Community College, St. Louis, MO
18-19: Spring meeting of the MD/DCNA Section of the Mathematical Association of America(MAA), College of William and Mary, Williamsburg, VA
18-21: Joint annual meeting of the American Physical Society (APS) and the American
Association of Physics Teachers (AAPT), Washington, DC
20: Arizona State University faculty retreat, Tempe, AZ
24-26: National Council for Resource Development (NCRD) Regional IV Conference,
Savannah, GA
24-27: Phi Theta Kappa International convention, Dallas, TX
May, 1997

8: Sigma Xi/A*DEC Town Meeting video conference °Shaping the Future, "Undergraduate
Education to Meet Societal Needs in the 2r Century," Research Triangle Park, NC
8-9: Regional workshop onShaping the Future, "Revitalizing Undergraduate Mathematics andScience Education: A National Dialogue," Michigan State University, East Lansing, MI
8-9: Edu.Tech@Work97 Conference and Expo, Bellevue, WA
Meeting of the education board of the Association of Computing Machinery (ACM), Atlanta,GA
10-11: Regional workshop onShaping the Future, "Revitalizing Undergraduate Mathematics
and Science Education: A National Dialogue," The University of Michigan, Ann Arbor, MI
16: Presentation to the North Carolina Community College System, "Leading the Nation:
Opportunities for Two-Year Colleges," Smithfield, NC
16-17: National Institute for Science Education (NISE) Workshop on Collaborative Learning,
Madison, WI
19-23: 96th Annual meeting of the American Society for Microbiology (ASM), New Orleans,LA24-25: 11th International C. Elegans research conference, Madison, WI
June, 1997

5-7: Program workshop, NSF Collaborative for Excellence in Teacher Preparation (CETP)
program, attended by 10 Collaboratives, California State University, Dominguez Hills, CA
11-13: Meeting of Mathematics Across the Curriculum (MATC), Villanova University,
Philadelphia, PA
15-17: Annual meeting of the American Society for Engineering Education (ASEE),
Milwaukee, WI
18: Regional workshop onShaping the Future, Central Washington University, Ellensburg,WA
20-21: 6th Conference on the Teaching of Mathematics, Milwaukee, WI
22-27: Unidata Workshop, Using Instructional Technologies and Satellite Data for College
Level Education in the Atmospheric and Earth Sciences, sponsored by the University
Corporation for Atmospheric Research (UCAR) and the National Center for AtmosphericResearch (NCAR), University of Colorado, Boulder, CO
30-July 2: McNU 97, Northwestern University, Evanston, IL

14

24

July, 1997
10-12: 1997 Reunion of Research Opportunity Award (ROA) participants
14-17: Annual meeting of the Society for Industrial and Applied Mathematics (SIAM),
Stanford University, Palo Alto, CA
19-20: Project Kaleidoscope (PKAL) workshop, Research-Rich Environments for
Undergraduate Education, Washington, DC
Annual meeting of the American Association of Medical Colleges, Washington, DC
22: Presentation of Shaping the Future recommendations to reviewers at the annual NSF DUE
panel reviews of proposals submitted to its Course and Curriculum Design (CCD) and
Undergraduate Faculty Enhancement (UFE) programs, Arlington, VA
24-26: 2"d Association of Computing Machinery (ACM) International Conference on Digital
Libraries, Philadelphia, PA
29: Shaping the Future Workshop at Chautauqua Institute, Chautauqua, NY
August, 1997
23-28: ASBMB (American Society for Biochemistry and Molecular Biology)
satellite meeting "2001: Biochemistry Education for the Millennium," organized by the
Human Resources Committee of the ASBMB, University of California at San Francisco, San
Francisco, CA.

September, 1997
16: Symposium on "Shaping the Future of Undergraduate Education and The Role ofUniversity, Industry and Government in the Development of Human Resources," The InterAmerican University of Puerto Rico - Metropolitan Campus (IAU-M).
October, 1997
4-5: Project Kaleidoscope's annual workshop, "Reforming Earth and Planetary Science
Curricula: What Works," Whitman College, Walla Walla, WA.
8-11: The 1997 Convention of the NABT (National Association of Biology Teachers)
overview of Shaping the Future, Minneapolis, MN.
17: Workshop on "Shaping the Future: The Role of Two-Year Colleges" at the ACCT
(Association of Community College Trustees) annual conference, Washington, DC.
24 - 25: Regional Shaping the Future workshop hosted by DrexelUniversity, Philadelphia, PA.
25-27: Geological Society of America, GSA Shaping the Future, Salt Lake City, UT.
November, 1997

October 31-Nov 2: Project Kaleidoscope Workshop on "Enhancing Learning-Centered
Environments: The Biology of the Future," University of Wisconsin, Madison, WI.
14: State of Maine Regional Follow-Up to Shaping the Future, Bates College, Lewiston, ME.
December, 1997
4: District of Columbia Section of the American Society of Mechanical Engineers, "Shaping
the Future" and its implications for the mechanical engineering profession, Washington, DC.

January, 1998
4-8: Gordon Research Conference on Innovations in College Chemistry Teaching, Ventura,CA.

6-10: The annual joint meetings of the American MathematicaSociety (AMS) &Mathematical Association of America (MAA), Baltimore, MD.
16 - 17: Workshop on the New Traditions Chemistry Initiative, Madison, WI
22: Maryland Collaborative for Excellence in Teacher Preparation Workshop on "Shaping the
Future of Mathematics and Science in Maryland," College Park, MD.
February, 1998
14-15: Shaping the Future Follow-Up Conference, hosted by Birmingham Southern College,
Birmingham, AL.
19-20: South Carolina Shaping the Future Conference, hosted by the Univiesity of South
Carolina, Columbia, SC.
March, 1998
20: A Regional Conference on "Transforming Undergraduate Education in SME&T," hosted
by New Jersey Institute of Technology, Newark, NJ.

April, 1998
3-4: A Regional Shaping Conference, hosted by Notheastern University, Boston, MA.
May, 1998

1: Meeting of the Governing Board of the Hispanic Asssociation of Colleges and Universities,
Washington, DC.
1-2: A Regional Conference "Shaping the Future with Core Curriculum Reform: Guiding
Undergraduate Education in SME&T," Colorado State University, Fort Collins, CO.
6: Meeting of the Education and Human Resources Committee of the Semiconductor Industry
Association (SIA), Washington, DC.
8 9: A Shaping the Future Regional Conference, "FromDialogue to Action: Improving
Instruction, Collaborations, and Partnerships in Mathematics and Science for All Students, A
Workshop for Stakeholders in the Future of P-16 Education," hosted by at Clark Atlanta
University, Atlanta, GA.
8 9: Regional New York Shaping the Future Conference, New York City, NY.
11 - 13: The North Dakota planning conference, "Reforming Undergraduate Scienceand Mathematics Education," Bismark, ND.

Bibliography of New Publications in Support of Shaping the Future ofUndergraduate Education in Science, Mathematics, Engineering, andTechnology
A much longer bibliography of material that influenced the preparation of Volume 1 °Shaping

the Future: New Expectations for Undergraduate Education in Science, Mathematics,
Engineering, and Technology (NSF 96-139) is available at the end of Volume 2. The following
bibliography is provided as a separate listing of those published books and articles that appeared
after the conclusions and recommendations of Volume 1 had been prepared.
Paul E. Adams and Gerald H. Krockover, "Beginning Science Teacher Cognition and Its Origins in
the Pre-service Secondary Science Teacher Program,"Journa/ of Research in Science
Teaching, Vol. 34 (1997), p. 663.

16

26

The Boyer Commission on Educating Undergraduates in the Research University, (Shirley Strum
Kenny, Chair) "Reinventing Undergraduate Education: A Blueprint for America's Research
Universities," 15 May, 1998. Available from http://notes.cc.sunysb.edu/Pres/boyer.nsf
Marvin Druger, "Preparing the Next Generation of College Science Teachers,"Journa/ of College
Science Teaching, Vol. 26 (1997), p. 424.
D. Fulker, S. Bates, and C. Jacobs, "Unidata: A Virtual Community Sharing Resources andTechnological Infrastructure, "Bulletin of the American Meteorological Society, Vol. 73,
No. 3 (1997).
Jerry Bell and Alphonse Buccino (editorA Seizing Opportunities: Collaborating for Excellence inTeacher Preparation (Washington, DC: American Association for Advancement of Science,1997).

William E. Campbell and Karl A. Smith,New Paradigms for College Teaching (Edina, MN:
Interaction Book Company, 1997).
James Cooper and Pamela Robinson,Annotated Bibliography of Science, Mathematics,
Engineering, and Technology (SMET) Resources in Higher Education (Working Draft,
California State University - Dominguez Hills, 1997).
Gordon P. Eaton, "Re-Shaping America§ Earth Science Curriculum," Geotimes, Vol. 40, No. 4(1995).
S. C. Ehrmann, "Asking the Right Questions," Change, Vol. 27, No. 2 (1995), pp. 20-27.

American Geophysical Union,Scrutiny of Undergraduate Geoscience Education: Is the Viabilityof the Geosciences in Jeopardy? (Washington, DC: American Geophysical Union, 1995).
S.W. Gilbert, "Teaching, Learning, and Technology,"Change, Vol. 27, No. 2 (1995), pp. 47-52.
J.D. Herron, The Chemistry Classroom: Formulas for Successful Teaching (Washington, DC:
American Chemical Society, 1996).
P. Hutchings, Making Teaching Community Property: A Menu for Peer Collaboration and Peer
Review, American Association for Higher Education (AAHE), (Washington, DC: AAHE,
1996).

M. Frank Ireton, Cathryn Manduca, and David Mogk (editors),Shaping the Future ofUndergraduate Earth Science Education, Innovation and Change Using An Earth System
Approach, Report of a workshop held November 14-17, 1996, convened by the American
Geophysical Union in Cooperation with the Keck Geology Consortium (Washington, DC:
American Geophysical Union, 1997).
Kellogg Commission on the Future of State and Land Grant Universities, see "National
Association of State Universities and Land Grant College."1727

Susan Lenker, Nancy Cooley, Keith Nelson, and Richard St. Andre (editors)fxemp/ary
Programs in Introductory College Mathematics: Innovative Programs Using Technology(INPUT), Summaries of the Winning Entries for the First INPUT awards competition 199697 (Central Michigan University and Corporation for Public Broadcasting, 1997).
Heather MacDonald and Ann Bykerk-Kauffman, "Collaborative and Cooperative Activities for
Teaching and Learning Geology,"Journal of Geoscience Education, Vol. 43 (1995), p. 305.
Eric Mazur, ConcepTests (Englewood Cliffs, NJ: Prentice-Hall, 1996).

Eric Mazur, Peer Instruction (Upper Saddle River, NJ: Prentice-Hall, 1997).
Susan B. Millar and B.B. Alexander, Teacher Preparation in Science, Mathematics, Engineering,and Technology: Review and Analysis of NSF Workshop, Nov. 6-8, 1994 (Madison, WI:
National Institute of Science Education, 1996).
James R. Mahoney (editor),Improving Science, Mathematics, Engineering and Technology
Instruction: Strategies for the Community College (Washington, DC: American Associationof Community Colleges, Community College Press, 1996).
Ann P. McNeal, "Collaboration in Physiology Courses: What Works?" Annual Meeting of theProfessional Research Scientists on Experimental Biology 97, New Orleans, LA, April 6-9,
1997, FASEB Journal, Vol. 11, No. 3 (1997).
and Charlene D'Avanzo (editors),Student-Active Science: Models of Innovation in
Undergraduate Education (Philadelphia, PA: Saunders College Publishers, 1997).

National Commission on Teaching & America's Future,What Matter's Most: Teaching forAmerica's Future, 1996.
National Association of State Universities and Land Grant Colleges (NASULGC), Kellogg
Commission on the Future of State and Land Grant Universitiesiteturning to Our Roots:
The Student Experience (Washington, DC: NASULGC, April, 1997).
Taking Charge of Change (Washington, DC: NASULGC, May, 1997).

National Research Council,Improving Teacher Preparation and Credentialing Consistent with
the National Science Education Standards: Report of a Symposium held in February 1996
(Washington, DC: National Academy of Sciences Press, November, 1996).
The Preparation of Teachers of Mathematics: Considerations and Challenges: A Letter
Report of the Mathematical Sciences Education Board, (Washington, DC: National
Academy of Sciences, 1996).
Commission on Geosciences, Environment, and Resources, Board on Earth Sciences andResources, Rediscovering Geography Committee (Thomas Wilbanks, Chak Rediscovering
Geography, New Relevance for Science and Society (Washington, DC: National Academy
Press, 1997).

18
28

Committee on Undergraduate Science Education Science Teaching Reconsidered: A
Handbook (Washington, DC: National Academy Press, 1997).

Committee on Undergraduate Science Education Center for Science, Mathematics, andEngineering Education, Science Teacher Preparation in an Era of Standards-Based
Reform (Washington, DC: National Academy of Sciences Press, 1997).
Center for Science, Mathematics, and Engineering Education, Introducing the Science
Education Standards (Washington, DC: National Academy of Sciences Press, 1997).
Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science andEngineering (Washington DC: National Academy Press, 1997).
A. Wayne Roberts (editor), "Calculus: The Dynamics of Change,"Mathematical Association ofAmerica (MAA) Notes, Number 39, (1996).
Leonard Springer, Mary Elizabeth Stanne, and Samuel Donovan Effects of Cooperative Learning
on Undergraduates in Science, Mathematics, Engineering, and Technology: A MetaAnalysis (Madison, WI: National Center for Science Education & Wisconsin Center for
Educational Research, 1997).
Tracey E. Sutherland and Charles C. Bonwell (editors),Using Active Learning in College
Classes: A Range of Options for Faculty, New Directions for Teaching and Learning, No.
67 (San Francisco, CA: Jossey-Bass, Fall, 1996).

Alan Schoenfeld (editor), "Student Assessment in Calculus,"Mathematical Association ofAmerica (MAA) Notes, Number 43, (1997).
Melvin L. Silberman,Active Learning: 101 Strategies to Teach Any Subject (Boston, MA: Allynand Bacon, 1996).

1929

Section II:
Program History of Undergraduate Activities at NSF
Since the Neal Report (86-100)

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30

Section II:
Program History of Undergraduate Activities at NSF
Since the Neal Report (86-100)
As was noted in Shaping the Future: New Expectations for Undergraduate Education in Science,
Mathematics, Engineering, and Technology (NSF 96-139), the report of the 1985-1986 Task Committeeof the National Science Board (86-100) has been the principal guide for the restoration and evolution of
NSF undergraduate education activities since its acceptance by the Board in March, 1986. Presented inthis section is more detailed analysis of some aspects of the Foundation's efforts to implement the 1986
report in the decade since. Small portions of text from Volume 1 ofShaping the Future are repeated here
to aid the reader in recalling the framework.

The numerous recommendations in the Board Report fell into two categoriesLeadership and Leveraged
Program Support.

Leadership
The central leadership recommendation of the National Science Board Task Committee was that the Foundation"Develop quickly an appropriate administrative structure and mechanisms for the
implementation of these recommendations. The focal point should be the [Education
Directorate] ; it should foster collaboration among all parts of the Foundation to achieve
excellence in science, mathematics, and engineering education."

The Foundation established such a unit later in 1986. It has evolved into the present Division of Undergraduate
Education (DUE) in the Directorate for Education and Human Resources (ERR). DUE staff of program officers
is drawn from across the disciplines of science, mathematics, engineering, and technology. Many come fromleadership positions in national organizations and from university faculties and administrations. Its programmaticofferings devote attention to the development and dissemination of innovative courses, curricula, and laboratories,
as well as to the preparation and development of faculty, future preK-12 teachers, and technicians. Particularemphasis is placed on the translation of innovations among and between disciplines.
The Board Task Committee made 11 other leadership recommendations to the Foundation. It urged NSF to:"(1) Take bold steps to establish itself in a position of leadership to advance and maintain the quality ofundergraduate education in engineering, mathematics, and the sciences."

NSF has clearly established the desired leadership position of the Foundation. Albations of resources
have been smaller than envisioned originally by the Board in some areas, but a little larger in others.

"(2) Stimulate the states and the components of the private sector to increase their investments in the
improvement of undergraduate science, engineering, and mathematics education."

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31

Beginning in 1980 with theExperimental Program to Stimulate Competitive Research (EPSCoR) andculminating with the establishment of theRural Systemic Initiatives (RSI) program in 1997, theFoundation has fostered the creation of vigorous partnerships involving itself, individual states, andvarious private sector entities in substantial projects to improve research and education in mathematics,
engineering, science, and technology. The emphasis has been on graduate and K-12 education, but
articulation of school and college-level programming has been addressed by many of these projects. The
partnership mode of project operation ranges in scope from adherence to matching funds requirements tothe basing of projects in consortia and collaboratives. Examples of current undergraduate programs are
the Alliances for Minority Participation and Advanced Technological Education.
"(3) Provide a forum for consideration of current issues related to such efforts."

NSF has gone far beyond this directive by sponsoring workshops, symposia, and conferences on
disciplinary, cross-disciplinary, and institutional aspects of undergraduate education. The reports ofthese gatherings circulate widely and are highly regarded resource documents.

"(4) Implement new programs and expand existing ones for the ultimate benefit of students in all types of
institutions."

It was apparent to NSF from the start that the emphasis in this recommendation lay in the wordailltypes of institutions. Doctoral universities submitted the great majority of successful education
proposals in 1985-1986; but by 1994, special efforts by NSF resulted in their number being at least
matched by proposals from two-year colleges, four-year colleges, and comprehensive universities. NSF
supports the development of a broad spectrum of educational products (from innovative texts andsoftware to new courses and curricula) has helped expand and improve student learning nationwide.

"(5) Actuate cooperative projects among two-year and four-year colleges and universities to improve theireducational efficiency and effectiveness."

The principal concern in this area in 1986 was particularly the Advanced Technological Education
program, for improved articulation between two-year and four-year institutions. While NSF programs
have recently fostered the establishment of consortia and other types of cooperative projects, they havelong addressed broader objectives by including two-year college faculty and institutions in the full rangeof undergraduate programs.
"(6) Stimulate and support a variety of efforts to improve public understanding of science and technology."

NSF has strong commitments to K-12 and informal science education evidence direct concern fgaublic
understanding. It is hoped that activities following upon the recommendations of this report will enhanceefforts to address similar needs at the undergraduate level.

"(7) Stimulate creative and productive activity in teaching and learning (and (8) conduct research on them),
just as it does in basic disciplinary research. New funding will be required, but intrinsic cost differences are
such that this result can be obtained with a smaller investment than is presently being made in basic research."
The next section examines in detail the funding history of undergraduate activities at NSF. However, itis the case that the Division of Undergraduate Education allocates most of its resources quite directly toactivities designed to improve teaching and learning. The Division of Engineering Education andCenters in the Directorate for Engineering and the Division of Experimental and Integrative Activities

within the Directorate for Computer and Information Science and Engineering devote substantial
portions of their budgets to undergraduate engineering education. Across the Foundation it is the scale24

32

rather than the scope which needs expanding. Although EHR Division of Research, Evaluation, andCommunication vigorously supports research on teaching and learning, a special effort within thisdivision, as well as those previously mentioned, should be made to stimulate proposals for research onteaching and learning at the collegiate level.

"(9) Bring its programming in the undergraduate education area into balance with its activities in the precollege and graduate areas as quickly as possible."
The balance sought by the Board Task Group was dualprogrammatic and fiscal. Between FY 1983
(when K-12 education was re-established at NSF) and FY 1986 (when the Board Committee made its
recommendations), the main themes of NSF K-12 programs had become firmly established. Whileurging the restoration of a vigorous undergraduate program, the Committee wanted to ensure that it

would be coordinated well with the Foundation's activities at the K-12 level (which produced
undergraduate students and employed graduated teachers) and at the graduate level (where the products
of undergraduate institutions are further educated).

NSF undergraduate programming in the Eduction Directorate was brought into that balance by three
events: transfer of responsibility for Teacher Preparation from the Division of Elementary, Secondary,and Informal Education (ESIE) to DUE in 1993; establishment of the program in Advanced
Technological Education in 1994; and start-up of the Institution-Wide Reform initiative, begun in 1995.

"(10) Expand its efforts to increase the participation of women, minorities, and the physically handicapped inprofessional science, mathematics, and engineering."

The Foundation as a whole has a good record of such efforts, and the record of the Directorate for
Education and Human Resources (EHR) is especially good. In FY 1995, NSF allocated more than 3
percent of its budget to programs, in both the education and research directorates, designed to address
underrepresentation. While all divisions of EHR share responsibility for addressing NSF educational
objectives in this area, the Division of Human Resource Development (HRD) has the programmatic leadand has mounted a variety of programs designed to increase participation of women, minorities andpersons with disabilities.

"(11) Design and implement an appropriate database activity concerning the qualitative and quantitative
aspects of undergraduate education in mathematics, engineering, and the sciences to ensure flexibility in its
response to changing national and disciplinary needs."
NSF Division of Science Resources Studies has principal responsibility for such database activity. At
the present time, some of the Undergraduate Science, Mathematics, Engineering, and Technology(SME&T) Education Database content envisioned by the Board Committeis being built into thelmpact
Database of EHR's Division of Research, Evaluation, and Communication.

Leveraged Program Support
The FY 1995 NSF budget provided a very substantial sum for support of all but one (Information for LongRange Planning) of the program categories detailed in the Neal Report. The total was actually in excess of theamount recommended for FY 1989 by the Report of the NSB Task Committee. In addition, NSF undergraduate
support in FY1995 included programs in categories not mentioned in the Neal ReportT(eacher Preparation andAdvanced Technological Education). How well NSF has done by the Neal recommendations is a judgement thatshould reflect ten years of experience and hindsight; and it should be informed by comparison with the intent of
the recommendations.
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Section III:

Written Remarks Contributed as Part of the
EHR Advisory Committee Public Hearings
on Undergraduate SME&T Education

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3 (/

Written Contributions to the EHR Advisory Committee
Public Hearing on Disciplinary Perspectives ofUndergraduate SME&T Education
Convened October 23, 1995
At the National Science Foundation
Arlington, VA

Invited Speakers:"Disciplinary Perspectives on SME&T Undergraduate Education"
Listed in order of Testimony. Titles indicate the speakers positions at the time of the Hearing.

Undergraduate Educationin SME&T
Biological Sciences

MRC Greenwood
Dean of Graduate Studies, Vice Provost, Academic Outreach, Universityof California, Davis

Rita R. Colwell
President, American Association for the Advancement of Science &Professor, University of Maryland, College Park

Mathematical Sciences

Alan Tucker
Professor, State University of New York at Stony Brook

Engineering

Eleanor Baum
President-Elect, ASEE & Dean of Engineering, Cooper Union (NY)

Winfred Phillips
President-Elect, ABET & Dean of Engineering, University of Florida

Computer Sciences &Engineering
Technology

Peter J. Denning
Associate Dean for Computing, George Mason University (VA)

Don K. Gentry
Dean of Engineering Technology, Purdue University (IN)

Durward R. Huffman
President, Northern Maine Technical College

ChemistryErnest L. Eliel
Professor, University of North Carolina at Chapel Hill

Angelica M. Stacy
Professor, University of California at Berkeley

Physics

Robert C. Hilborn
President, American Association of Physics Teachers & Professor,
Amherst College (MA)

Eric Mazur
Professor, Harvard University (MA)

Geological Sciences

Tanya Atwater
Professor, University of California, Santa Barbara

30
36Undergraduate Education in
Science, Mathematics, Engineering, and Technology
MRC Greenwood
Dean, Graduate Studies & Vice Provost, Academic Outreach
University of California at Davis
Davis, California

Introduction
As some of you will know, I had the great pleasure of serving in President Clinton§ Administration from1993 until May of this year. One of the greatest pleasures I have experienced was working with the
Director of the National Science Foundation, Dr. Neal Lane; the Director of the National Institutes of
Health, Dr. Harold Varmus, co-Chairs of the President's National Science and Technology Council
committee on Fundamental Science, and the other distinguished members of the committee. This
committee played a lead role in the extensive bipartisan consultation with many interested scientists andother individuals who are concerned about our nation's readiness to face the challenges of the fast paced,technologically dependent global workplace of the 21st century.

To help all Americans understand what was at stake and to articulate to the American public theimportance of investing in science, technology, and education, President Clinton and Vice President Gorereleased, in August 1994, a statement entitled Science in the National Interest. Science in the National
Interest provides an important articulation to the American people why it is that the government must
continue to invest in scientific discovery, scientific leaders, science education, and the development of ascientifically literate public.

Many statements from a variety of organizations and from previous administrations have stressed theimportance to the Nation of investing in research. Other statements have stressed the importance of
education to our future but few, if any have clearly connected the importance of science education,science literacy, research, and our economic security.

If you read Science in the National Interest, you will note that this is not an esoteric document. Rather, it
is about people, investing in people, and investing in their ideas and in their education in order to create
our collective future.
Science in the National Interest articulates five goals. The first three:
Maintain leadership across the frontiers of scientific knowledge.
Enhance connections between fundamental research and national goals.
Stimulate partnerships that promote investments in fundamental science and engineering.

are primarily directed to creating the knowledge base and the new tools that will shape the 21st century
economy. The last two:
Produce the finest scientists and engineers for the 21st century.

Raise the scientific and technological literacy of all Americans.

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are the main reasons we are here today. In fact, the last two goals, although the more challenging, are by
far the most critical in the long run.
Our failure to accomplish these two goals will undermine our ability to accomplish the first three and they

will ultimately undermine the wealth creation of this nation and its tax base. I firmly believe it will
undermine the quality of life we have come to expect.

Today, as a research scientist, a dean, and a recent policymaker, I would like to argue that scientists must
become increasingly involved in the national educational initiative that must commence and be sustained
to ensure a quality future for ourselves, our children, and generations to come.

We must build partnerships that allow us to build on our successes, to understand our failures, and to
identify new ways of doing business across sectors with new optimism. The National Science Foundation
has been a leader in innovative programs to encourage high quality undergraduate teaching and to
improve teacher training to affect improved quality in undergraduate teaching.
Nonetheless, let me take a few moments to review some sobering statistics, observations, and "factoids."
For example, I read [the following factoids] in theSacramento Bee:In 1950, 60 percent of all jobs in the U.S. were unskilled
In 1990, 35 percent of all jobs in theU.S. were unskilled
In 2000, 15 percent of all jobs are projected to be unskilled
By the end of the decade:44 percent of U.S. workers will be in the business of collecting, analyzing, synthesizing,storing or retrieving data
In a 1989 survey of U.S. CEOs, two-thirds of them responded that they had difficulty inhiring because of lack of basic skills.
People age 18-23 with difficulty in academic skills are five times more likely to receive
public assistance and have a poverty level income.

Let me take a few moments to review some other compelling points that all of us need to be concerned
about. Much of this information can be found in the very useful National Science Board document
Science and Engineering Indicators for 1993, the latest edition.

While the recently released critical technologies report notes that the U.S. is still the leader in mosttechnologies, the margin by which we excel is increasingly smaller. Some of this shrinkage is due to theunderstanding of nations with whom we trade and compete that scientific education and literacy areimportant to their future.

For many decades, the U.S. and the European countries have dominated the scientific workforce but:

In 1990, six Asian countries produced more than one-half million Natural Science andEngineering (NS&E) baccalaureates, slightlymore than the U.S. and Europe.

Although the U.S. has twice as many scientists and engineers in R&D, Japan and the U.S.
have equal proportions in the workforce.

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However, Japan's ratio appears to be accelerating as the U.S. levels off.
Another way to look at this is to note the following:

Although the U.S. and Canada outstrip most nations in overall baccalaureate degree
production, the percent of degrees that go to individuals with S&E majors is proportionately
less than in Japan.
More interestingly for the future, even in countries with limited overall participation inadvanced education (such as Mexico and China) those who do get degrees in NS&E are amuch higher proportion of the total baccalaureate production (e.g., 25 percent in Mexico andalmost 50 percent in China).

Thus, one can conclude that, although our overall access to higher education is comparatively good, ourproportional share of those skilled in S&E is dropping just when we project an increasingly competitive
international market and a need for more science background.

Since economists who frequently disagree on many issues nearly unanimously agree that a nation's
economy is a derivative of its workforce and its investment in science and R&D, this is an ominous trendthat cannot wait for a more fortunate fiscal moment to fix. Indeed, one could argue that the present deficitthat everyone is rushing to cut is only a symptom of a much more serious educational deficit that no
amount of cutting can fix for the long term.
So, in short, scientists and science agencies, both public and private, need to become involved and become
partners in solutions. The reasons in the final analysis are simple:
The economy depends upon it;

Science education and literacy is the business of scientists;
It's the right thing to do; and finally
There is the self-interested reason. If there is no national interest in science and no public
competence and literacy in science, there will be no support for science in the national
interest.

What can be done?

Form partnerships with other segments of higher education. The science and engineering (S&E)
workforce, the knowledge creators of the future and those who can utilize this knowledge, is embedded in

a complex system. Our higher education system has as its greatest strength its depth and its multiple
routes of access for our citizens. Its greatest weakness is its formation of sectoral factions.
Our nation has a system in which:fourteen million students are enrolled in 3600 institutions;those fourteen million students earn 1.9 million degrees per year; andof those 1.9 million degrees, 500,000 are in S&E areas.

This is the system that produces our teachers, our researchers, our policymakers and our legislators. The
components of the system have to learn to work together to maximize their collective strengths and to
focus their selective strengths.

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I currently work for and represent what is called a land grant Research I university, although I spentnearly a decade at a selective liberal arts college. I can tell you from personal experience that few facultyor administrators in either sector know much about the other. And both need to learn to work better withour colleagues in the comprehensive universities and the community colleges where many of the teachersof the future get their pre-service training.

As we discuss the need to work directly and creatively with teachers and students, we need also to workwithin the system that we share the greatest responsibility for and for which we should rightfully assume
the responsibility.
Some scientists may well claim that they are not trained to work with pre-college teachers or students, butthey cannot claim that they do not have the skills or the responsibility for the quality of the undergraduate

general and more specialized, [science education] in their own institutions. In fact, in most of ourinstitutions, the power of the faculty over the curriculum is virtually absolute, as many an administrator
has learned. It's time for academics to take their academic senate responsibilities ever more seriously. The
views of scientists will not be respected if they cannot improve the level of science and math competency
where they have the most influence, in their own institutions.

Over the past five to seven years much has already been done, although I fear that this is not widely
appreciated or understood. There are four areas of SME&T undergraduate education that I think areimportant to comment on today.

Improving the undergraduate teaching of students who will continue in careers
associated with science or technical competence
There are two main concerns here: (1) modernizing and energizing the curriculum itself and introducing

the use of ever more sophisticated information technology; and (2) drawing students of previously
underrepresented groups into SME&T. Perhaps the most exciting opportunities combine the two. For
example, at UC Davis we have a biology undergraduate scholars program that identifies talented students
from nontraditional backgrounds and mentors them in the early and frequently career choice definitive
courses in biology, chemistry, and math. Lately these students have been outscoring the rest of the class(e.g., 80 percent earned A's or B's in the Chemistry 2A class where the average grade is 2.3). In addition,
63 percent of them have participated in faculty research projects and many have gone on to graduate or
professional school. The methodology used to encourage these minority students has now been more
extensively used to improve the overall teaching of undergraduate biology majors.

Improve the science and technology literacy of all undergraduate students
In the information age we have already, no college educated person can expect to be fully equipped for a

job or career without at least a working knowledge of modern scientific theory and a modicum oftechnical competence and know how. This will require our colleges and universities to revisit the generalcurriculum and revise the requirements to ensure that their students are prepared. This will not happen
without the enlightened leadership of scientists and other academics. It will not work if all the scientificcommunity is willing to offer is the usual array of introductory courses intended to introduce the student
to the major. True literacy of all students will require science departments to become much more creative;
to work collegially with other science departments and resource centers. Scientists must offer courses thatthe non-scientist likes and which are conceptually oriented, not just fact oriented. The "sage on the stage"
will have to be replaced by the talented storyteller and the multimedia expert who has not only mastery of
the material but mastery of the method of conveying the exciting and dynamic world of science.

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Change the training of graduate students
Changing the way graduate students are trained to teach can make one of the most important impacts on
the future of undergraduate teaching. We have experimented with a program at UC Davis entitled the"Certificate in College Teaching." This program, in existence now for over five years, is oversubscribed.
In this program, graduate students have both a UC Davis mentor and a mentor from a four-year or twoyear institution. The student participates in an extensive professional seminar on teaching methods, has
his or her own teaching extensively taped and analyzed and develops multimedia curricular materials thatare also expensively critiqued. At the end of the intensive one-year program, a certificate is awarded.

Numerous students who have completed this program have used the formal portfolio that they havedeveloped when applying for jobs and claim that it was a significant factor in their subsequent hire.
Sadly, we can only offer this program for a limited number of students; but approaches like this have thepotential to reshape graduate students' attitudes toward a more serious orientation to new teaching
methodologies for the future.

Finally, be concerned about training teachers
No matter how talented a teacher may be, nothing substitutes for mastery of the material, love of thediscipline, and curiosity (which leads to life long learning). More concern about the undergraduate
background of those who will teach in K-8 is certainly warranted. NSF has several programs in the areaof in-service training that are especially well and continuing attention is warranted.

Another suggestion is to work to develop communication majors that specialize in training science andtechnology communicators. Much of the public gains the fragmented knowledge it has on SME&T issues
from television and print media. Very few communication programs around the country are serious about
identifying well-trained science undergraduates and preparing them to be successful communications
experts. It is clear that we need news professionals trained to understand science and science educatorsand scientists with a sophisticated understanding of the media.

In short, first-rate SME&T education for those who will become scientists and for those who will
primarily use the fruits of SME&T is critical for the nation. I applaud your efforts to review theimportant work sponsored by NSF in this area and I urge you to continue to devote effort to improving
the nation's SME&T training and opportunities. Thank you for inviting my comments.

M.R.C. Greenwood is Chancellor of the University of California, Santa Cruz, and a position she has held since
July 1, 1996, in addition to an USCS appointment as Professor of Biology. Prior to her USCS appointments,
Chancellor Greenwood served as Dean of Graduate Studies and Vice Provost for Academic Outreach at the
University of California, Davis, where she also held a dual appointment as Professor of Nutrition and of Internal
Medicine. Previously, Dr. Greenwood taught at Vassar College where she was the John Guy Vassar Professor of
Natural Sciences, Chair of the Department of Biology, and Director of the Undergraduate Research Summer
Institute. From November 1993, to May 1995, Dr. Greenwood held and appointment as Associate Director for
Science at the Office of Science and Technology Policy (OSTP) in the Executive Office of the President of theUnited States. In that position, she supervised the Science Division, providing authoritative advice on a broadarray of scientific areas in support of the Presidents` objectives, such as budget development for the multibillion
dollar fundamental science national effort, and development of science policy documents, including Science in
the National Interest. In addition, she was responsible for interagency coordination and co-chaired two National
Science and Technology Council committees. The author of numerous scientific publications and presentations,
her research interests are in developmental cell biology, genetics, physiology, and nutrition. Her work over the
past 25 years, focusing on the genetic causes of obesity, is recognized worldwide.

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Disciplinary Perspectives of
National Leaders and Undergraduate Education
Rita R. Colwell
President, American Association for the Advancement of Science (AAAS)
President, University of Maryland Biotechnology Institute
Professor of Microbiology, University of MarylandCollege Park, Maryland

Introduction
Since 1988, AAAS has conducted two studies, one implementation project, and one planning project
related to undergraduate education in science, mathematics, engineering, and technology (SME&T).
These include:(a) The AAAS Project on Liberal Education and the Sciences (1988-1990), funded by Carnegie
Corporation of New York: a study of the role of the natural sciences in the liberal arts curriculum
for all undergraduate students.
(b) Investing in Human Potential (IHP): Science and Engineering at the Crossroads (1989-

1991), funded by NSF: a study of efforts by U.S. higher education institutions to increase theparticipation of women, non-Asian minorities, and people with physical disabilities in SME&T.
(c) Access to Engineering: Recruitment and Retention of Students and Faculty with Disabilitiesin Schools of Engineering (Five year project ending in January 1996), funded by NSF: effort toexpand the concept of diversity within engineering education by promoting full inclusion ofindividuals with disabilities.

(d) The Science Dean's Colloquium (September 1994) funded by NSF: colloquium of 52 Deansof Science and other university administrators from the nation's major research universities.

Each of these projects included substantial input from collaborating individuals and organizations. The
AAAS Project on Liberal Education and the Sciences was guided by members of AAAS Coalition for
Education in the Science, a consortium of scientific and educational associations, a six-member advisoryboard, and 15 member study group. The IHP study included survey responses from 276
presidents/chancellors of colleges and universities, directors of nearly 400 recruitment/retention
programs, and nearly 100 disabled student services offices, as well as intensive case studies of 13 colleges

and universities. The Access to Engineering Project included intense work with five schools ofengineering, a meeting of 60 deans and other administrators from schools of engineering, a survey ofschools of engineering that included demographics on disabled students and faculty, and guidance by a
16-member advisory panel, including a number of engineers with disabilities.
In general, the four AAAS studies and projects have identified:model SME&T undergraduate programs and courses;
what SME&T undergraduate students need to know in the sciences; andacademic and administrative challenges to bring about change in undergraduate SME&T
education.

37
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Overall Finding From AAAS SME&T Undergraduate Studies and Projects
Perhaps the three most significant improvements in undergraduate SME&T education:

Efforts to Reform Calculus. These efforts have included structural changes in calculus that have beenspearheaded by the mathematics community (MSEB, MAA, and NCTM). These programs create acommunity for SME&T freshman and sophomore students and provide supplemental workshops toregular classroom work.

Expansion of undergraduate research programs. Although undergraduate research programs havenot been fully studied, it does appear that these programs motivate undergraduate students to stay in
SME&T majors. These programs exist in the form of cooperative education programs: NSF Center
for Research, National Institutes of Health Summer Program, Minority Access to Research Careers(MARC), Minority Biomedical Research Science (MBRS) Program, and other such efforts. NASAand the Department of Defense fund small summer programs for undergraduates with disabilities.

In general, consortia and collaboration ofcollege, and universities and/or national laboratories and corporations have been effective in
The notion of SME&T consortia and collaboratives.

strengthening undergraduate SME&T education. Activities include developing dual-degree and crossregistration programs; centralizing science and engineering resources into centers; faculty developing;reforming undergraduate curriculum; and creating research opportunities at non-doctorate granting
colleges and universities.
Perhaps the three most important challenges to SME&T undergraduate education are:moving from isolated model programs to structural reform in undergraduate education;orienting faculty, particularly faculty in lower division SME&T classes, to innovative
instructional and assessment strategies; andcreating a forum for science deans to exchange information and monitor changes.

Both the AAAS Investing in Human Potential (IHP): Science and Engineering at the Crossroads and
The Liberal Arts of Science: Agenda for Action identified a host of model undergraduate education
programs. Pages 143-145 of the IHP Report presents a model for evolution of intervention programs forminorities, females, and disabled students at colleges and universities. This model includes five levels ofprograms.
1. Isolated projects were numerous, and involved the commitment of individuals to address particularbarriers to participation. These projects were often not connected to any other efforts and relied on softmoney or volunteer activity for their continuation.

In other instances, individual schools or departments undertook activities to address their own
particular problems, such as high failure rates in calculus. These activities had little or no connection toother efforts in the institution, and addressed only a small part of the overall system of problems which
minorities, women, and students with disabilities face.
2.

3. At the next level were formalized, coordinated program activities in one part of the institution, suchas a college of engineering, where recruitment and retention of female and minority students werecoordinated through the office of the dean. Funding for these programs included external grants but reliedincreasingly on hard dollars from the institution. Most frequently missing from these programs were ties

necessary to modify required introductory courses in the sciences and mathematics. There was often

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reliance on programs to equip the students to survive instead of also taking on the issue of the quality andcultivation aspects of courses.
4. In a few instances, institutions created centers for the coordination of large parts of the process ofrecruiting, retaining, tracking, and advancing students to graduate education. One of the most notable
examples of this is the Comprehensive Regional Center for Minorities in Puerto Rico. In this case, thecenter formed an organizational overlay to the mission of the institution to educate particular groups ofunderrepresented students.

5. Not found among any of the institutions was a model of structural reform where the structure ofcourses, pedagogical techniques, institutional climate, and systems for recruitment and retention coexisted with a supportive administrative structure. The regular support of departments and programs
provides mechanisms to support the achievement of all students committed to education in science andengineering.

The Liberal Art of Science: Agenda for Action report also profiles SME&T programs and courses (pages
73-106). These profiles are grouped into four categories:

Programs involving the core curriculum. These programs either constitute an institution's corescience requirements for all students or are voluntary alternatives to the institutions core science
requirements. Examples of programs include Introduction to the Natural Sciences at Lehman

College; Learning Science Through Inquiry; Natural Science Division I Requirement at
Hampshire College; and Science in Modern Life I and II at Brooklyn College.

Program constituting a major. Programs in this section represent some of the innovative,
interdisciplinary, baccalaureate programs that are emerging in American colleges anduniversities. Examples of programs include The Curriculum in Science and Culture at Purdue
University; the Liberal Arts and Science Program at Utah State University; and the Science inSociety Program at Wesleyan University.

Full-year courses and course sequences. These are examples of initial courses designed to
introduce students to science and the scientific enterprise. Examples of programs include
Chemistry of Our World at Wright State University; Foundation of Science at Hunter College;
and The Theory and Practice of Science at Columbia University.

One-semester courses. These examples represent innovative courses that effectively integratescience in a liberal arts context and/or teach science as it is practiced. Examples of courses
include Ways of Knowing at Macalester College; Role-Playing Laboratories in Analytical
Chemistry at St. Olaf College; and Science and Technology in the Modern World, Kean Collegeof New Jersey.

Both the IHP study and the Liberal Art of Science Project offer guidance about how to move fromisolated model programs and courses to structural reform in SME&T undergraduate education. Of
particular note are pages xi and xix in The Liberal Arts of Science: Agenda for Action report. Thissection outlines what undergraduate students should take from their college education including
These include
understanding, knowledge, skills and attitudes concerning aspects of science.
understanding:scientific values and ways of knowing;collection, organization, and classification of information;scientific laws, devising models and developing theories;

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the limits of scientific knowledge;

the vocabulary and terminology of science; andthe role of mathematical concepts in science.
In terms of integration concepts, undergraduate students need to understand:scale and proportion;change and evolution;

causality and consequences; anddynamic equilibrium.
In terms of the context of science, undergraduate students need to understand:the historical development, intellectual, and cultural contexts of science; andthe ethical, social, economic, and political dimensions of science.

These high goals for scientific understanding require new instructional strategies at the undergraduatelevel, including:goal-oriented instruction that brings meaning into day-to-day problems encountered byscientists;hands-on experimental and laboratory activities;

activities promoting independent learning and analysis including finding, reading, andanalyzing information from a variety of sources;group discussion and projects;
opportunities for writing and communicating science;

demonstrations of cross-disciplinary content including interconnections among the sciences
themselves and connections to liberal arts, humanities, the fine practical arts, and the social
sciences;

integration of mathematics with the study of those scientific topics whose explanations are
based on mathematical concepts; andassessment of students' abilities to analyze scientific problems, to generate reasonable
hypotheses, to evaluate evidence, and to raise questions about science and technology in theirown lives and the society in which they live.

Scientific understanding cannot be measured adequately by true-false, multiple-choice, or other similar
tests. Papers, projects, essay tests, oral presentations, and other forms of assessment must also be used.
As indicated, one of the biggest challenges for restructuring SME&T undergraduate education will be
encouraging, preparing, and orienting college and university faculty to utilize innovative teaching andassessment strategies. Unlike K-12 teachers, college and university faculties are not required to taketeaching courses.

Pages 3 to 6 of The Liberal Arts of Science: Action Agenda also address academic and administrativechanges needed at the undergraduate level to implement this new SME&T initiative, including:40

45

increasing the time commitment for science to the equivalent of 15 to 16 semester hours of

instruction for all students and decreasing class sizes to one faculty for every 20 to 30
students;

re-conceptualizing the current structure of the curriculum and doing away with survey
courses. Rather, it is critical that education in the sciences become a well-integrated part ofthe broader liberal education program;
fostering collaboration of science with other liberal art faculties;

identifying a mechanism to review current curricula, design programs, encouraging thedeveloping of courses, and providing on-going monitoring and assessment;

recognizing the need for institutional curricular reform including financial support, promotion
and tenure, reduced teaching loads, and awards and prizes; andexternal support from scientific, professional, and educational societies, accrediting agencies,
state and federal government, and private and corporate foundations.

As colleges and universities move to restructure SME&T at the undergraduate level, a leadership forum
will be needed to exchange information, define benchmarks and collect data. However, as made clear by
the AAAS Science Dean§ Colloquium, unlike engineering deans, science deans lack a common forum to
discuss concerns about SME&T undergraduate education. As part of the AAAS Colloquium, sciencedeans outlined topics they would like to address. Topics include:

Administrative Concerns
NSF funding procedures;
Improving the image of the research university;
Responding to budget cuts and reorganization;

Difficulties in dealing with the K-12 system, as well as state and federal education agencies;
Dialogue between research universities and "official" Washington;
Strategies for dealing with declining federal funding; andNeed for development activities in a new fiscal climate.

Curriculum and Teaching Issues

Launching interdisciplinary degree programs, such as the science-oriented MBA andenvironmental studies, and science and public policy options;

Offering degrees in the sciences that are intended to lead to professional careers injournalism, business, etc.;
Organizational structure of undergraduate biology education;
Encouraging better teaching;
Curricular revisions as a mechanism for fostering interdisciplinary research and reaching lesstraditional science students;
Exchange of benchmark data; andTensions between major and non-major courses.

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4Faculty Development
Mentoring of female and probationary faculty and graduate students;
Improving faculty diversity;

Discussion of the faculty reward structure, including tenure, promotion, and post-tenure
review;
Faculty resistance to programs for female and minority students;
Evaluation and rewards of faculty for undergraduate teaching; andImproving faculty teaching.

4. Outreach Efforts
University relationships with secondary/elementary school teachers and students; andRelationship between college of science and college of education.

5. Student Issues
Efforts to stem student attrition; special sections for high-risk students; remedial instruction;
Programs to promote undergraduate student research; andChanging employment opportunities for students.

In addition, the deans are interested in how interdisciplinary centers (science, mathematics, andtechnology) are formed and operate. Specifically, they were interested in a center's role with regard to K-

12 outreach, as well as the sharing of personnel and programs between the center and academic
department, the types of faculty and staff appointments at such a center, and evaluations of facultyoutside departmental and disciplinary frameworks.

All of the AAAS studies and reports outline concerns about the changing demographics, particularly
concerns about increasing the participation of minorities, women and persons with disabilities in
SME&T. Minorities and females have made some gains in science, but we need to build more efforts to
involve disabled persons in science. In the IHP study and theAccess to Engineering effort, AAAS staff
found that unlike efforts for minority and female students in SME&T, most colleges and universities do
not have targeted efforts for disabled students. For these students, the disabled student services (DSS) is
the primary source of help. However, disabled students who major in SME&T often find that the DSS
has not encountered their specific need before, especially in laboratory courses or when specifictechnologies or services are required. In addition, most SME&T faculty and administrators are
uninformed about the assistive technology that students and engineers with disabilities use today. The IHP
report, Chapter 4 on "Science and Engineering Students with Physical Disabilities: Who Smoothes thePath?" includes making SME&T accessible to students with disabilities.
Rita R Colwell has served as President of the following organizations: American Society for Microbiology,
International Union of Microbiological Societies, Sigma Xi National Science Honorary Society, and American
Association for the Advancement of Science, Washington Academy of Sciences. She is currently Chairman of theBoard of Governors of the American Academy of Microbiology, author or co-author of 16 books and more than
450 scientific publications. Recipient of Honorary Doctor of Science degree conferred by Heriot-Watt University(Edinburgh, Scotland); Hood College; and Purdue University, D.LLD conferred by Notre Dame College,
recipient of the Andrew White Medal by Loyola College and Metal of Distinction, Columbia University.

Honorary Professor of The University of Queensland (Queensland, Australia) and Ocean University of
Quingdoa PRC. Served on the National Science Board and as a member offederal and state agency committees
and boards.

42

Comments on Undergraduate Education Review of the
NSF Directorate of Education and Human Resources
Alan C. Tucker
Distinguished Teaching Professor, State University of New York-Stony Brook
Chair, Education Coordinating Council of the Mathematical Association of America
Stony Brook, New YorkI would like to organize my remarks along the lines of the input on the [EHR Advisory Committee] review
solicited by Dr. Robert Watson from academic and business leaders last summer. My suggestions draw, inpart, on the thoughtful comments of fifteen such letters written by mathematical scientists.

What are the most significant improvements in undergraduate SME&T education
you have observed in our nation during the past ten years?
Leaders of the mathematical sciences community are in general agreement about the three major
improvements in undergraduate SME&T education in the past ten years. They are:increased use of technology;
increased attention to teaching and learning; andthe calculus reform movement.

Some have also specifically cited efforts related to the latter two items, such as the involvement ofprofessional societies in instructional reform and the creation of good materials to support innovative
instruction.

Increased Use of Technology
Technology has had two types of impact:
1)

In the way that mechanical devices have augmented the physical capabilities of humans, computing
devices have augmented the mental capabilities of humans. In the learning process, technology provides
enhanced computational and visual experiences as well as numerical assistance for students, giving
students more insight into physical and mathematical processes. Students can study more realistic
problems, which previously were intractable with pencil-and-paper approaches. With simulation andcomputer graphics software, students can explore and discover mathematical phenomena, thus making
mathematics more like a hands-on, experimental science. This technology promotes active learning andfacilitates undergraduate research in mathematics.

The advent of modestly priced graphing calculators and widely affordable personal computers has madethese technological possibilities a working reality for millions of undergraduates. Faculty interest in
utilizing technology is exploding. Attendance at an annual conference on educational technology inmathematics has grown in six years from a few hundred to two thousand.

NSF Instrumentation and Laboratory Improvement (ILI) program has made a substantial contribution to

the availability of technology in mathematics departments. The highly leveraged format of the ILI
program, which requires technology-based curricular development (plus extensive cost-sharing), hasprodded faculty to think creatively about how to use new technology effectively. NSF Faculty
Development grants have supported scores of workshops to train mathematical science faculty in the useof educational technology.

43442) The use of technology in learning and educational reform generally, has been revolutionized by electronic

communication that effortlessly connects pairs of educators and students. The Internet's Worldwide Web
opens up unlimited amounts of information to scholars and students, irrespective of the capacities of one's
local library or computer center. The isolation in which individual educational reformers used to work
has been eliminated. Students can access critical databases to undertake truly realistic class projects.
NSF has played an important role in supporting NSFnet and local access efforts as well as educational
software projects.

Increased Attention to Teaching and Learning
The increasing realization that how mathematics is taught is as important as what mathematics is taught is asignal development in undergraduate mathematics instruction. Its consequences will be reshaping
instructional practices in the mathematical sciences for years to come. NSF curriculum grants and ILI grants
were absolutely critical in stimulating a rethinking of instruction that started with questions about 'what' but
inexorably led to questions about 'how.'This realization has led to growing interest in research about effective instruction and student learning. The
wide interest in cooperative learning, student-centered discovery learning, projects and writing in mathematics

courses was unimaginable a decade ago. Eight years ago at the annual joint American MathematicalSociety/Mathematical Association of America meeting, the only contributed paper sessions were on research
topics. Now, contributed paper sessions have hundreds of papers on pedagogy and on curricular reform.
Faculty interest in pedagogy has had anticipated impacts on improved classroom instruction. It has also had
unanticipated impacts such as a growth of undergraduate research opportunities in which faculty are now
more likely to treat students like colleagues.

A few months ago, there was a major article in the Notices of the American Mathematical Society on theeffective instructional practices developed at the mathematics department at the State University of New York
College at Potsdam (in some years, over 15 percent of Potsdam's graduates have been mathematics majors).

For this research-centered society to have an article extolling mathematics instruction at a state college
represents a major change of professional culture.

My favorite quote about pedagogy is a question posed to me 6 years ago-- before I understood fully thepower of the 'how'-- by the chair of the Potsdam mathematics department. He asked, "Why have Math
Association committees spent so much time writing reports about curriculum for the mathematics major?
What does using just the right curriculum have to do with training mathematicians?"

The Calculus Reform Initiative
Introductory undergraduate mathematics curriculum and instruction had a poor reputation a decade ago.
Today, collegiate mathematics is viewed as a leader in SME&T undergraduate instructional reform. The
calculus reform effort is a principal reason for this change. Hundreds of thousands of students are now beingtaught in calculus reform classes where students are more active learners and faculties are more active
teachers. The best selling calculus text last year (over 80,000 copies sold) was a reform text. Calculus

courses now focus on numerical, visual and applied interpretations of calculus as well as algebraic
techniques. Students make extensive use of technology, engage in cooperative learning, write about theirmathematical thinking and learn to attack open-ended, less structured problems.

Calculus reform has proved to be a stimulating case study in technological and pedagogical innovation. Useof technology has had a symbiotic two-way relationship with calculus reform. Graphing calculators and44.9computer software like DERIVE called into question the traditional drill in graphing functions and symbolic
differentiation and integration. At the same time they permitted realistic problems involving integrals which
could only be evaluated numerically and permitted visual and numerical exploration of the behavior of wholefamilies of functions. Pedagogical innovation became a natural solution for faculties who were trying to break

students free of deeply ingrained habits of mindless 'plug and chug' exercises. To make students thinkcarefully about model building and the analysis of calculus-based models, instructors turned to cooperative
learning, open-ended projects, and writing assignments. Interest in instructional innovation sparked by
calculus reform is stimulating faculty to rethink how they teach differential equations, linear algebra, andother mathematical sciences courses.
The accompanying map shows the broad distribution of NSF calculus reform awards by state. Subcontracts
associated with major awards, along with the scores of calculus reform workshops, have extended the impact
even further. The true success of the calculus reform movement is found in the 1000+ institutions that have
implemented calculus reform without a grant.

As an aside, I would like to give a special salute to program officers at NSF who displayed laudable
cooperation and enterprise to steer additional funds to the calculus reform initiative as they started torecognize the magnitude of the impact that was possible. The $18,000,000 finally spent on awards in the
Calculus Reform Initiative from 1988 to 1993 was several times what was directly allocated. The primary
support for NSF calculus reform initiative was through the Course and Curriculum Development Program in
the Division of Undergraduate Education in cooperation with the Division of Mathematical Sciences. DUE

Programs in Faculty Enhancement, in Instrumentation and Laboratory Improvement, and in Teacher
Preparation, as well as programs in the Division of Research, Evaluation and Communication (REC) and theDivision of Elementary, Secondary, and Informal Education (ESIE), contributed additional funds.

What are the three most important problems you and collaborating individuals andorganizations encounter in your efforts to assure that the best possible education isdelivered to undergraduates in the areas of SME&T?
While there was near unanimity about the improvements in the past decade, leaders in the mathematicalsciences community showed great diversity of opinion when it came to future problems. The following three
topics were each cited by about half the respondents:changing faculty values and attitudes;
serving a more diverse, and often under-prepared, student body; andequipment needs
Other problems cited by several respondents were

inadequate coordination across disciplines; andresponding to Standards-based changes in K-12 instruction

Other challenges mentioned were: the lack of diversity in SME&T faculty and graduate students; faculty
development programs; challenges of instruction delivered by a growing number of part-time faculty; andmore research about effective methods of student assessment. In the following discussion, I will focus on
possible contributions by NSF, but these contributions are assumed to be occurring in cooperation withprofessional societies and individual institutions. A key to the success of the calculus reform movement was
the close working relations that existed from the outset between NSF Principal Investigators and professionalsocieties.

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50

Changing Faculty Values and Attitudes

University faculty still gets promotion and tenure for research. Given the existing priorities, too few
university faculties have an incentive to make a substantial investment in instructional activities. The
increased interest in teaching and pedagogy among some university mathematical sciences faculty is
supported by a number of department chairs. However, it has limited support from most senior faculty (whopopulates the tenure committees).

There was a case around 1940 of a talented mathematician being denied tenure by a leading Ivy League
institution, because despite outstanding research the person was also a good teacher. Some senior facultyargued that his interest in good teaching was a demon seed; which in the future would consume the man anddestroy his research. Remnants of that thinking are still alive today at some institutions, both colleges anduniversities.

Along with a greater general interest in teaching, faculties need to ensure that their instruction is geared
towards the educational needs of all their students and society, rather than just the needs of advanced training
in their discipline.

I believe that the university mathematical sciences community is moving slowly to take a more positive viewof teaching. Mathematics departments owe their large size primarily to heavy freshmen service teaching. A
number of leading research mathematicians have become aware of the importance of good teaching in 'paying
the bills' for mathematics. NSF programs have helped to start a change of culture and can continue to do so.
The systemic reform theme in the new Mathematical Sciences Throughout the Curriculum initiative attacks

this problem head-on. There are a variety of efforts that NSF might undertake to enhance the stature of
instructional excellence: increasing funding across-the-board in DUE; awarding less-structured individual
investigator grants in instruction similar to NSF research grants; and placing a greater weight on instructional
activities in NSF 'research' grants.

Serving a More Diverse, and Often Under-Prepared, Student Body
Because of the long, sequential nature of learning in mathematics, it is easy for students to accumulate a
growing deficit of mathematical skills needed for undertaking college-level mathematics. Unfortunately, theincreasing number of students with inadequate preparation for college mathematics is occurring at the sametime that an increasing number of college disciplines are using more mathematics. Thus, to get students from
where they are to where they need to be for the mathematical requirements of their majors and the workplaceis posing a problem. The diversity of student backgrounds requires creative instructional strategies thatempower all students to help themselves grow mathematically, for it is not feasible to have instruction that isindividualized to each student. Additional research about how different types of students learn mathematics is
also needed.

This is a challenge that, I believe, needs to be shared between mathematical science departments and client
disciplines. Growing NSF support for advanced technology education programs illustrates the positive force
that NSF can play in fostering the development of new curriculum and instructional styles geared towards
workplace needs. I would like to see NSF support for pre-calculus reform expanded. A new program targeted
at developmental mathematics is needed. While this instruction is remedial in its mathematics content, it isalso some of the most challenging teaching in post-secondary education.

46

Equipment Needs
Mathematics departments have now joined science departments as laboratory disciplines. In mathematics, it

is computer laboratories. The costs of purchasing more computers as more mathematics courses use
computers, and the costs of replacing outdated PCs, are slowing efforts at instructional reform inmathematics to a crawl at many institutions. NSF ILI grants have helped hundreds of institutions introduce
and upgrade their computer facilities. Hopefully, the ILI, program can be continued and expanded.

Inadequate Coordination Across Disciplines
Faculty today tend to be much more closely linked with other researchers in their specialties at otherinstitutions than with local faculty in their own and other departments. Undergraduate education is acollective undertaking of the faculty and requires much greater educational day-to-day exchange among
faculty. Educational innovation, like cooperative learning, cannot flower unless new instructional strategies
are shared and coordinated among departments.

Instruction today is too narrowly focused on the subject of an individual course or the point of view of aparticular discipline. The scientific and business workplace today is characterized by multidisciplinary
thinking that draws on the paradigms and problem-solving strategies of many different disciplines. Manybusiness groups, such as the risk assessment divisions of major banks, value physicists, mathematicians andengineers for their common training in quantitative problem-solving. It is as if faculty in these different
disciplines see themselves as specialists in Bach or Tchaikovsky or jazz, while the world wants broadly
trained musicians. Faculty in quantitative disciplines must collaborate more fully to give students thisbroader, multidisciplinary point of view in their training.
The new NSF interdisciplinary consortia in chemistry and mathematics, joining related efforts underway inengineering, are of critical importance and should be expanded. It would be helpful if funds were madeavailable to support many smaller interdisciplinary efforts involving faculty in a group of departments at one
college.

Responding to Standards-based Changes in K-12 Instruction
The post-secondary mathematics community has been largely supportive of the mathematics Standards
developed by the National Council of Teachers of Mathematics. The visions of content, instruction andassessment contained in the NCTM Standards and the current efforts at enhancing undergraduate
mathematical sciences education have a great deal in common. Each initiative's primary goal is to enhance
student learning in mathematics and to make mathematics truly accessible to everyone. Since studies showthat teachers tend to teach the way they were taught, instructional reform in collegiate mathematics has animportant second order effect on instructional reform in the schools.

However, there are a number of further actions needed to support the NCTM Standards. Colleges anduniversities need to rethink their entrance standards and placement exams in mathematics, their pre-calculus

instruction, and their quantitative literacy requirements in light of Standards-based changes in K- 12
instruction.

Unfortunately, to date the pre-service mathematics training of teachers has changed little to reflect the valuesof the Standards. The instruction needs rethinking in both mathematics courses aimed specifically at preservice teachers and core mathematics courses which, at some institutions, have large numbers of prospective
secondary school mathematics teachers. For some mathematical sciences faculty, this rethinking may entail
additional professional development in new educational technology or pedagogy; for others, it might mean

working cooperatively with faculty in mathematics education. Better preparation of doctoral students forcollege teaching is a related concern, which can be addressed hand-in-hand with better preparation of K-12
teachers.

NSF can help with support for Standards-based reworking of introductory mathematics instruction and of themathematical preparation of K-12 teachers.

The diversity of opinion on future problems and the complexity of these problems

institutional

commitments, engaging all faculty, reaching and properly serving all students, coordination across thedisciplines, and more suggests the breadth and depth of the educational reform needed in undergraduate
SME&T instruction. These are daunting challenges, but they also represent exciting opportunities.
I would like to take editorial license to close this presentation with a nagging personal concern, which, I fear,
will overshadow many educational reform efforts in this country.

Ambivalence and Complacency About the Value of Education
In many nations, young people receive a strong, clear message from their parents, and from society generally,
to develop their minds as preparation for success in later life. I find little of this message in this country. In
Asian countries, parents are constantly complaining about the poor job their schools are doing, while surveysof American parents show satisfaction with the performance of their schools. Many in our society still believe
deep down that the frontier spirit of enterprise, rather than education, is the key to success in life. American
teenagers in our materialistic society, with limited parental guidance to concentrate on studies, are spending

too much time on part-time jobs to make car payments (immediate gratification) rather than on doing
homework (a long-term investment).

However, a workforce strong in SME&T skills is critical to maintaining our national and personal economic
well-being. NSF needs to work with SME&T professional organizations and friends in business to publicize
better that entrepreneurial spirit is not a substitute today for investing deeply in one's own education and for
obtaining a solid scientific and mathematical literacy.

Almost everything NSF does indirectly impacts this issue. NSF needs increased efforts to upgrade themathematics and science expertise of schoolteachers at all levels. The typical college graduate spends only
about 10 percent of his/her college time in non-remedial SME&T course work. I would like to see NSF workwith SME&T faculty to develop strategies to expand the SME&T experiences of all college students.

Alan C Tucker is SUNY Distinguished Teaching Professor at the State University of New York-Stony Brook in
the Department of Applied Mathematics and Statistics. He obtained his Ph.D. in Mathematics from Stanford
University in 1969. Dr. Tucker has been at Stony Brook since 1970, department chair for 12 of those years. He
has served from 1991 to 1997 as chair of the Mathematical Association of America's Education Council. Dr.
Tucker was the lead author of two recent NSF-sponsored studies, "Assessing Calculus Reform Efforts," and"Models That Work: Case Studies in Effective Mathematics Undergraduate Programs." He was MAA First Vice
President in 1988-90.

48

Testimony Before NSF Undergraduate Review Subcommittee"Disciplinary Perspectives of National Leadersin Undergraduate Education"
Eleanor Baum
Dean of Engineering, Cooper Union for the Advancement of Science and Art
New York, New York

Winfred Phillips
Dean of Engineering, University of Florida
Sarasota, Florida

Thank you, Mr. Chairman, for this opportunity to address the subcommittee on the important issue of
undergraduate education in engineering, science and mathematics. This is an enormously important topic
in today's competitive, high-technology world. My remarks will focus on engineering education. I am
speaking today on behalf of myself, as President of the American Society for Engineering Education(ASEE) and past chair of the ASEE Engineering Deans Council (EDC), and my colleague, Winfred
Phillips, President of the Accreditation Board for Engineering and Technology (ABET).

Engineers play a vital role in the technological and economic life of society. They develop new
manufacturing processes and products; create and manage communications and transportation systems;
address environmental problems, devise pioneering health care devices and, in general, make technology
work. In the words of Richard Morrow, past chairman of the National Academy of Engineering, "thenation with the best engineering talent is in possession of the core ingredient of comparative economic andindustrial advantage."Engineering education in the United States has served the nation well; providing a breadth of programs
across more than 500 institutions. But there is wide recognition that engineering education must respondto new challenges. Along with technical skills and intellectual development, engineering graduates must

learn how to work as part of teams, communicate well, and understand the economic, social,environmental and international context of their professional activities. In addition, engineering education
programs must find ways of attracting a broader mix of students that better reflect the social and ethnic
diversity of the country. Taken together, that§ a tall order.

We in the engineering education community are addressing these issues with assistance from a variety ofsources, including our industry partners, academic colleagues, and at the federal level particularly, theNational Science Foundation. The vision and support that NSF provides for improving engineering are
key to the experimentation and knowledge-building that are necessary for real change. Equally important,
as a premier funding agency of academic research, NSF§ support of research in educational topics andmethodology provides legitimacy and prestige for this type of faculty activity.

Last year, with NSF support, ASEE published a major report, Engineering Education for a Changing
World, which laid out general principles for addressing these issues. More than 60 schools are using thereport in their strategic planning processes.
We suggested in the report that engineering education programs needed to be three things:

49

54

Relevant to the lives and future careers of students;

Attractive to students with a wide variety of backgrounds and career interests; andConnected through partnerships and integrated activities with the wider community.

This community would include not only other colleges in the university, but K-12 schools, community
colleges, industry and government.
Rather than suggesting that all engineering schools change in the same way, we called for each school toestablish its own mission, based on whom it served and its comparative advantages. Some schools might
focus on educating students for professional engineering practice through the master's level; others mightoffer a combination of traditional technology-based engineering with a strong emphasis on broader
management and decision-making skills; while others would focus on preparing students for research andteaching careers.

This type of significant experimentation in the undergraduate curriculum would be fostered throughproposed changes in the criteria for engineering programs of the Accreditation Board for Engineering andTechnology (ABET). The proposed changes, which are now being reviewed by the engineering
professional societies that comprise the organization, would provide greater flexibility. In concert with

ASEE, industry and the EDC, ABET has proposed that each engineering school adopt a mission
statement. Further, it should develop goals consistent with the mission and implement outcomes
assessment.

Several state governments, along with parents and students themselves, are demanding methods forassessing the quality of engineering education programs. Given the diversity of engineering programs
throughout the nation, however, we believe that no one test or prescriptive set of criteria would beinappropriate for all engineering colleges. ASEE is serving as the secretariat for a group of engineering
professional societies that are seeking to identify successful assessment strategies and principles. The aim
is to develop a broadly supported array of assessment tools that engineering colleges could use, based on
their own needs and programs. The Joint Task Force 011 Engineering Education Assessment, consistingof ASEE, the Engineering Deans Council, the National Society of Professional Engineers, ABET and the

National Council of Examiners for Engineering and Surveying, expects to have an outline ofrecommendations by early next year.

A potential breakthrough for making technical subjects exciting and accessible to all students is the use of
the Internet. Electronic courseware that uses interactive media and provides access to a world of

information will make learning more interesting and enable students to better understand technicalmaterial. But how will faculty and students know what best among the many offerings? ASEE isworking to develop a system for peer reviewing multi-media courseware in engineering education over theInternet.

We would like to commend the National Science Foundation for its various programs that are promoting
the type of experimentation and risk-taking that will lead to real improvements in engineering and othertechnical education. The largest and potentially most influential program in engineering education is theEngineering Education Coalitions, consortia of engineering colleges whose purpose is to promotecomprehensive change. This program has promoted discussion about teaching, learning and curriculum
among faculty on many campuses and has begun a process of sharing resources.

A vital element in any broad reform effort is the dissemination and discussion of research results. We
encourage the Foundation to strengthen this aspect in its grant programs: encouraging grant recipients todemonstrate specific strategies for dissemination of their findings, as well as encouraging presentations on
educational research at meetings of the various professional societies. For example, the Division ofUndergraduate Education (DUE) this year sponsored a Project Showcase at the ASEE annual conferencein which engineering grantees funded by the Division displayed and discussed the results of their projects.
Nearly 2000 engineering faculty members attended the Showcase. This type of face-to-face interaction,in which faculty members can ask questions and develop contacts with the grantees, is a valuable
complement to wtitten articles and more formal presentations. We hope this kind of effort will continue.

We also commend the Foundation for its ongoing sponsorship of conferences and workshops inundergraduate education. These are a valuable way for groups of people to talk about undergraduate
education in mathematics, science and engineering and to help chart new policy directions. We hope these
efforts will also continue.

The engineering directorate of NSF has consistently and effectively promoted the integration of education

and research. Its programs have stimulated an increased emphasis on undergraduate education andresearch in all programs. We encourage further integration between EHR and the engineering directorate
to ensure a sound continuum in mathematics, science and engineering education: K-12 through Ph.D.

We would also like to single out efforts to promote university/industry partnerships, such as NSF's
GOALI program. GOALI enables industry representatives to spend time on campus and faculty andstudents to spend time in industry. This effort to bridge the gap between academe and industry and form
real partnerships is especially important in engineering. We urge the Foundation to expand activities thatencourage these collaborations in research and education.
At a time of great technological change and a greater need for citizens with technological understanding,
we hope that NSF will sustain and increase its programs for improving undergraduate education. This is
an important investment in our future and we look forward to working with you in this endeavor.

Eleanor Baum is Dean of Engineering at The Cooper Union, New York City, and Executive Director of The
Cooper Union Research Foundation. She is past-president of the American Society of Engineering Education(ASEE), president-elect of the Accreditation Board for Engineering & Technology (ABET), member of Board ofGovernors of the New York Academy of Sciences. She has long been active in matters dealing with Engineering
Education, encouraging women and minorities to seek engineering and science careers, and in 'technology
policy matters.

Winfred M. Phillips is currently Dean of the College of Engineering at the University of Florida and Associate
Vice President for the Engineering & Industrial Experiment Station. He is currently President of the American
Society for Engineering Education; President of the American Institute for Medical and Biological Engineering;
Past President of the Accreditation Board for Engineering & Technology; Governor of the American Society for
Mechanical Engineers; Vice Chair of the Board of Directors of the Southeastern Consortium for Minorities inEngineering; and serves as corporate director and member of a number of industrial, state and national
scientific advisory boards. He was Professor and Head of the School of Mechanical Engineering at Purdue
University from 1980-88. Prior to this, he was a Professor of Aerospace Engineering; Associate Dean for
Research in the College of Engineering, 1979-80; and Acting Chair for the Intercollegiate Bioengineering
program, 1978-79 at Pennsylvania State University. Dr. Phillips received a Bachelor of Science in MechanicalEngineering in 1963 from Virginia Polytechnic Institute; a Master of Engineering in Aerospace Engineering in
1966 from the University of Virginia; and a Doctor of Science in Aerospace Engineering in 1968 from the51

5;

University of Virginia. Dr. Phillips was granted a National Institutes of Health Career Development Award in
1975-80, named Distinguished Hoosier by the Governor of Indiana in 1987, and serves as a Governor appointee
to the Enterprise Florida Technology Development Board and the Southern Technology Council. He is
Chairman of the Board of the North Florida Technology Innovation Corporation, Inc. of Gainesville and Vice
Chair of the Council for Economic Outreach, Inc. Dr. Phillips is author of over 140 research publications, andhis personal research and teaching interests include mechanical engineering, fluid mechanics and biomedical
engineering.

52

Undergraduate Education in Computer Science & EngineeringPeter J. Denning
Associate Dean for Computing, School of Information Technology and Engineering,
George Mason University
Richmond, Virginia

By all accounts, undergraduate education in Computer Science and Engineering (CS&E) is flourishing.
There are 154 Ph.D.-granting CS&E departments in the U.S., and several times that number granting BS
degrees. Enrollments have been steady or increasing for the past several years as public interest in thediscipline has increased with the explosion of the Internet, Worldwide Web, computational science, andinformation-based engineering. There is strong agreement on the basics, the core of the discipline, as
registered in the 1989 ACM/IEEE report Computing as a Discipline, and incorporated into the guidelinesof the Computer Science Accreditation Board (CSAB). The faculty share a growing concern forcooperation with industry, reflected in the growing use of senior design projects and the 1994 call of the
CS department chairs for faculty to spend at least a year in industry as a condition of tenure. The faculty
have responded well to the Hartmanis report, Computing the Future (NRC, 1994), which called for more
attention to be paid to the undergraduate curriculum. For example, they are getting better and better atoffering "introduction to computing," where they are developing a new view of computation based aroundinteractions with machines rather than programming. In the lower divisions especially, they are beginningto employ undergraduate teaching assistants (UTAs) to provide supplemental instruction and help for
peers, lessening failure rates and increasing retention without decreasing faculty involvement. They areincluding more team projects, many on topics of concern to students, more student presentations, andmore written reports in their courses. After a slow start, they are now responding in numbers to crossdisciplinary work, especially in computational science, biotechnology, quantum computing, information

retrieval in the humanities, and graphics for the arts. They are making good use of educational
technologies such as Lotus Notes, interactive TV, CD-ROM, class web pages, Internet searching,computer-based lab projects, simulations, and workbenches in their classes. They are engaged in lively
debates on how much to increase instruction in basic systems integration and how to reach students todesign for human concerns, debates whose outcomes can only have positive effects on curricula.

Remaining Trouble Spots
I mark the 1988 publication of Charles Sykes's best-seller,ProfScam, as the beginning of the modern artof university bashing. A dozen or so additional books and innumerable editorials have since appeared on
the same subject. The principal complaints lodged by these writers include: 1) faculty are more interested
in research than in teaching; 2) graduates lack competence in their fields; 3) tuition and costs are rising

faster than inflation without a corresponding increase in value; 4) faculty spent too little time in theclassroom; and 5) faculty hide behind tenure and academic freedom rather than address problems. These
writers have clearly struck a resonant chord: not only have their works been best-sellers, but the chord hashummed in state legislature across the land, producing sharp cuts in higher education in most states and in

the federal budget for research, and producing new laws that attempt to bring faculty and theiradministrations to account for their reluctance to address well-known problems.

In my mind, these criticisms add up to customer dissatisfaction with universities on a massive scale.
Many faculty do not like the notion that students, parents, and employers are their customers and yet
students, parents, and employers are genuine, money-paying, satisfaction-seeking customers whose
discontent is being felt. The successes, improvements, and innovations I listed earlier demonstrate some53

58

real progress on the problems cited by the critics, and I daresay many critics would be pleased at the
progress that has been made. At the same time, if we make an honest report card for ourselves, we cansee that we have a long way to go before we will win back the full confidence and loyalty of ourcustomers.

Research: University research is a big enterprise, seen by most faculty as integral to the mission of auniversity. Faculty still place more emphasis on research than on any other factors for promotion andtenure. Few undergraduate students come into contact with faculty research. The complaint that students
learn more about advanced technologies from the Discovery Channel than from their professors has
considerable merit. In my view, we can go a long way toward resolving this problem by finding ways toconnect research to undergraduate curricula. Some of these ways will involve technologies that facilitatethe "feedback path" from research to curriculum, while others will involve new faculty practices such asorganizing technology shows or engaging undergraduate students in their own research projects.

Student Competence: In response to pointed criticisms by business people, we have made good progresswith team projects, senior design projects, co-op programs, and more emphasis on good presentations andwritten reports. But there is much more we can do. Few of us can give a cogent answer to the questions:"At what must the educated engineers (computer scientists) of the 21s` century be competent? How will

we know that they are?" Few CS&E undergraduate programs have made a clear statement of thepromises they make to their students about the kinds of competence they will have on graduation. Fewer
have agreements with business people that those are the competencies required for work and even fewer
still have any means of demonstrating that students are competent. Until we address these questions in
co-operation with business people we will forever be playing a game of catch-up, a game of responding
to pointed criticisms, rather than a game of anticipating what is needed before it becomes a businessnecessity.
Tuition: As faculty, we do not pay much attention to reducing the costs of education we see that as thejob of administration. When we do think about it, we speak of using information technology to improve
communication with students, to automate some parts of the process such as keeping records or grading,to provide learning environments that students find more engaging, and to reach more students throughdistance learning. We complain when undergraduate class size reaches 50 students, but seldom
investigate the question of how to organize the teaching of 500 students effectively.

Classroom Time: Most faculty I know spent 15-20 hours a week on each class 3 in the classroom,
several more in preparation, several more in coaching students, and several more in grading and giving
feedback. Virtually everyone is using e-mail to permit students to have access to them around the clock.
Faculty accessibility is becoming less of a complaint. I don't think there is a problem on this issue, but theword may not be out.

Tenure: Criticisms of the "tenure system" stir deep resentments among the faculty. Instead of recognizingthese criticisms as frustration on the part of critics about our lack of response to their real criticisms, wereact with great defensiveness, which only fans the flames. We would do far better to respond directly tothe criticisms about our effectiveness in research, conferring competence, and teaching. In any case, thegrowing wave of "post tenure review" processes being mandated by state legislatures is going to rendertenure a fond memory.

As you can see, I rate the first three items on the last as the remaining trouble spots among the main
issues raised by the critics of higher education.

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New Trouble Spots
I would like to turn now to some areas in which we are not paying much attention, areas that will surely
become trouble spots unless we do pay attention to them. These may offer even bigger challenges than theones we are now dealing with. In discussing these aspects, I do not want anyone to think I am suggestingthat "something is broken, throw it out and start over." I do suggest that we pay serious attention to theseareas before they turn into real problems. There are two:
The demise of the university
Effective teaching in the age of the Internet

Demise of The University
Four assumptions lay behind our historical conception of a university: 1) the library; 2) a community ofscholars (formed around library) drawing on each other's knowledge in different disciplines; 3) teachers
working with small groups of students; and 4) offering a period of schooling; helping one to transformfrom adolescent to adult, and granting a credential for entering work.
Information technology is undermining these assumptions. Consider each in order: 1) Digital libraries willsoon become a reality and will make the content and services of libraries available at every desktop. The
unique role of a university library will disappear. 2) As the quantity of scientific records has increased,

more scientists have become specialists of increasing depth in narrower fields. The university has
fractionated into specialties in departments and sub-departments. The local community of scholars has
been replaced with a professional community of specialists around the nation and the world, held together
by telephone, fax, Internet, and conferences. The individual has become the representative of the specialist

community on campus. Most educational technologies developed to date are tools to help the "soloindividual" navigate in a complex world of specialties; few of these technologies promote the kinds of
local community that used to characterize the university. 3) Mass education has largely done away withthe small undergraduate class. A typical class costs close to $40K to produce and often requires 40
students just to break even. Commercial firms are beginning to make education offerings at prices lower
than universities, and with stronger promises of certifiable competence (e.g., Novell network engineer). A

few examples already exist of a master teacher leveraging himself effectively for thousands to tens of
thousands of students, and more of this can be expected as entertainment moguls meld their skills withthose of flamboyant professors. 4) Specialties change so rapidly that most people can expect to change
careers every 5-10 years during their working lives. It is no longer true that four years of university
prepares one for life. This is producing a massive growth of interest in professional education that
universities are unable or willing to accommodate.

Our immediate response to these threats has been to invest more heavily in information technology atuniversities. This provides temporary help but does not change the underlying phenomenon, which is that
information technology is rendering the university obsolete.
What roles can universities fulfill that people would find valuable? How do we begin to position ourselves
for these new roles? I think these are important questions that few of us are examining. Every one of us
must think deeply about these questions. I suspect that we are underestimating the speed at which thetraditional university is approaching its disintegration. I see at least two new roles for the university:

Professional education: The university can extend its educational offers for the 45 years of professional
life people will have, and not focus primarily on the four years immediately preceding professional life. It
can offer smaller programs, say one year in length, leading to certificates of competence. People will

market themselves by an evolving portfolio of certificates rather than as the holder of a BS, MS, or Ph.D.

degree. These programs can reach into much higher levels of competence than now covered by any
university program

e.g., experts, virtuosi, and masters.

Community building: The university can be a counter-force against the march of increasing specializationand fragmentation. It can regain its old capacity to foster community involvement, entrepreneurship, andsolidarity.

These suggestions are painfully brief; in my limited space here, I intend only to point a direction for
future, in-depth investigations.

Effective Teaching in the Age of the Internet
In the last few years, effective teaching has come to occupy a high place in the concerns of every faculty
member, as it should. Our notions of teaching are strongly influenced by our notions of learning, whichhave been heavily imbued with vocabulary from information technology and cognitive science during thepast generation. In my mind, the customer-relation problems I discussed earlier are not caused byinadequate understanding of learning, but by inadequate understanding of teaching. The rapid advances of
information technology have exacerbated them, which draw attention to the processes of learning.
How many of you as teachers have been offered training (or even forums) in teaching effectiveness at any
time in the past five years? Ten years? Did you accept the offer? When I ask these questions I find there
are few "yes" to the first two and even fewer to the third.
I suggest that we as a profession undertake an investigation of effective teaching in the age of the Internet.
I use the phrase "way of the teacher" to describe the attitudes, skills, and practices of the effective teacher.
I will offer a glimpse of what these are and how we might learn them.

The Way of The Teacher asks us to think deeply about who we "are" as professors and who we need to
become in order to be capable of educating people for competent life and work in the 2 ft century. Before
we can say who we must become, we need to understand who we are now. We are specialists who like tocongregate with our professional communities, who are other scholars like ourselves. Although we admire
or loathe the giants of our industry (for example, Allen, Andreesen, Cerf, Clark, Frankston, Gates, Gilder,
Joy, Kahn, Lynch, Metcalfe, Moore) we do not move in their circles; we orbit them, not they us. Many of
us feel increasingly disconnected from their world; we do not know how to move in it. We see our jobs asteacher to transmit information to students; we are the authorities who choose what to transmit, verify
that it has been received, and generate more of it through our research. We do not see students, parents,and employers as customers; only funding agency program managers routinely command this treatment.
We focus a lot on teaching process and look to cognitive science for "laws of learning" that we can use to
optimize the process and support through information technology. I suggest that most of the breakdowns
that frustrate us and leave us unsettled are related to this information-oriented way of being.
Stephen Covey tells the story of a businessman who went to Chicago to close an important deal. He drove
his rented car from O'Hare toward downtown, confident that the detailed map and directions from his
associate would get him there on time. Within a few minutes he began to get confused, for he was unable
to match the expressway exits to his map and directions. He got off the expressway but could not locate
his position on the map. He called his associate, who said to him, "Your problem is that you gave up too
easily. Get back in your car and try harder." And so he did. He tried harder. He continued driving through
Chicago's streets, utterly unable to match his position with the map. After a while he became very angry.

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He again called his associate, who now said to him, "Hey what are you getting mad at me for? I faxed
you a great map. Your problem is your attitude. Fix your attitude and you will get here." And so he tried
to improve his attitude. He was hopelessly lost with a smile. He spied a sign to O'Hare, drove there, andreturned home without the deal. The next day he told his secretary the said tale. She asked to see the map.
"Omigosh!" she exclaimed, "This is a map of my hometown, Detroit! They faxed you the wrong map!"
And so it is with teaching. No amount of trying harder or attitude adjustment is going to help us become
more effective as teachers in Chicago, or more involved in the dynamics of the computing industry, if weare trying to find our way with a Detroit map.

I suggest that the way of the teacher begin with a map of the human being, not a schematic of an
information-learning process. A new map can rest on premises such as the following six: 1) We arebeings who construct narratives about ourselves and those around us based on our experiences and on

conversations we have had with others. 2) We coordinate, communicate, and learn in language.
Breakdowns events that interrupt our progress toward our goals are the moments at which we do mostof our learning. 3) Learning in the workplace is hardly different from learning elsewhere. 4) The Internet

is a communication space that vastly enlarges the scope of those whom we can talk with and transact
with, and also enlarges the number of breakdowns that we encounter and the kinds of things we can learn.
5) Technology is equipment and tools that augment human capabilities and enrich the space of actions we

can take together. 6) Design is a conversation we have with others in which we plan and describe
technologies that may be implemented and put to practice.

I speculate that from these interpretations we can build a new way to approach the bases of effective
teaching. Education, communication, reading, listening, seductive writing, trust, compassion, fear andself-esteem, service, assessment, diversity, seriousness, humor, invention, innovation, historicalsensibility, coaching, educational technology, professional education, and lifelong learning a new map
for teaching. The goal of such an investigation would be power a new map showing effective teaching asa set of skills and practices that can be learned, not a gift given to a few select teachers.

Summary
1.

The field of CS&E is making good progress in responding to complaints from our customers
about what we are teaching our undergraduate students.

2.

The field of CS&E still has much work to do on current trouble spots: to integrate research with
undergraduate education, to reduce the "unit cost" of teaching courses, and to define and test forcompetence.

3.

In concert with other fields, CS&E must participate in serious investigations of new trouble spots,
which will pose even more serious challenges than the current trouble spots:

The factors, arising from information technology and the large increase in scientific informationthat are dismantling the assumptions underlie the university as an institution. Among the possible
new roles of universities are professional education and cross-disciplinary community building.

The need for a "map" of effective teaching in the age of the Internet and for training ofteachers. Effective teaching can be approached as a set of skills and practices that can be learned,
not as a gift given to a select few. This map would shift attention from the teacher as a facilitatorof information processes to the teacher as cultivator of competence in human beings.

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Since 1991, Peter Denning has been Associate Dean for. Computing and Chair of the Computer Science
Department in the School of Information Technology and Engineering at George Mason University. He was thefounding director of the Research Institute for Advanced Computer Science (RIACS) at NASA Ames ResearchCenter beginning in 1983. He joined the Computer Sciences Department at Purdue University in 1972 and washead of the department from 1979. He was an assistant professor of Electrical Engineering at Princeton
University from 1968, after completing his Ph.D. at MIT in EE. In 1980, he was one of the four co-founders of
CSNET, NSF-sponsored project that built the first community network and initiated the transfer of the ARPANET

technology from defense contractors into today's Internet. He was President of the ACM (Association for
Computing Machinery 1980-82). He has led several significant projects including bringing operating systems
into the core of computer science (1971), the Snowbird report "A discipline in crisis" (1980) that helped start
NSF CER program, the ACM/IEEE report "Computing as a discipline" (1989) that defined the core of CS&E,
and the Center for the New Engineer (1983) at GMU that is building technologies to support effective teaching

and learning for engineering. He has received the Computing Research Association Award, the ACM
Distinguished Service Award, two best-paper awards, three scientific society fellowships, and two honorary
degrees.

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Engineering Technology Education(Bachelor of Science or Four-Year Degree Component)
Don K. Gentry
Dean of Engineering, School of Technology, Purdue University
West Lafayette, Indiana

Engineering Technology programs are relatively young in the overall developmental history of higher
education in the United States. Their growth and development resulted from an evolution of social,economic, and technological events, including defined needs of industry. Engineering education in the
U.S. was generally patterned after the Ecole Polytechnique of Paris, France, founded in 1794, the firstschool to prepare professional engineers. The Rensselaer Polytechnic Institute was founded in 1824,
becoming the first institute of its kind in the United States.

The industrial revolution in the 19th Century greatly expanded the need and scope of engineering
education in the U.S. and continued the movement leading to the creation of engineering technology
programs. The "Land-Grant College Act" or the "Morrill Act" of 1862 greatly expanded the number of
institutions offering engineering programs and made engineering education a major part of public higher
education. The mechanical engineering programs that developed under this movement were the genesis ofmany engineering technology programs operated at major institutions today such as Penn State, Purdue,
and Texas A&M.

Many technical institutions were developed in cities across the U.S. under the federal war training
programs developed during and following World War II. This movement created training programs forthe defense industry needs. These programs remained in many cities at the end of the Act to form thenucleus for education programs that contributed to the development of engineering technology programs.
The Servicemen's Readjustment Act of 1944, which provided for 48 months of education and training for
all World War II veterans, also played a major role in the evolving education program not yet named
engineering technology.
Another development that had a dynamic impact on the growth and development of the current programs
called bngineering technology' was the creation of community colleges in this country. Many two year
programs in engineering technology today are operated through this educational delivery system. These
programs had the advantage of responding quickly to the needs of industry and reaching regionally boundstudents.

Many engineering technology educators point to the Grinter Report issued in 1955 and the launching of
Sputnik as the basis and emphasis for the development of four-year engineering technology programs.

Dr. L. E. Grinter, former Dean of Engineering at the University of Florida and Chairman of theEngineering Education Evaluation Committee, which proposed a bifurcation of the engineering
curriculum in the preliminary report but excluded such language from the final report, later summarized
the situation clearly in an article written for theJournal of Engineering Technology:"Engineering faculties ... were unable to agree with the concept of bifurcation ofengineering curricula. The committee§ objective was to provide a dual choice [withinengineering schools] for each student of either a scientific or a more pragmatic orientation

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of his program in engineering. Nevertheless, the natural forces of student desire andemployer need; have brought about a nearly complete solution through the development offour-year [engineering technology] curricula. Finally, we can see so much future
development of computer-aided research ... that the extraordinary growth of enrollment inengineering and [engineering technology] curricula may seem a wise preparation for
expanding future industry." (L. E. Grinter, Engineering and Engineering Technology
Education, Journal of Engineering Technology, March 1984, 1 (1): 6-8).

From these early events in the evolution of engineering technology comes a set of basic beliefs or
principles from which the programs have developed.

Founding Principles that have made Engineering Technology Successful
I presented a paper at the 1994 ASEE Annual Conference on the principles that have made Engineering
Technology successful from its beginning. Those comments were condensed in aLast Word article for
the February 1995; ASEE Prism entitled "Stay the Course.""The engineering technology programs:

emphasize the teaching of industry-standard technological information and skills;
prepare graduates to be immediately productive in society;integrate general education and technical courses within the curriculum;
provide application-oriented instruction and are laboratory based;

apply mathematics and natural science as an integral part of the learning environment;
place a strong emphasis on communication skills - both oral and written;

focus primarily on analyzing, applying, integrating, implementing, and improving existing
technology and the practice of these skills;

provide for problem solving, lifetime learning, and teamwork skills;

are taught by faculty with industry experience as well as with appropriate academic
preparation for the field; andare responsive to changing market demands.

These principles for engineering technology education are as reliable today as they were 35 years ago. In
fact, business and industry may even recognize the importance of these traits and skills in our graduates
or products more today than ever before."

The Spectrum of Engineering Education
As the field evolved, much time and effort has been spent defining the field. Few fields of education havebeen more studied or had more reports issued on their development. One such report, "The Engineering
Technology Education Study Final Report" issued in 1972 defined engineering technology as:"Engineering technology is that part of the technological field that requires theapplication of scientific and engineering knowledge and methods combined with technicalskills in support of engineering activities; it lies in the occupational spectrum between thecraftsman and the engineer at the end of the spectrum closest to the engineer."60

E5

The field continued to evolve and grow and in 1992 the Engineering Technology Council (ETC) of theAmerican Society for Engineering Education (ASEE) adopted the following definition that is used inpractice today by the Technology Accreditation Commission (TAC) of the Accreditation Board forEngineering and Technology (ABET) to define engineering technology programs:"Engineering technology is the profession in which a knowledge of mathematics and naturalsciences gained in higher education experience and practice is devoted primarily to theimplementation and extension of existing technology for the benefit of humanity. Engineering
technology education focuses on the applications aspects of science and engineering aimed at
preparing graduates for practice in that portion of the technological spectrum closest to the
product improvement, manufacturing, and engineering operational functions."

The place of engineering technology in the spectrum of job functions in industry was best defined byRobert L. Mott, Associate Dean for Engineering Technology Programs, University of Dayton, in anarticle in the Fall of 1992 issue of theJournal of Engineering Technology.
Figure 111.1
Design using
established methods

Integration, Testand Evaluation

Manufacturing, Quality
Assurance, Operations Management

Development

Production, Environmental,
Facilities Management

Computer Design

Technical service,
Applications Liaison

Complex Analysis
Distribution
and Sales

ResearchLess MathematicalMore Mathematical

Spectrum of Engineering Technology and Engineering Job Functions in Industry.

Graduates of bachelor of science degree engineering technology programs are employed across thetechnological spectrum, but more prominently in applications, implementation, and production-oriented
positions, as well as in technical sales and customer service.
The word "engineering" is used as a noun when describing engineering programs in academic institutions
or by association boards, and as an adjective when describing technology programs. The word "engineer"is used in industry to generally denote the function of the position or the job, such as design engineer,process engineer, manufacturing engineer, production engineer, sales engineer, or service engineer.

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Therefore, the spectrum of engineering is very relevant to the understanding of the field and how thegraduates are utilized in industry.

Continuing Challenges for Engineering and the Role of the National Science
Foundation
Many of the issues identified in the 1986 National Science Board report, Undergraduate Science,
Mathematics, and Engineering Education (NSB 86-100), continue as issues today. Although muchprogress has been made through National Science Foundation and other federal programs, the following
issues are identified for continued focus:

Students
Preparedness of entering students, specifically in the areas of mathematics and science continues
to be a concern identified by engineering technology educators; andThe need to provide applications-oriented educational programs beyond the baccalaureate degree
for bachelor of science degree engineering technology graduates.

FacultyAcquiring faculty with appropriate academic preparation and industrial experience;

The need to develop incentives and rewards for faculty who teach comparable to those who doresearch;
Need to develop more Master's Degree Programs to provide faculty for technology institutions.

Instructional Delivery
The continued growth of the global economy and the rapid expansion of technology will continue
to impact curriculum development, and points to the need for the development of an adaptive
workforce with the capability to learn throughout their careers;

the need to recognize the important role thatcan be played by four-year institutions in the overall improvement of engineering technology
programs in relationship to two-year institutions. Some of these roles are:
The Advanced Technological Education program

to use four-year programs as model showcase sites for laboratory and curriculum
development;
the development of model curriculum for two-plus-two programs;
faculty professional development centers; andto model the use and implementation of ever-changing technology.

Partnerships and outreach programs to business and industry will continue to be a major key tothe future growth and success of the undergraduate programs. More replication of successfulmodels needs to be supported.

Sustaining the high quality laboratory base of programs while facing the combined forces of costescalation and rapidly changing technology is a major concern of all engineering technology
institutions. The National Science Foundation Instrumentation and Laboratory Improvement
program needs to develop a much larger role in supporting this effort.

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None of these challenges is insurmountable. The engineering technology community is prepared to workwith the National Science Foundation and others to find the most appropriate solution to these and othercontinuing concerns. The greatest impact will be felt when we all target mutually agreed upon solutions.
Engineering technology educators greatly appreciate the recognition of our programs by being included inyour deliberations.

Don K. Gentry has been a faculty member and administrator in the Purdue University School of Technology for

14 years; has served as Dean since 1987, is an active member of ASEE, campus representative for theEngineering Technology Council (ETC); and a board member of the Engineering Technology LeadershipCouncil (ETLC). He holds a B.S. and M.S. from Purdue University and a Doctorate of Education Administrationfrom Indiana University. lie has had over 30 years of experience in education.

Appendix
Scope of the engineering technology programs today:

As of October 1994, 173 institutions operated 450 TAC-ABET accredited associate degree programsand 113 institutions operated 320 bachelor of science (B.S.) degree TAC-ABET accredited programsTwo-birds of the B.S. degree programs were in the electrical/electronic, mechanical, andmanufacturing disciplines.

Over 6,500 Engineering Technology B.S. degrees were graduated from TAC-ABET accredited
institutions in 1992-93, while the total enrollment in B.S. level engineering technology programs was
36,871.

The largest public institution producers of B.S. degree graduates are: Purdue University in West
Lafayette, Indiana, and Southam College of Technology in Marietta, Georgia. The largest private
institutions are the DeVry Technical Institute System, operating in seven states, the Wentworth
Institute of Technology in Boston, Massachusetts, and Rochester Institute of Technology in
Rochester, New York.

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Enhancing Science, Mathematics, Engineering andTechnology Education at the Two-Year College
Durward R. Huffman
President, Northern Maine Technical College
Academic Officer, Maine Technical College System
Presque Isle, Maine

It has been gratifying in recent years to observe the increased interest and leadership, especially at thetwo-year college level, that the National Science Foundation has placed on science, mathematics,
engineering and technology education. This significant leadership role and emphasis is evidenced by such
publications from the Division of Undergraduate Education (DUE), Directorate for Education and Human
Resources as shown in the attached bibliography. DUE's major programmatic areas of Instrumentation
Improvement, Curriculum and Course Development, Undergraduate Faculty
Enhancement, NSF Collaboratives for Excellence in Teacher Preparation, and Advanced Technological
Education are critical leadership initiatives for enhancements in two-year educational programming. It isvery important for all of these initiatives to continue, with periodic reviews and enhancements as needed.
and Laboratory

The information and recommendations contained in a number of NSF publications listed in the
bibliography have been and will continue to be beneficial to administrators and faculty of two-yearcolleges. Director Neal Lane's interview published in the September 19, 1995,Community College Timesis again indicative of NSF's leadership's view of the importance of two-year education in preparing highly
qualified technicians and technologists for the future workforce.

The individuals comprising the engineering and science technician segment of America§ workforce are
typically expected to have an applied background with a theoretical base at a level that enables thosetechnicians to be productive at or shortly after employment. The rate of change of technologicalinnovation and the integration of these new concepts into curricula offerings necessitates frequent
updating of these programs. The rate of change is illustrated in part by the comments of Sir Robert
Telford, Life President of Marconi Cie, in his keynote address to a 1994 conference entitledTechnologies
Role: New educational potential and obstacles of distance and flexible learning infrastructures in thecontext of regional development'. He began his address by stating that, "The success of acompany/country is a function of the sum of the competencies of the employees/populations." He also
provided information about his recent visit to a Marconi plant in Italy and noted the following interesting
facts:The products that the plant was producing in 1990 had been replaced with new products;
In 1992, one-third of the orders were for products that did not exist two years earlier;

Production time has been cut drastically. A couple of years previously, where it had taken 40
minutes to assemble a mobile phone unit; it now took 12 minutes;
Employees operating the microelectronics production line are required to have university
degrees;
Knowledge is doubling every 10 years;
Telford, Sir Robert, The role of education and training as a strategy for a regional development policy. What
are the criteria for success and/or failure? Keynote Address for Technologies Role: New educational potential
and obstacles of distance and flexible learning infrastructure in the context of regional development, Nancy,
France, May 1994.
I

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There is an increasingly higher level of competition; andThere is a shift to a lifetime of learning

Such rapid change requires graduates capable of learning new material independently and quickly.
Students in their college work must develop these skills. Hence, pedagogical methods involving various
media sources, including the Internet, must continue to be integrated into the learning process. Therefore,
it is important for initiatives to encourage institutions and faculty to continue to develop and disseminate
new methods to foster independent experiential learning. Advisory committees continue to communicate aneed for additional knowledge and skills in the various areas external to the major discipline and within
the discipline as a result of new technology and/or methods in the workplace. In the bookFuture Tense2 it
is noted that the following traits in an individual's skill portfolio will help that individual succeed in theorganization of the future.
Reasoning. Can these young people think straight? Can they tell stories that make sense? Can
they develop logical arguments?

Communication. Can they read, write, talk, present, listen, respond, and sell an idea? Threeof these are good, five, great, and seven exceptional.

Cross-cultural skills. Can they deal with diversity (race, gender, religion, ethnicity, culture,physical attributes, functional areas, training, and background)?

Global experience. Have they been outside the United States? Can they speak a second
language? Are they keen to try?

Team orientation. Have they performed in a musical or theater group? Did they play teamsports? Can they play on teams? What role do they like on teams?

Technological literacy. Do they have a core of technologies they can use or learn,particularly computer and communications technologies: PCs, local area networks, e-mail,work processing, and spreadsheets? Are they interested in new technologies as tools?
Track record of achievement. Have they had successes in any field? What are the intereststhat motivate them? How do they feel about success?
Quick study. What can they learn? How fast? Do they seek out learning situations?
A comprehensive task force within the Maine Technical College System, identified in its report, Skills For
The 2Ist Century3 has reached similar conclusions

Engineering technology programs accredited by the Technology Accreditation Commission of theAccreditation Board for Engineering and Technology (TAC of ABET) generally have program criteria
developed by the responsible professional society. These criteria along with the general criteria for
accreditation by the TAC of ABET establish a minimum standard for these programs. Over the years,
the credit hour content of many of these programs has continued to creep upward. Recognizing the heavy
student workload, some programs have reduced the required number of credit hours to make the program
more attractive to students while incorporating advances in technology. Others have addressed theseconcerns be expanding some two-year engineering technology programs to the baccalaureate level. A

third alternative under consideration by others is to offer an advanced post-associate certificate fortechnical workers to provide the expanded knowledge and skills needed by their employers.
2

Morrison, Ian and Schmid, Greg, Future Tense: the business realities of the next ten years . William Morrow
and Company, Inc. New York, NY, 1994.

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In my letter of August 4, 1995, to Dr. Watson, I referred to the result of the foregoing pressures as
curricula compression. This presents a formidable challenge to faculty and administrators given the
typical problems of eroding resources, academic preparation of entering students, and others as listed on
page 22 of Technical Education in Two-Year Colleges4.

Another major concern exists with the transition to the information age economy and the downsizing ofmany businesses. This has negatively impacted the availability of jobs for technical workers in various
areas of the nation. While NSF is not directly engaged in economic development initiatives, it isimportant to recognize these economic conditions and to encourage economic development activities by
various agencies of federal and local governments.

The importance of the appropriate level of academic competencies of incoming students is worthy of
special note. Tech Prep and other initiatives at the secondary level are helping. Continued emphasis byappropriate government agencies should be directed toward the successful existing initiatives, toward
teacher preparation programs and toward professional development activities to assure appropriate
academic achievement by students at the secondary school level. Associated with the secondary school
activities is a need for guidance counselors to understand the opportunities available to science andengineering technicians and technologists and the academic preparation required for these careers.
Appropriate counseling and encouragement would assist many students in being better prepared
academically to enroll and be successful in these curricula at the two-year college.

From my perspective, there will be a need for continued improvement and/or revision of teaching
techniques for the foreseeable future to continue to incorporate technological changes into the teaching
and learning process. Until there is substantial improvement in the economies in many states and/or
regions of the nation, resources at the local level will continue to be limited. Consequently, the continued
leadership of NSF is most important in such initiatives as the ATE program and dissemination of theresults of promising practices. Efforts based on the results of such initiatives as well as work previously
disseminated can be most useful to two-year mathematics, engineering technician and science technician

programs. Please continue these programs, expand into other activities that look promising, andencourage other government agencies and/or departments to support the technician segment of theworkforce of American.

Thank you for the opportunity to offer this testimony.

Durward R. Huffman serves as president of Northern Maine Technical College, one of seven colleges in the
Maine Technical College System. I I e also serves as the academic officer for the system. He has technicalcollege administrative experience at all levels and has taught at both associate and baccalaureate levels. He has
an Ed.D. in higher education from the University of Sarasota; a masters degree in electrical engineering fromthe University of Colorado; and a bachelor of science degree in electrical engineering from Heald Engineering
College. He is a registered professional engineer, and his industrial experience includes the design of electrical
power systems and process control systems. He holds professional membership in the American Society ofEngineering Education, the American Technical Education Association, and the Institute of Electrical andElectronics Engineers. He is presently serving as a member of the Community and Workforce Development

Commission of the American Association of Community Colleges and is active in various community
organizations. His activities in accreditation include service on regional teams and on TAC/ABET teams He has
4 Burton, Lawrence and Carin A. Celebuski, Technical Education in 2-Year Colleges, HES Survey Number 17,
NSF, Division of Science Resources Studies, 1995.

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served as chair of the Technology Accreditation Commission of the Accrediting Board for Engineering andTechnology and is editor-in-chief of the Journal of Engineering Technology.

References
Cvancara, K.J., 1995. "Interview: Neal Lane," Community College Times, American Association ofCommunity Colleges, Washington, D.C., Vol. VII. No. 18, September 19, 1995, p. 6.

Kabat, E., J. N. Friedel and M. Senew, 1995. Partnering To Build A Quality Workforce: Critical Issues
in Environmental Technology Education at Two-Year Colleges, Advanced Technology
Environmental Education Center (ATEEC), Bettendorf, IA.

National Coalition for Advanced Manufacturing Position Paper,Preparing Technical Workers for The
New Industrial Area: The Need for a Fundamental Shift in Federal Policy Toward Technical
Education, Washington, DC, 1993.

National Science Foundation, DUE Awards to Two-Year Colleges 1993, Division of Undergraduate
Education (DUE), Washington, DC, 1993.

National Science Foundation, DUE News, Division of Undergraduate Education, Directorate for
Education and Human Resources, Fall 1994.
National Science Foundation, Gaining the Competitive Edge: Critical Issues in Science and Engineering

Technician Education, Division of Undergraduate Education, Directorate for Education and
Human Resources, Washington, DC, July 1993.

National Science Foundation, Matching Actions and Challenges: Report of a National Science
Foundation Workshop on Science, Engineering, and Mathematics Education in Two-year
Colleges, Directorate for Education and Human Resources Washington, DC, May 1992.

National Science Foundation, Partners in Progress: Report of a National Science Foundation Workshop
on the Role of Professional Societies in Science, Technology, Engineering, and Mathematics
Education in Two-year Colleges, Directorate for Education and Human Resources, Washington,
DC, October 1992.
United States Department of Commerce and U.S. Department of Labor, 1993. Workplace of the Future:

A Report of the Conference on the Future of the American Workplace. U.S. Department ofCommerce, U.S. Department of Labor Washington, DC, July 26, 1993.

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7')

Undergraduate Education in Chemistry
Ernest L. Elie!
Professor of Chemistry, University of North Carolina at Chapel Hill
Chapel Hill, North Carolina

I believe it is worth stating at the beginning that undergraduate education in chemistry in the U.S. is inquite good shape overall, thanks to the operation of the American Chemical Society's Committee on
Professional Training (CPT) over some 60 years. Students in the approximately 60 percent of U.S.
chemistry departments that are ACS approved (about 90 percent of all undergraduate chemistry majors)
are well prepared for continuing graduate studies in chemistry as well as many areas of molecularbiology, polymer and materials science, environmental science etc. Provided, of course, they follow the

ACS approved curriculum. (Only about 50 percent of chemistry majors do.) The possibility of
specialization in the last two years of study, e.g. in biochemistry, environmental chemistry, polymer
science, etc. now provided in the approved curricula has enhanced their value. It is less clear if thesecurricula prepare a chemistry B.S. well to enter directly into industry. Our industrial colleagues complain

about problems in oral and written communication, lack of experience with teamwork, and lack ofknowledge of industrial needs and practices.

While chemistry curricula for chemists may need no more than fine tuning, it must be remembered thatthe majority of students taking freshman and sophomore chemistry are not chemistry but biology majors,
pre-pharmacists or pre-medical students. The needs of that majority may not be the same as those forchemists.

Finally it must be said that the standard freshman chemistry course is not particularly suitable as aterminal course for majors in the humanities, fine arts or social sciences who need a science course to filla distribution requirement. Few such majors take chemistry; they tend to prefer biology, geology, or
psychology. As a result and especially if they are among the 45 percent of all students who haveevaded chemistry in high school

they may never learn about the chemistry (food, materials,

environment, etc.) that is so important in everyday life.

Suggestions
1. A number of departments have adopted a sequence of one semester of general chemistryfollowed by two semesters of organic chemistry and one semester of more advanced generalinorganic-analytical-physical chemistry such a sequence may be preferable especially for
those not majoring in chemistry.

2. A course of the type based on "Chemistry in Context" should be taught for non-science
majors.

3. CPT requires 400 hours of laboratory. This requirement should not be shaved. In general,
U.S. students are not as proficient in the laboratory as students from Switzerland, Germany,and many other countries are.

4. A seminar course for seniors would assist them in acquiring ability with oral presentation ofideas.

5. The grading of laboratory notebooks and reports should be done with care and thoroughness
and should include correction of bad English.
6. It is strongly recommended that chemistry majors be involved in research projects, at least

during their senior year.
7.

Co-op programs are ideal for acquiring familiarity with industrial operations (including
teamwork). Short of that, a chemistry major might profitably spend one or two summers in
an industrial laboratory.

Ernest L. Eliel is W. R. Kenan Jr. Professor emeritus in the Department of Chemistry, University of North
Carolina at Chapel Hill. His research interests are in the area of organic chemistry, especially stereochemistry.
In the latter area he has authored, co-authored and edited several influential books, including Stereochemistryof Carbon Compounds (McGraw Hill, 1962), Conformational Analysis(Wiley, 1965), Topics in Stereochemistry(21 volumes, Wiley, 1967-94) and Stereochemistry of Organic Compounds (Wiley, 1994). He is the author or coauthor of about 300 scientific papers in the area of chemistry. Dr. Eliel has taught undergraduate courses (bothlecture and laboratory) as well as advanced organic chemistry courses at the University of Notre Dame and the
University of North Carolina at Chapel Hill over a period of more than 40 years.

70Strategies for Revitalizing Undergraduate Education:
A Perspective from Chemistry
Angelica M. Stacy
College of Chemistry
University of California, Berkeley
Berkeley, California

I think it is fair to say that I have goals, as do many of my colleagues, for all undergraduate students
attending our institutions. As the role of science and technology in our lives expands, it becomesincreasingly evident to us that we need to ensure that students leave our institutions with the scientific andtechnological literacy necessary for them to be able to participate in improving society and to leadproductive lives.

In this testimony, I want first to highlight some needs of our society with regard to science andtechnology. Then I hope to paint a picture of the current state of affairs with regard to undergraduate
education in chemistry. I will follow this with a discussion of some of the constraints placed on facultywith regards to their role in chemistry education. Finally, I will leave you with a few key
recommendations.

What are the needs of society?
There is a need for continued development of science and technology, for better living. For example, weneed a sufficient food supply, non-polluting and renewable energy sources, and a cure for cancer. There isa clear need for students educated in science and technology who will spend their careers seeking andimplementing processes and products to meet the ever-increasing needs of society. As chemists, we have aunique opportunity to educate most of these students; they are required to take our first-year chemistrycourse before going on in studies of science and technology.

Second, there is a need for citizens who are scientifically and technically literate. As the role of scienceand technology in our lives increases, we continually face decisions that require a certain degree of such
literacy. Should we use pesticides or eat genetically engineered fruits? Are electric cars better? Is vitaminC a magic cure? All citizens must have some degree of scientific and technological literacy to use
technology effectively and make informed decisions.

What is the current state of affairs in chemistry?
The undergraduate chemistry curriculum is much the same as it was 30 years ago. The curriculum isfocused on basic knowledge necessary for advanced studies in chemistry despite the fact that more than90 percent of those enrolled in the large freshman chemistry courses will not become chemists, anddespite the changing needs of industry and the need for better teacher preparation.

What takes place in our classrooms?
The methods presently used in most institutions for teaching chemistry involve faculty transmitting
chemical principles with chalk in hand to large numbers of students using a lecture format. This mannerof teaching has a long history, with origins in the old European system where the professor describes his
knowledge from the front of the lecture hall to an eager audience of a generally well-prepared, ethnicallyand culturally homogeneous group of young men. Times have changed.

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Certainly, a highlight of our curriculum is our laboratories. Students have the opportunity to do hands-on
experiments. Unfortunately, many of the laboratory experiments offered to the students require merely
following a recipe from a science cookbook. Furthermore, although the National Science Foundation

deserves credit for putting some new instrumentation into these laboratories, I would say that still,compared with the laboratories at many, many institutions, my kitchen is better equipped.

The textbooks have grown larger and more colorful, but contain few meaningful descriptions of theprocess of science and applications of the scientific method. The role of science in society and "real"examples of contributions of science to society is absent. Moreover, since a small fraction of faculty
participates in writing these textbooks, most faculties have little opportunity to define and/or reshape thecurriculum.

The exams are written for convenience of grading rather than true assessment of conceptual knowledge,
and thinking skills. Few of us recognize the impression with which these exams leave the students. Do wereally want students to believe that all problems are solvable, and moreover, that there is always one
correct solution?

While this is the state of affairs in many of the freshman chemistry courses throughout our country, theDivision of Undergraduate Education at the National Science Foundation has taken a leadership role inrevitalizing the curriculum. Several major chemistry curriculum reform efforts are underway. Presently,

there is a substantial community that has emerged and is engaged in building a vision. We want toenhance the quality of education that we offer students taking chemistry courses, build consensus
throughout the entire community regarding this vision, and develop and implement materials to revitalize
our courses. New technologies are being employed extensively, and research in cognitive science is being
embedded.

What constraints are placed on faculty?

Chemistry faculty continues to be rewarded for research. Not only are activities in education not
rewarded, but also such activities hold faculty back from promotion because they come at the expense of
research. Doing a good job in the classroom is perceived to require minimal intellectual effort comparedwith research activities. While strict requirements for review of research are imposed, there is little
assessment of teaching and, thus, no accountability. In short, tenure and promotion are tied to research.
Spending time teaching counts against faculty because it takes time away from research.

Moreover, there is an implicit assumption that having done research in chemistry qualifies a faculty
member to be an expert teacher. Most faculties walk into their first class with no formal training in
education.

Following up on this issue of teacher training, we as a large community of scientists often complain about

the level of scientific literacy in our Country. Yet, we take little responsibility for educating the K-12
teachers, and indeed also our future political leaders, business leaders and citizens, who come through ourinstitutions.

There is another major constraint placed on chemistry faculty. If you observe from outside the discipline,
you will conclude that you need to be white male. Few institutions can claim even one African-American
graduate student. At the assistant professor level, some institutions have still to hire their first woman.

And sadly, some still believe that the women and minorities who have been permitted to enter the
profession are there only because they belong to underrepresented groups.

Recommendations

I strongly believe that systemic curriculum efforts are key if we are to reform chemistry education
specifically and science education generally. In this regard, the National Science Foundation deserves tobe applauded for its efforts and should continue these efforts. Although there have been many notablesmall programs in recent years, these programs do not have wide impact, and are not easy to disseminate
effectively. One reason is that there is no widespread discussion and buy-in that comes with participatingin the project. The systemic curriculum reform efforts that are underway have engaged many in a major
rethinking. This is having a huge impact because of the publicity, and the acknowledgments that comewith having received a major grant. I believe that it is fair to say that the National Science Foundation has
nearly single-handedly raised the status of scholarship in chemistry education.

There has been less success regarding diversity. Large segments of the population continue to be
excluded. Curricular changes may help to increase diversity when course materials are more suitable forstudents from diverse cultural and ethnic backgrounds. But if the most significant changes are to occur,

the culture in our institutions must change. Those presently on the inside need to reevaluate their
behavior, their prejudices, and their perceptions, and find effective ways to welcome excluded groups.

In Conclusion
Reform efforts will be successful if the value system and reward structure at our institutions are changed.
Definitions of scholarship that emphasize the central importance of teaching must be embraced. Diversity

must become more than a slogan. Promoting issues of diversity and the scholarship of teaching will
require a rapid evolution of institutional and cultural changes championed by enlightened leadership. The
National Science Foundation's leadership in these efforts is essential if cultural change is to become areality at our nation's institutions.

Angelica M. Stacy joined the Department of Chemistry at Berkeley as an Assistant Professor in 1983 and has

been a Professor since 1994. Her educational interests include the development of environmental andbiologically-relevant chemistry laboratory experiments for freshman chemistry; development of curriculum
materials using a modular approach to lecture and laboratory, where each module is motivated by an
overarching question of interest to the students; this serves as a springboard to teach chemical concepts; andimplementation of teaching methods which emphasize active learning and metacognition and incorporate
mutimedia tools. Additionally, Dr. Stacy§ research interests include the synthesis and characterization of new
solid state materials with novel electronic and magnetic properties; development of new synthetic methods,
including the use of molten salts for the synthesis of oxide materials; discovery of new layered niobium oxide
superconductors; synthesis of polymeric transition metal chalcogenides; and studies of cooperative phenomena
in rare earth transition metal phosphides.

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Disciplinary Perspectives in Science, Mathematics, Engineering andTechnology Undergraduate Education: Physics
Robert C. Hilborn
Professor of Physics, Amherst College
President-Elect, American Association of Physics Teachers
Amherst, Massachusetts

There is an old Chinese curse: "May you live in interesting times." For undergraduate science education,these are indeed interesting times. With the passing of the Cold War and the arrival of a newly-electedmajority in Congress, we are all part of a massive re-examination (sometimes explicit, but more often
implicit) of the role of science and technology in our society and the mechanisms by which society
supports research and development in science and technology. No one has easy answers to the questionsof how many scientists and engineers we need as we enter the 21st century and what level of support thenation ought to provide for research, development and science education and how should that support beapportioned between the public and private sectors. I certainly will not pretend to be able to provide
answers to those questions here, but I will focus on how these issues bear on undergraduate scienceeducation and undergraduate physics education in particular. In fact, I will argue that these "interestingtimes" are more a blessing than a curse for all of undergraduate education. They force use to address
fundamental problems, some of which have been with us for decades.

For all of those concerned with the health of physics, both as the foundation science for the education ofscientists, engineers, and a scientifically-literate citizenry, and as a key link in the development of theentire scientific and technological enterprise, the dilemmas we face have many horns. I have grouped myremarks into six categories. After discussing these categories I will address the issue of how the National
Science Foundation can best help the scientific community grapple with these problems. We face several
qualitatively new challenges:
1.

The lessons of physics education research.

2.

The lessons of research in physics education.

3.

The crisis of careers.

4.

The dilemma of diversity.

5.

Preparation of the future professoriate.

6.

Implementing what works.

In addressing each of these challenges, I shall focus on physics because that is the field I know best, but I
believe that what I have to say applies equally well to all undergraduate science education.

Physics Education Research
Thanks to the widespread efforts of many physicists working in physics education research (the study of
how real students learn and how real teachers teach, and the relationship, if any, between the two). We
now have overwhelming evidence that the standard introductory physics courses dominated by lecturesand cookbook-type laboratory exercises, succeed only with the most highly motivated and best-preparedstudents, and even with those students the gaps in their conceptual understanding rivals the budget gapsof Washington. Our standard approaches to teaching, like our standard approaches to budget making in

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Washington, just seem to widen the gap between what we want to achieve and what the outcome actuallyis to exacerbate the problem. Introductory physics instructors suffer a kind of pedagogical schizophrenia;
they want to provide students with a solid and broad grounding in fundamental principles and techniques,but they also want to let students know about contemporary issues and excitement in physics. No one
claims to know how to do both in the standard two-semester introductory course.

Research in Physics Education
Within the last ten years the science teaching community has developed a remarkable consensus of "whatworks," the theme song of Project Kaleidoscope. We know beyond any reasonable doubt that engaging
undergraduate students in active learning and active research, in close contact with faculty and otherstudents encourages students of all kinds to continue toward a career in science. This engagement takes
several forms:

Instruction that keeps students active in the classroom working on problems and questions
and laboratory exercises with each other aids conceptual understanding, problem solving
abilities, and students'attitudes towards science.
Early participation in scientific research in close association with faculty members and otherstudents is a strong motivator for those who stay on in a scientific career. NSF has clearlyplayed a major role in this area with its support of URE and RUI programs, but the Pew
Charitable Trusts, Research Corporation, and the Howard Hughes Medical Institute havebeen important players as well.

The appropriate use of technology can enhance active learning even in large "lecture"classes. Interconnected small computers provide a focus for small group discussions withimmediate feedback to the students and to the instructor about the range of answers. The useof spreadsheets has provided a means for numerical computation with almost no
programming and permits even introductory students to produce sophisticated graphs andcurve-fitting. Digital video-processing provides means to study realistic applications of
Newtonian mechanics. We also know that some kinds of technology are not very effective:
computer simulations of experiments easily done in the lab are the work of the devil. Science
is about understanding the natural world, not a computer simulation of the world. Computeraided instruction, at least in its traditional implementation, both isolates students from one
another, and is also extremely time-consuming to develop.

The Dilemma of Diversity

The face of science is changing. The number of women and minorities in science has increased
dramatically in the last 10-20 years. This is a very positive sign for physics and all the other sciences.
But we have a long way to go. The science professions are still not making use of the full spectrum of thenation§ talent. This is bad for the science professions and bad for society as a whole. Most professional
career decisions are made at the undergraduate level, so we must all focus our attention here.

But there is also another kind of diversity a diversity that cuts across the lines drawn by gender andethnic background a that is much more important for our concerns in undergraduate science education:
this is the growing diversity in the backgrounds and experiences students bring to their college-levelcourses. If we could afford to teach all introductory science courses in sections of 20-25 students, we
could handle the problem. But we dont and, at least during our teaching lives, we probably never will.
Therefore, any introductory physics course that fails to acknowledge that diversity and the design ofteaching strategies to deal with that diversity is bound to miss the mark.

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A related diversity issue is the future impact of the National Science Standards and related projects, suchas the National Science Teachers Association Scope, Sequence and Coordination and the AAAS
Project 2061, on the science preparation of secondary school students. All of these standards efforts arestill in a period of gestation, and it is too soon to tell what impact, if any, these programs will have on
what students bring to their college-level courses. The past ten years have shown signs that high school
science and math is progressing. The percentage of students taking chemistry has risen; the increase forphysics is smaller, but still evident.

Crisis of Careers
Job prospects for doctorates in academe and basic research range from poor to miserable. The shortageof scientists and engineers predicted in the Neal report never materialized for a host of reasons, most ofwhich could not have been foreseen at the time the report was written. As a consequence, the physics
community is beginning to re-examine the structure of Ph.D. and Masters programs to make physics
graduates more employable. Similar efforts are beginning to emerge at the undergraduate level for
example in numerous physics and cross-disciplinary programs (physics and engineering, physics andbusiness, physics and computer science, for example). Although I applaud these programs, I believe thatto some extent they miss the crucial issue. Physics programs already prepare physicists for a wide
variety of careers. For example the October 1994 issue of Physics Today provides an impressive listof
the diverse careers of physics majors graduating from Haverford College. The crucial points are ones ofcareer counseling letting students see the wide range of career possibilities and reducing the strong bias

toward graduate education, aiming only for a career in basic science. NSF plays a role here. For
example, as part of a grant application, I filled out some NSF forms that asked how many of ourundergraduate majors went on to graduate school in physics? With the clear implication that the more, thebetter. We also need to change our language. For example, the physics community traditionally talks
about "traditional" (academic jobs and basic research jobs in industry and the national labs) and"nontraditional" employment. In fact, it has never been the case that more than approximately 40 percentof physics doctorates have taken academic and basic research positions.

Preparation of the Future Professoriate
Graduate education in science has traditionally focused solely on research. Undergraduate programs
focus on preparation for graduate school. Neither has provided much in the way of professional training
for those who aim to teach. As a consequence we teach as we were taught without much recognition ofwhat has been learned about science pedagogy. This feedback system then tends to reward those who canlearn best with traditional lecture instruction, thereby contributing perhaps unintentionally to thedichotomy between the scientific haves and have nots. Support and training for new faculty members andteaching assistants (the forgotten teaching force in undergraduate education) informing them of the resultsof science education research and new pedagogical methods must come at all levels: individual
departments, colleges and universities, professional societies, and federal agencies.

Special attention needs to be paid to two-year college faculty, who, for example, teaches almost half ofthe nation students who take calculus-based introductory physics. These faculty work often in verysmall departments with very little professional contact with other faculty members in their discipline.
Programs such as the AAPT TYC21 program supported by NSF are needed to help develop both the sense
and the reality of professionalism for this important group of science educators.

Undergraduate science education is also crucial for prospective K-12 teachers, with special needs andproblems for K-8 teachers who must be prepared to teach a wide range of disciplinary materials.

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Developing curricular materials such as NSF supportedPowerful Ideas in Physical Science, which allow
the teachers to learn science as they will teach it, with an emphasis on hands-on projects that cut acrossthe traditional disciplines, is of crucial importance.

Implementing What Works
There is a two-fold problem here: First, the new pedagogy is at odds with the standard "fire hose" pace ofwhat passes for teaching in most introductory courses. The demands for "coverage" outweigh thedemands for conceptual understanding and true learning. To complicate matters, many of the innovative
pedagogical strategies still focus on the standard topics of introductory physics, particularly mechanics
and electromagnetism. There are only a few brave efforts to apply the new pedagogy to twentieth century
physics, though we are beginning to see some efforts in this direction. Indeed we will soon need to think
about the physics of the 21st century.

The second problem is what I might call Newth First Law: The Law of Institutional Inertia. Research
universities see graduate science education and research as a source of both prestige and cash. For themundergraduate science education is an unruly and sometimes aggravating stepchild. Even comprehensive
universities and four-year colleges are not immune to the "glamour" of research over education. We stilltalk about teaching loads" and research "opportunities." I urge NSF to use its bully pulpit for renewed
focus on undergraduate education. We need to remind (or convince) researchers and university
administrators that their efforts in undergraduate education will in the long run help graduate educationby providing them with better prepared students and more thoughtful support for research with a wellinformed citizenry.

But reforming undergraduate education is often expensive at least in terms of one-time capital costs.
Setting up a Workshop Physics program to service several hundred introductory physics students would
cost several hundred thousand dollars. What we need is a way of recognizing the fact that the equipment
will be used by those students and succeeding classes of students for hundreds of hours. The cost per
student-hour is then quite modest. Is there a way that NSF can assist financially in this endeavor?

How are reforms to be promulgated and made effective? I argue that most science faculty members feel
more loyalty to their profession than to their home institution - and are more responsive to "pressure"from the profession than the home institution. (If the Dean says so, we do it reluctantly - if the profession
moves in a certain direction, we join in enthusiastically). Thus I believe that NSF and other groups
seeking to implement effective reforms in undergraduate science education will need to work closely (asthey have already in some cases) with professional societies such as the American Association of Physics
Teachers, the American Physical Society, and the American Chemical Society.

NSF and Undergraduate Science Education
NSF role should, I believe, focus on providing catalysts and leverage. The classic example of leverageis the ILI program. But we also need to leverage people as well as equipment. We need at theundergraduate level a program like the highly successful Physics Teacher Resource Agents (PTRA)
program that has now reached hundreds of high school teachers with workshops and programs that bringthem up-to-date on physics content and pedagogical issues. Of course, the culture of college faculty isdifferent from that of high school teachers, but the notion of faculty working with faculty to disseminate
what works seems to be the best way to leverage limited NSF funds.

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NSF ought to encourage the development of central repositories, for example on the Worldwide Web,
where science educators can find information on everything from the latest curricular innovation andpedagogical research to lists of textbooks available for various courses.
Major curricular development and reform is time-consuming and expensive. Producing a complete set oftext materials, assessment materials, software and so on requires many person-years of effort andconsiderable field-testing and evaluation if the curriculum is to have widespread acceptance. NSF
already has played a major role in physics by supporting programs such as thelntroductory University

Physics Press project, which has made radical change in introductory physics possible and in fact
intellectually respectable. At the high school level NSF support for Active Physics, designed to reach80 percent of the high school students who have not taken the traditional physics courses.

Major efforts are needed to develop science courses aimed at non-science majors. In most cases, thesestudents bring to their college-level science courses different levels of motivation and preparationcompared to science majors. Putting them all into the same introductory courses serves neither audience
well and makes large courses even larger. NSF support would aid in providing a ready repertoire of suchcourses.

Robert C. Hilborn received a B.A. in physics from Lehigh University in 1966 and his Ph.D. in physics from
Harvard University in 1971. Following a two-year postdoctoral position at the State University of New York at
Stony Brook, he taught physics for 13 years at Oberlin College. In 1986 he moved to Amherst College as
Professor of Physics, where, in 1993, he was named Amanda and Lisa Cross Professor. He has been a visiting
faculty member at the University of California at Santa Barbara, Taiwan Technical University in the People's
Republic of China, and at Georgia Institute of Technology. During 1996 he served as President of the American
Association of Physics Teachers. He is also a member of the American Institute of Physics Governing Boardand the Council of the American Physical Society. In 1994 Oxford University Press published his book Chaos
and Nonlinear Dynamics: An Introduction for Scientists and Engineers.

.79.

82

Scientific Elite or Outcast?
Eric Mazur
Gordon McKay Professor of Applied Physics
Harvard University
Cambridge, Massachusetts

There is no doubt that since the beginning of this century the United States ranks first in generating
outstanding scientists. It is therefore ironic that as a whole, the population of the United States does notrank first in Science and Mathematics. One only need turn to the media to see that society does not value
science and science education as it did just a few decades ago. In spite of all the advances in science andthe many contributions of related technological developments to society, science illiteracy is rampant. The
average person has little faith in scientists and there are more pressing problems than science education on
the agenda of most people. These are worrisome developments because it is in the interest of society thateveryone understands at least what science is about. No one can deny the formidable advances that havebeen achieved in science and their impact on the quality of life- advances that would not have been madewithout the outstanding quality of American scientists. What happens now in the classrooms across theUnited States will directly affect the health and well being of this country in the next century. We must
act now to prevent losing our edge in science and technology.

At the college level, the introductory science course often is one of the biggest hurdles in the academic
career of a student. For a sizable number of students the course leaves a permanent sense of frustration. I
only have to tell people I am a physicist to hear grumblings about high school or college physics- almost
to the point of making me feel embarrassed about being a physicist. This general sense of frustration withintroductory science is widespread among non-science majors required to take science courses. Even
science majors are frequently dissatisfied with their introductory courses, and a large fraction of students
initially interested in science end up majoring in a different field. What have we done to make it that way,
and can we do something about it?
I believe science education has been focused much too long on competitively generating a steady supplyof future scientists. We must direct our science education not just at students going on to a scientificcareer but also at those majoring in other fields. It is time to realize that the demand for scientists isdetermined to a large extent by people for whom the introductory science course is the only direct
exposure to science and who remember science only by the frustration it has caused them. It is time torealize that those who become successful scientists do so in spite of the current educational system, notbecause of it. It is time to realize that better science education for all will ultimately lead to a higher
standard of living.

Broadening and improving science education will require a major change in attitude. The current mode of
instruction is self-perpetuating: post-secondary faculty educates both their own successors and futuresecondary teachers; secondary teachers, in turn, prepare the next generation for a new cycle. At all levels
one can find excellent teachers, but for the most part instruction in science is geared at the scientist, notthe general public.

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Recommendations
Teacher enhancement: To restore public opinion of and support for science I suggest
making an all-out and systematic effort to place the nation's best, most innovative, and mostdedicated instructors at all levels of education. This will require a new reward structure
currently successful research is rewarded much more highly than successful teaching. A newrole model that of the "teacher-scholar" must replace the current role model of the hardcore researcher in a white coat who prefers not to deal with students.

Innovating Pedagogy: The science education literature abounds with innovative ideas, but
unlike innovations in science and technology, few of these ideas are adopted by anyone
besides the innovator. Even techniques that have been demonstrated to work have not foundwidespread acceptance. Overcoming this inertia is becoming an urgent problem. I therefore
recommend rewarding not just the developers of successful innovations, but also those who
adopt these innovations.

Using Technology: New advances in information technology must be used to increase andaccelerate dissemination of new ideas and materials in education. Widespread availability ofmaterials will lower the threshold for adopting innovative ideas in science education.

I firmly believe science has done more for society than it is generally credited for a view that
unfortunately is not widely held outside the science community. It is therefore more important than everthat we direct some of our energy at educating the public about science energy that has been directed

almost exclusively at research and at educating and training future scientists. It is time for scienceeducators and researchers to become more pragmatic, to step down from their ivory towers, and to reachout to society not only through scientific accomplishments, but also through better education andinformation.

Eric Mazur is Gordon McKay Professor of Applied Physics and Professor of Physics at Harvard University. He
obtained his doctorate in experimental physics at the University of Leiden in the Netherlands in 1981. In 1982
he came to Harvard and in 1984 he joined the faculty. He currently divides his time between research in laser
physics and teaching, and is interested in educational innovations and applications of instructional technology.
In 1988 he was awarded a Presidential Young Investigator Award. He is a Fellow of the American PhysicalSociety and a member of the Society's Committee on Education and of the Physics Programs Policy Committeeof the American Institute of Physics.

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The State of Undergraduate Education in the Earth Sciences
Tanya Atwater
Professor of Geological Sciences, University of California, Santa Barbara
Santa Barbara, California

Thank you for this opportunity to speak to the [EHR Advisory Committee]. I speak as a professor fromthe university trenches, and I draw upon the thoughtful written letters and comments of about ten
colleagues, the results of several meetings and workshops, and informal discussions with many dozens ofcolleagues from many diverse undergraduate and K-12 venues.

I speak for the Earth Sciences and I speak with great conviction and urgency, for I believe that thegeneration of students that we are presently educating are going to be increasingly forced to makeprofound decisions concerning the fate of planet Earth, our home. The outcome of our human experimentcalled "civilization" will be highly dependent upon their coming to understand and incorporate Earthsystems into their thinking and planning. They will need a host of well-trained Earth Science professionals
and, just as important, a citizenry that is Earth cognoscente and Earth caring.

I shall address four topics; two are issues that apply quite generally to SME&T educational goals: 1)
computer literacy; 2) undergraduate research opportunities, and two aspects that more specific to Earth
Sciences; 3) the modernization and refocusing of Earth Science curricula; and 4) the need for major
systemic changes in the teaching of Earth Science to non-scientists, especially to in-service and preservice K-12 teachers. The latter two subjects concern a major turmoil in our field, one that may beparticularly amenable to help from a NSF Earth Science initiative.

Computer Literacy
The last decade has seen a revolution in computer accessibility, usefulness, and user-friendliness and NSF
has played a major role in the spread and use of this powerful technology. Basic computer literacy is now
a must for all science professionals for computing/modeling/data processing and for communication at alllevels. It is fast becoming a mandatory aspect for success in most professions. The impact of theWorldwide Web is only beginning to be felt but will surely be enormous. NSF should continue to urge
and support projects that provide computer training and accessibility for all faculties and all students.
Basic computer training should be particularly provided and stressed for future K-12 teachers, as they
will in turn reach the vast pool of non-college bound students.
While the spread of computer access and training and of access to the Web has been tremendous, it is far
from complete. There is a legitimate concern that this revolution may only exacerbate the gap between"haves" and "have nots" in our society. NSF would do well look into the distribution of this technology
across the educational spectrum.

Many Earth Science databases are particularly amenable for use in combined computer and scienceeducation projects of great intrinsic interest. For example, the study of events such as storms,
earthquakes, volcanoes, floods, and meteor showers, and of observable phenomena such as moon cycles
and tides, can be made much more immediate with real-time data from the Web. Projects that create userfriendly educational pathways through the Web should be particularly encouraged.

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Undergraduate Research Opportunities and Other "Hands On" Activities
One of the most important aspects in the education of a future scientist is the actual experience of "handson" scientific investigation. NSF has long had a strong role in urging and supporting opportunities forundergraduates to be involved in ongoing research projects, and it should not slacken its efforts in thisactivity. Furthermore, related hands-on scientific experiences such as lab projects and field studies, allsituations in which students collect data and draw their own conclusions are crucial at all levels ofscientific education and should continue to be supported. In the earth sciences, these experiences often
occur in the field, with students observing and interpreting natural objects and processes in their natural"habitats". This real, experiential component must never be lost (no matter how many computer models
we make). The student exhilaration after a day in the field speaks for itself.

Modernization and Refocusing of Earth Science Curricula
There is presently a widespread turmoil within the nation's Earth Science departments, an identity crisisof sorts. The traditional, classical Geology Department was deeply tied to the solid earth with, perhaps,arecognition of fluids, but only as they occur within the pore spaces of rocks. In recent decades, other earthscience fields such as oceanography, meteorology, climatology, environmental science, marine
geochemistry, modern hydrology, and satellite geodesy, to name a few, have blossomed and taken center
stage. Some of these subjects have been accepted and integrated into existing departments and curricula,but more often they are appended to geology departments like uneasy stepchildren. Often they arescattered across related departments (such as geography, environmental science) or simply ignored. Most
recently, there has emerged a new, much more encompassing view, known as "Earth Systems Science",

which considers the Earth and all its spheres (lithosphere, hydrosphere, cryosphere, biosphere,
atmosphere) as an intricately interacting system (which, of course it is!). Some geology departments havechanged their names and broadened their visions; others are making half-hearted attempts or have simply
hunkered down. There is a lot of confusion.

The curriculum for undergraduate geoscience majors is, for the same reasons, in great flux. Manydifferent experiments are being tried to trim traditional subjects to make room for others and many would-

be reformers report great resistance to these changes. Furthermore, many attempts to reorganize arehampered by the complicated need for cross-departmental integration. The result is that, at present, there
is very little consensus as to what constitutes a good geology or earth science education. It is clear thatsome changes are needed. It is equally clear that there is not one "correct" solution for all institutions orfor all students. None-the-less, the earth science community could sorely use a careful introspective
review of our subject and of the likely directions and needs of our majors, our future earth science
professionals. An Earth Science Initiative from NSF, examining this subject, would be greatly welcomed
and would lend needed credence and weight to any recommended changes that might emanate from such a
review.

Needed Systemic Changes in the Teaching of Basic Earth Science to Non-Scientists
and, especially, to In-service and Preservice K-12 Teachers
Earth Science can be a great subject for general science education. It can be an excellent vehicle for
introducing basic physics and chemistry using familiar examples in the locally observable world.
Furthermore, it lies at the core of many environmental, hazard reduction, and public policy issues andtherefore is a central subject for an educated democratic citizenry. In fact, introductory courses ingeology, oceanography, meteorology, and environmental science are very commonly taught as large"general education" type classes, for many of these reasons.

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88Unfortunately, professors (and their textbooks) tend to teach the same way that they were taught. The
traditional approach highly content driven, lecture/lab/exam format is not usually fatal for science
majors (it succeeded with them, after all) but it is often inaccessible, alienating, and highly irrelevant toothers. Whole generations of former students, including many of our present K-12 teachers were turned
off to science by this approach. These courses are presently commonly organized as an "introductory"
overview of the field for potential majors, even though a very few percent of the students fit this category.
The rest are very poorly served. There is a need for a profound reevaluation of the goals in these courses

and of the pedagogical means to get to those goals. In many respects, this is another face of thecurriculum confusion described above, and could very productively be addressed within the same
proposed Earth Science Initiative.

If an Earth Science initiative were constructed, it would do well to include a separate consideration of theneeds of future teachers, particularly the K-6 group. This group is highly likely to find themselvesteaching many basic aspects of Earth Science and having to invent activities to illustrate these subjects.

These teachers are responsible for the most fundamental science teaching and, perhaps, for theestablishment of society's attitudes toward science, as well.

In recent years, NSF and other funding agencies have supported many excellent individual experiments
toward more effective science pedagogy. These range from slight variants on the lecture-exam format toquite radical alternate approaches, incorporating elements of constructivism and of group learning
strategies. The reports from educators who have taken these leaps are generally full of enthusiasm, but so
far seem scattered and anecdotal and often lack clear ways to prove their efficacy to the busy skeptic. It
may be time to put some energy into a systematic collection, sifting, and dissemination of these results.
We need good, practical, concise descriptions of a wide variety of changes, large and small that have beenshown to make a difference. I believe the science education community is ready to change our ways if we
can see how to do it with relative efficiency. (We know we are not doing very well.)We are ready to listen and to try new approaches.

Tanya Atwater is a Professor of Tectonics at the University of California, Santa Barbara. She received herschooling at the Massachusetts Institute of Technology, the University of California at Berkeley, and Scripps
Institute of Oceanography, completing her Ph.D. in 1972. She was a professor at the Massachusetts Institute ofTechnology before joining the faculty at UCSB in 1980. Dr. Atwater's research has concerned various aspectsof tectonics, ranging from the fine details of sea floor spreading processes to global aspects of plate tectonics.
She is very well known for her works on the plate tectonic history of the San Andreas fault system in particularand of western North America in general. Atwater is devoted to education, both in the University setting and forthe broader public. She is deeply involved in the undergraduate program, working to revitalize teaching
techniques, especially in large general education classes, and to modernize science curricula. She works at
many levels (with the media, with museums, in teacher workshops) to spread Earth information and Earthpassion across the wider citizenry. Tanya serves on numerous national and international committees andpanels. She is a fellow of the AGU and the GSA and a co-winner of the AAAS Newcomb Cleveland Prize.

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Written Contributions to the EHR Advisory Committee
Public Hearing on Institutional Perspectives
Convened October 25, 1995
At the National Science Foundation
Arlington, VA

Invited Speakers:"Institutional Perspectives on SME&T Undergraduate Education"
Listed in order of Testimony. Titles indicate the speakers 'positions at the time of the Hearing.

Grinnell College

Pamela A. Ferguson

Grinnell, Iowa

President

Emory & Henry College

Thomas Morris

Emory, Virginia

President

Onondaga Community College

Bruce H. Leslie

Syracuse, New York

President

St. Louis Community College

Gwendolyn W. Stephenson

St. Louis, Missouri

Chancellor

American Association of Community CollegesDavid R. Pierce

Washington, District of Columbia

President

Florida A&M University

Frederick S. Humphries

Tallahassee, Florida

President

University of Maryland, College Park

William E. Kirwan

College Park, Maryland

President

American Association of Colleges & Universities

Paula P. Brownlee

Washington, District of Columbia

President

New Jersey Institute of Technology

Saul K. Fenster

Edison, New Jersey

President

Portland State University

Judith A. Ramaley

Portland, Oregon

President

University of Wisconsin - Madison

David Ward

Madison, Wisconsin

Chancellor

University of Michigan - Ann Arbor

Homer Neal

Ann Arbor, Michigan

Vice President for Research

88Institutional Perspectives of College and University
Leaders on Undergraduate Education and
the National Science Foundation
Pamela A. Ferguson
President, Grinnell College
Grinnell, Iowa

We must ask three questions as we reckon with the worth of existing programs and entertain the
addition or expansion of others:1). What does the nation need in its workforce and its scientists?
2). What does NSF have to do with filling this need?; and3). How does undergraduate education relate to the nation needs and NSF?
I will try to paint the picture as most of my colleagues and I see it. A vital workforce for the 21stCentury is peopled with the technically literate, inquisitive, and entrepreneurial in spirit. It is thisworkforce that will discover new technologies, use these technologies, and keep us as a major
contributor to the betterment of this nation and the global community. Undergraduate education is
not an auxiliary enterprise it is a conduit and the birthplace for most scientists and a significant
portion of the workforce.

NSF has successfully created a research infrastructure in which people are stimulated to havenew ideas, with the confidence that, if their peers find an idea meritorious, funding will be
provided to explore the idea. This is consistent with NSF's mission to provide the nation withboth scientific knowledge and scientists it is consistent with the nation's need to be acompetitive force in an ever-changing, technologically sophisticated world.

This same infrastructure which enables and promotes people to take risks to do interesting things

must be further developed for the undergraduate sector. We need to improve undergraduate
science education so that our workforce is technically literate as well as to train the small percent

who will be future scientists

including those few who will join the likes of Tom Cech (aGrinnell alumnus who recently received the National Medal of Science) or the late Robert Noyce(a Grinnell alumnus who co-invented the integrated circuit). Science education should be an
embodiment of the entrepreneurial spirit because staid teaching begets staid students.

NSF can make a difference with funding and programs that are responsive to innovative ideas
coming from the teaching community. It needs to support faculty and students the way it
supports researchers because the undergraduate sector is the source for the researchers as well as
educational citizens and multitudes of workers. One example of an extremely successful programis the Instrumentation and Laboratory Improvement (ILI) program, which provides modest

support for instrumentation for teaching. In effect, however, it catalyzes major curricularrenovation. The ILI program has been evaluated several times and has received glowing reviews.

In the ILI program, dollars are highly leveraged. A minimum of 50 percent of the funding mustcome from non-federal sources. Furthermore, no funds are provided to support personnel to8990

actually develop experiments making use of the new instrument. There are other leveraged
aspects to the program. Other faculty at the institution will notice the instrument, learn to use it,
and devise unforeseen curricular changes. Furthermore, students and faculty involved in research
projects will undoubtedly use the instrument. Faculty (either formally through publication or
informally) tell their colleaguesat other institutions of their successes and encourage them tomount similar efforts.
DUE has done a remarkable job, especially considering that funding was cut to zenolollars in theearly 1980s. Since then, they have developed several programs that serve the community well.
To address the issue of teaching and learning science at the undergraduate level, three areas needattention.

First, research and teaching still remain divorced at NSF. The programs, which support
undergraduate research, are not cognizant that among the most important products of research atundergraduate institutions are the students. At an undergraduate institution, research not only

contributes to the scholarship in a field, but it is a tremendous learning ground for students.
Students learn, by doing science, what it is to be a scientist, how to ask questions, how to deal
with the many obstacles that inquiry presents and the exhilaration of discovery.

Currently, NSF REU and RUI support is targeted only at the most elite institutions. It effectively
discourages most faculty at undergraduate institutions from pursuing research projects because
they know that their research can not be as grand as that at large research institutions, because
their research will have multiple roles and thus may take longer to complete. Cognizance, during

review and funding, of the additional and essential role of research as a teaching tool at theundergraduate level has the potential for institutional change. As is, undergraduate faculty finds it
difficult to compete for research support the effect fewer students get to learn what science isreally about and there is no mechanism by which an institution can improve its programs.
Why is integrating education and research, providing hands-on learning opportunities for students
at all levels and with different career aspirations in the national interest? The answer is clear

and I reiterate: we need a workforce for the future with the kind of skills learned through arigorous encounter with science and mathematics; we need a citizenry prepared to make decisions
about issues with scientific and technological dimensions. Research experiences provide theseskills. The corporate leaders on my Board of Trustees regularly describe the kind of people theyseek to hire: persons who can ask questions, solve problems and work collaboratively; persons

who know how to communicate the results of their work; and persons who know how to use
computers and other sophisticated equipment.

Such skills are developed when students have the opportunity to "do science" as scientists doscience. More and more, what is happening on campuses across the country iahat students arebeing taught how to ask questions, question evidence, and use computers and other sophisticatedinstrumentation in seeking answers. Many of the innovative courses now being developed forbeginning students provide `research training" opportunities. These courses challenge students totake an active (rather than passive) role in shaping their understanding and to work
collaboratively in teamsof their work.

sharing ideas freely and taking collective responsibility for the results

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We recommend that DUE establish a program of support for undergraduate research which is
cognizant of the impact research has on increasing the number of scientifically literate students
and potential scientists, as well as the impact that research at undergraduate institutions can haveon the quality of the instructional program and faculty of the institution.
The second point I would like to make is that attention must be placed on undergraduate faculty
development. A program that truly supports faculty development in teaching/research is needed.

I make research and teaching a singular noun because at the undergraduate level, research
informs teaching, the two go hand in hand. A program is needed to provide time for faculty to
explore bold initiatives to reach more students or teach in a new way. Faculty at two and fouryear colleges often teach in an atmosphere where there is not much research occurring. Thesefaculties need to periodically step back into a research-rich environment to replenish researchskills and their awareness of current science. Faculties at research universities often are not in an
atmosphere, which is conducive for curricular and pedagogical development.

We recommend that a program should support summer or academic year leaves for faculty towork on research or curricular projects that will have an impact on the vitality of the faculty as
well as the academic program.

The third issue we must address is that the undergraduate sector is comprised of a great variety
of institutions. If we are really attending to the future workforce, we must be conscious of theireducational origins, which include two-year colleges, four-year public and private colleges, nightschools, and large comprehensive universities. NSF has had a laser approach to a spectral issue.
Funding and programs need to reach into where the students are. Scientific literacy is not going
to be attained by focusing most support on one, narrow sector of the populace.
The Neal Report targeted a program of comprehensive institutional reform, but DUE has not had
the resources to implement such a program. We recommend that such a program be establishedwhich would support promising institutions. This program would recognize that real
improvement would involve instrumentation, curriculum, and student-faculty research
opportunities.

Grinnell has played a leading role in a consortium that has been funded by NSF to reform
calculus and a current project to improve chemistry education. We can see that these projects
have a tremendous local impact as well as changing the national sense of undergraduate
education. It is unfortunate that DUE can only support programs in mathematics and chemistry.
We recommend that these highly successful systemic reform efforts be expanded to other science
disciplines.

I will conclude with the following observation. We have all talked about the need for improved

educational experiences for our children. We have publicly acknowledged that our future
leadership, tomorrow's workforce, is today's children. Yet, we do not adequately support the one
profession in whose hands these children are. I am talking about teachers from kindergarten
through college. NSF, with its dual mission of promoting the human resources as well as thediscoveries, has the unique opportunity to make a difference. Through programs which fundteaching and learning science, that barrier between research and teaching dissolves, and theperception of teaching as a lesser endeavor diminishes.

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NSF has the power not only approve of innovations in teaching but raise the value of the activity.

Such legitimacy will have a direct impact on this future workforce. NSF grants to theundergraduate community set the standards for our work in research, research-training, andeducation; they provide further incentive to colleges by helping to set parameters for effectiveplanning for curriculum; they leverage critical dollars from other donors, and they enable us tomake a significant contribution to the community. To double the budget currently allocated for
DUE programs would support our nation's focus on the future workforce. Such an increase[would equate to] doubling a very small fraction (about 3 percent) of NSF budget.
In summary, we have four recommendations:

1) We recommend the creation of program to support research at undergraduate
institutions, cognizant of the teaching role research plays at undergraduate
institutions.

2) We recommend a faculty development progranto support summer or academic-year
leaves to support research in curricular development at the undergraduate level.
3) We recommend a program to encourage comprehensive institutional reform.

4) We recommend a program to support systemic educational reform initiatives in the
SME&T disciplines.

Pamela A. Ferguson is currently president and professor of mathematics at Grinnell College.
Previously she was associate provost and dean of the Graduate School at the University of Miami where
she was responsible for approximately 45 doctoral and 100 masters programs and an undergraduate

honors program for 1,600 students. Early in her career she was also an assistant professor ofmathematics at Northwestern University. A graduate of Wellesley College, Dr. Ferguson received M.S.
and Ph.D. degrees in mathematics from the University of Chicago with National Science Foundation

Fellowship support. A member of Phi Beta Kappa, Omicron Delta Kappa, and Sigma Xi, she hasreceived numerous teaching awards. She is a member of the Mathematics and Education Reform
Network, the Mathematical Society of America, the American Mathematical Society, and the
Association for Women in Mathematics. She served on the Florida Advisory Council for Math, Science,and Computer Education and currently serves on the board of the Iowa Research Council. Her

professional activities have included lectures or participation in conferences in the USSR, West
Germany, Scotland, England, Hungary, Italy, and many universities in the United States. She is theauthor of more than 45 articles in leading American and foreign mathematical journals on topics on
finite group theory and combinatorics.

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Testimony on the Views of Institutions Toward Undergraduate
Education in Science, Mathematics, Engineering, and Technology'
Thomas R. Morris
President, Emory & Henry College
Emory, Virginia

I appreciate the opportunity to be here. I am a humble social scientist. I taught political scienceat the University of Richmond for 21 years before going to Emory & Henry College, where I am
in my fourth year as president.

As a political scientist at the University of Richmond, an outstanding small university, I had
virtually no contact with natural scientists. They were on the other side of the lake. But one of
the things that I found to be very different when I went to Emory & Henry College was theinteraction among faculty from different departments. Perhaps it was in part because I had
become an administrator and was more aware of the contact. However, I also think it was due inpart to the smaller size of the college as measured by faculty size. I moved from an institution
with 160 to 175 faculties to one where the faculty totals only 60 to 62. I can report to you thatthe natural scientists do talk with people in the other areas in my institution; there is a great dealof interaction. Because of this interaction, I think there is an opportunity for integrating curriculathat you might not have even in small universities, not to mention large universities.

I don't go anywhere without at least saying a word about Emory & Henry College. I believe it isin my contract somewhere. We will be 160 years old next year. The "Emory" was a Methodist
bishop, and the "Henry" was Patrick Henry. We consider ourselves to be a premier AppalachianRegion, church-related, small liberal arts institution. And for a good number of those 160 years
in the Appalachian Region of southwest Virginia and northeastern Tennessee, Emory & Henry
have held up the flag of liberal arts education. We have also had a good tradition over the yearsof turning out science graduates who have gone on to graduate and professional schools and to
employment in scientific and technical occupations. There was a period of time when we had afaculty member with strong connections with NASA, and NASA employed many of our
graduates. A good number have also ended up in medical professions.
We are associated with the Virginia Foundation of Independent Colleges, one of 15 institutions inthat fundraising organization. We are one of 32 institutions in the Appalachian College
Association, and we are one of seven institutions across the country that have Bonner Scholar
endowments that allow us at Emory & Henry to support 85 students who are of high financial
need. In exchange for that financial aid, these scholars perform ten hours of volunteer service inthe community each week, as well as participate in a summer program.
I mention those associations to just give you some idea of where we fit into the higher education
environment. The University of Richmond, a member of the Virginia Foundation of Independent

Colleges, for example, has an endowment of something over $450 million.

Most of theinstitutions in the Appalachian College Association have endowments that are under $8 million.
This text is an edited version of Dr. Morris'verbal testimony to the EHR Advisory Committee on
October 25, 1995.

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The size of endowments has implications for the ability of small colleges to improveundergraduate science education. I believe that I am here to speak on behalf of the less well-todo small liberal arts colleges in the country. I would like to recount a story about a small college
president that rings true with me. He was walking in the woods, happened to look down, and saw
a shiny object. He pushed the leaves aside and picked it up, and discovered it was a lamp. Beingwell-educated, he began to rub it, and, sure enough, a genie popped out. Upon learning that theperson rubbing the lamp was a college president, the genie said: "I am able to grant you one wish.
You may have health, you may have wealth, or you may have wisdom."

The college president reflected and said, "Well, I deal with ideas, work with faculty, and makeimportant personnel decisions, so I certainly should choose wisdom." The genie said, "So be it"
and was gone. Endowed with his new wealth of wisdom, the college president sat down on a log
to reflect and, a few minutes later, stood up and said: "I should have chosen wealth."
Most of us interested in the health of small liberal arts colleges think that what we need is wealth.
At Emory & Henry College, for example, we are getting ready to start another capital fundraising
campaign. In my inaugural address, I singled out the arts and the sciences as two areas where I
thought we needed to reinvigorate our programs. One of our goals is to raise approximately $8

million to build a new science classroom building. The building we have now is 40 years old,
inadequate for the kind of program that we would like to have. In addition, we need at least $1
million to purchase modern laboratory instrumentation for use by our students and faculty, and
we also have a campaign goal of accumulating a $3 million endowment to support the updatingof technology and instrumentation on an ongoing basis.

At a small institution like Emory & Henry College, we are not certain exactly how we will raise

those funds, but that is what capital funds campaigns are all about. We will approach ouralumni, particularly those who have gone into the sciences and into the medical professions. We
will attempt to do some sight raising with regard to what they might do to contribute to supportof the classroom building and the endowments that are necessary to maintain a strong science
program.

In other areas, I can easily support [Grinnell College President] Dr. Pamela Ferguson's
recommendations. Certainly her testimony earlier today is appropriate for all of the college anduniversity presidents who are talking with you today.

Two major problems for us are limited faculty time and shortage of resources. These are themajor obstacles to a successful undergraduate science program, at least at the small college level.

In preparation for this session, being a social scientist, one of the things I did was to sit downwith the natural scientists at Emory & Henry College and talk about some of the things that were
important to them.

Our greatest challenge is to generate the resources to purchase, support, and maintain the
instrumentation necessary for our laboratories. We do benefit from a roving repair van that NSF
helped us with, which is very useful to the small colleges of the Appalachian College Association,

it makes its way around the Appalachian Region and assists the Labs operated by member

94institutions with needed repairs. That form of collaboration and sharing of resources is very
helpful in meeting our instrumentation needs.

With respect to resources, our natural science faculty suggest that colleges with small
endowments and more limited resources, however that might be defined, should perhaps beoffered less challenging matching requirements and/or longer periods to raise such funds. They
also suggest that the application process for programs that NSF wishes to encourage with small
amounts of money up to $10,000, perhaps be simplified, and they request a simplification of
the forms for application and reporting so that they are relatively easy to fill out. Perhaps it was

somewhat self-serving on the part of the natural science faculty on our campus, but theysuggested that some resources be limited to persons who have not previously been supported by
NSF.

We work with the private sector at Emory & Henry. The college has an association with theEastman Company, not too far from where we are located in southwest Virginia. Recently,
Eastman shared with us three important pieces of instrumentation for our Chemistry Department,
which were happily received by the members of our Chemistry Department.

Now, with regard to faculty development, I would second all that Dr. Ferguson [president of
Grinnell College] said about the importance of that, and particularly the idea of making teaching
and research a singular noun. At Emory & Henry, for example, the Physics Department and thehead of the Education Department are spending time talking about a conceptual physics coursethat would be required of all people who are going into teaching. There is a "Teaching of
Science" course that is taught for education majors, and there is a great deal of dialogue that goeson between the education faculty and the natural science faculty with regard to what ought to beaddressed in that particular course.

The second point I would make is that our greatest contributions to undergraduate scienceeducation are the collaborative and integrated teaching innovations that characterize ourinstitutions. As we are all well aware, the excitement of the scientific technique is not generally apart of what goes on in elementary, middle school, and secondary education. Students come toundergraduate institutions like Emory & Henry without having had that experience. Someone
has suggested that there is probably more vocabulary in a high school chemistry class than there
is in most foreign language courses, to the extent that students have been subjected to simply
memorizing and dealing with vocabulary rather than the excitement of the scientific technique at
the K-12 level, that makes it more difficult for students and faculty when they advance to thehigher education level.

So what I would want to leave with you is the challenge of recognizing that opportunities forcreating innovations in undergraduate science teaching are present, particularly at small liberalarts colleges. These colleges do not have the institutional barriers that are more likely to be inplace at the large research institutions. One of the things I would encourage the National Science
Foundation to do is, support those faculty who are willing .to work with innovative, integrative,
and collaborative teaching possibilities; with regard to undergraduate science education, thenfollow up on an ongoing basis, evaluate the effectiveness of new approaches, and find ways toreport methods and findings to the larger academic community, through articles, lectures, andworkshops.

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I would argue that at this time in our history, it is probably as important to be putting resources
into how students learn science as perhaps it is into the more traditional type of science researchthat is going on, and the laboratories in the form of small liberal arts colleges are there to makethat possible.
Thomas R. Morris assumed office on July 1, 1992, as the I 9 th president of Emory & Henry College. A
distinguished Constitutional scholar and political scientist, he brought to the college 21 years of higher

education experience at the University of Richmond. Dr. Morris also is well known on a state andnational level as an astute political commentator and writer. A native of Galax, Virginia, Dr. Morris

earned a bachelotq degree in government at Virginia Military Institute, studied at Princeton
University, and then completed Masters and Doctoral degrees in government at the University ofVirginia. He received fellowships for additional advanced study including a year as a Liberal Arts

Fellow at the Harvard Law School and a year as a fellow of the National Endowment for the
Humanities at the University of Wisconsin-Madison. He has also served as a political analyst for
television, radio, and print media over the past fifteen years.

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NSF Review of Enhancing Science, Mathematics,
Engineering, and Technology Education
Bruce H. Leslie
President, Onondaga Community College
Syracuse, New York

Thank you for the opportunity to share my thoughts and those of my colleagues regarding
science, math, engineering, and technology education (SME&T). The invitation comes at a time
when our nation appears to be redefining itself in the post-Cold War era, but also at a time when
new extraordinary forces are rapidly exerting their influence upon the void created by the end of
superpower military competition, replacing it with complex economic competition. Science andtechnology are, many of us contend, more important in this new era, than ever before.

There are a number of obvious problems with the current state of science and technology. Suchproblems are cyclical and reflect the need for adjustments in our response to shifts in theenvironment. Many of us are the product of such a response by the nation toSputnik, which
created "accelerated" federal initiatives in our math and science education programs to correct

newly perceived deficiencies. Perhaps a similar response is called for today, despite thedifferences in the environment of the late 1990s vis-à-vis the late 1950s. Just as opportunities
presented themselves 30 years ago, today's opportunities should be capitalized upon to positively
affect our national competitive and social objectives. In one sense, NSF has already initiated sucha response by greatly expanding its interest in, and support of, the nation's community colleges.
The other half of our undergraduate students now have the opportunity to be impacted. My
colleagues and I are most grateful.

Rather than summarize perceived problems, for they are explored more effectively in numerous
other venues, and are inferred in my comments, my intent here is to suggest the possibilities
inherent in today's environment. Such opportunities exhibit themselves in the following themes:
1. The growing national agenda to address the needs of youngsters so they are adequately
prepared for success in school. Programs such asHead Start, Eisenhower grants andSuccess by Six exemplify this trend.

2. Recognition that youthful excitement and discovery, brought naturally into the world,but often suppressed early in childhood, must be enhanced and nurtured, especially ina world where "life-long learning is the only job."

3. Capitalizing upon the Nation at Risk movement that has been, for the past decade,gradually changing our thinking about how best to foster learning.
4. The infusion of technology, especially computers, into our schools, homes and day-today world.

5. The growing interest by the business community to ensure a technologicallysophisticated populace both to provide the needed workforce and a consumer capable9798

of using, and thus interested in buying, the increasingly complex products being
developed. Our very economy, and the success of business, depends upon an educatedcitizenry. As the world becomes better educated, this will become a greater
competitive challenge and opportunity for business.
6.

The internationalization of the economy, a growing worldwide competitiveenvironment, and increasingly sophisticated defense requirements created by achanging world, suggest that the nation's continued strength is dependent upon

maintaining a technological edge across all sectors of public and private systems.

These opportunities describe an agenda for improvements in the SME&T aspects of oureducational system. Three specific recommendations should drive NSF's considerations:

1. We know what works. NSF should help the nation's educators implement the provenprinciples. Although continued exploration to improve learning is important, fewer
resources require us to widely apply what we already know.

2. SME&T must be infused with broader skills, which today are required in theworkplace: customer orientation, quality, teamwork, problem solving and leadership.

3. Colleges must apply affective domain strategies, especially for second and third
quartile students who can and must succeed. The traditional emphasis on thediscipline itself excludes the larger proportion of our citizens.

In order to profit from the opportunities before us, four themes are recommended:

1. Improvements must begin with the faculty. Each of us has personally experienced orobserved the positive affect a teacher can have on a student by inviting her/him into acourse or discipline. Conversely, teachers too often discourage a student frompursuing a field or career, especially in math or science, by ignoring or redirecting
them to "easier" studies. Faculty who must democratize the process will recruit the
future generation of scientists and technicians. To achieve this, faculty must:

Receive better preparation in graduate school to become recruiters and nurturersof the next generation of scientists by learning how to excite students into
entering these fields. Faculty should become skilled at positive reinforcement andthe means by which students can be encouraged to pursue SME&T. Students ofcolor and women must receive strong encouragement to enter these fields. So
called "average" students must be nurtured since almost every future employee
must be sophisticated in math and technology. Such programs as the NAACP's
Act-So, science fairs, and kids colleges create enthusiasm that attract potential
scientists of any age.

Diminish the "elitism" of SME&T so that fewer individuals will be intimidated
by study in these fields and more will choose to enter the professions, especiallyat the technician level where job data suggests strong future growth. Faculty is98

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especially important in the decisions many students make to pursue or not topursue such studies.
Be skilled as learning facilitators, not lecturers, and curriculum designers, notjust subject matter experts, with an emphasis on application, learning outcomes,
measurements, and subject integration among relevant disciplines. All current
faculty must be similarly retrained.

Be student centered rather than faculty centered. Learn how to nurture and/or
reinvigorate students' excitement and positive self -concept about learning
SME&T.

Be steeped in the use of such techniques as classroom research, learner-centeredinstruction and team study.
Infuse curricula design and instructional tools with the interests of the secondary

schools and employers. The transition from school to work should be"seamless."

Become sophisticated in organizational operations, to better structure disciplines

within the college or university in ways, which facilitate realization of
educational ends. The barriers between subjects and disciplines must be removed
so that the integration of knowledge is modeled for students.

Be competent in the use of computers, not only in the demands of the discipline,
but in their use as instructional and class management tools as well.

Commit to life long learning in order to remain current in the discipline and in
the classroom.

Be open to business sector professionals who often have more knowledge oflearning theory and curricular design than academics. ASTD and otherprofessional associations produce and distribute the most current researchmaterials in learning theory. Such companies as Motorola and Nynex are
demanding outcome accountabilities from their educational venders and areteaching college faculty how to adopt new learning theories. Educators must
become open to such expertise, rather than reject it because it's from outside theacademy.

Become knowledgeable about the national skills standards program and, with
employer active involvement, integrate results into the curricula.
Make mathematics a more accessible and less threatening language to American
students. It should become more applicable and less theoretical so that students
understand its use and importance.

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2.

Post-secondary institutions are in the position to provide leadership. They must:
Invest in faculty development as described above.

Ensure faculty have the technology available and working, and the means to use
it.

Structure the college, organizationally and within facilities, so that curricula anddisciplines are integrated. The academic department, both structurally andgeographically within the college, reinforces isolation of disciplines and faculty.
New structures must be explored which create an academic version of a businessenvironment where information flow, organizational learning and technology
interface. This is the developing model of the post industrial information age.

Education should adjust itself, as it did in the beginnings of this century, toreinforce demands on both its management and "production."

Provide the means to define, measure, and continuously improve learning ends.
This will distinguish the college as accountable at both the management andacademic levels, and build trust with employers, sponsors and, most importantly,
students and their sponsors.

Initiate tech-prep, school to work, co-op, apprenticeship and other such models
to create the relationship between college, business and student, that provide thepractical work skills necessary.

Ensure the curriculum emphasizes SME&T within a framework of thehumanities.

Partner with business to explore and, where appropriate, implement the results of
the national skills standards program.

Reward faculty for applied teaching rather than research, for being risk takers,

for being change agents rather than the defenders of the proud traditions ofacademia, for forming alliances with business and community.
3. Because of the multiple level of employers' interests in a technologically sophisticatedsociety they should:

Become invested in the development of our nation's students. The German
approach is not the only possible model, but its integration of business into thenation's educational system provides many benefits to both. An "apprenticeship"emphasizing science, math, engineering and technology already exists throughco-op programs and is being expanded through tech-prep initiatives. Businessshould greatly expand opportunities by utilizing such models as the Ford Asset
program, which prepares automotive technicians through community colleges
and co-ops with the sponsoring dealers. The faculty receives annual training and

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the college new technologies. But must important, the students are employed by
the dealer upon graduation, and ready for a successful technological future.

Assist secondary and post-secondary institutions by contracting with faculty.
Such arrangements increase their knowledge and enhance the preparation of
students. Many of the skills today's employers require, including in SME&T,
such as teamwork, problem solving, leadership, quality, customer orientation,and organizational understanding (see Tony Carnavale, Workplace Basics: Skills
Employers Want, The American Society for Training and Development, 1990),
are most effectively taught through work place application.

Partner with education to ensure the technology is adequate and remains current.
The company benefits by ensuring new employees are adequately prepared andexisting employees are continuously retrained without down time at the business.
Ford ensures this through its Asset program; but smaller, local businesses reap

similar benefits through modest investments. Education's ability to remaincurrent in technology will depend to a large extent on business investment insuch alliances.

Partner with education to implement the results of the national skills standards

program. Together, this effort, which is similarly occurring in many othernations, may provide important benefits to both business competitiveness anddevelopment. Jamie Houghton, president of Corning, is the chair of the board,
indicating the level of business interest in the 22 projects underway.

4. The National Science Foundation and other federal programs can support thenecessary changes by:

Establishing a national agenda, which integrates employers, educators, andstudents into a "seamless" system of learning from elementary through college
and life-long education.

Nurturing the public's awareness of, and interest in, SME&T by clearly
describing the need and defining understandable national objectives. Thenfunding programs which, on a long-term basis, will reinforce the objectives andattain desired ends.

Creating long range programs rather than short-term projects. This will also
benefit educational efforts by reducing uncertainty of funding, allowing projects
adequate time and resources to achieve high levels of impact.

Replicating the already excellent work achieved at less cost than developing
anew. Initiate a mechanism to make the best programs available for transfer andto encourage their implementation.

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Assisting smaller institutions which make up the largest number of individualorganizations, but lack the resources for professional grant writing and are, thus,
absent from the benefits of grant funds, to develop the means to be included.

Emphasizing development of faculty, including counselors and advisors, toreinforce the skills required by future and current educators, to prepare a
citizenry sophisticated in SME&T. Change often happens only when money ismade available, where there is a means to pursue new directions.
Support organizational model development and implementation, which will foster
the integration of knowledge and learning.
Broaden the emphasis of science and technology education away from only those

whose goal is a career in science and math, to all students. Eliminate theperception of elitism by opening SME&T to all students.

In summary, an environment exists, which if effectively mustered, holds the prospect of muchopportunity for SME&T development and enhancement. The short-term prospect may appear tobe negatively affected by current budget balancing. On the other hand, many forces favor anational agenda by which government, business and education collectively strengthen the meansby which teaching and learning, curricula innovations, technology, organization and supplemental
academic programs integrate to prepare a more scientifically sophisticated citizenry.

Today and forever, we must teach a "different" science than in the past. Knowledge is expanding

exponentially and the classroom by itself can no longer remain the single place for learning.
Technology, including multimedia, the Internet, and simulations hold much promise to augment
the basics covered in class. But new approaches such as learner centered and team based
programs, co-ops and internships all must be used collectively to provide students adequate skills
to contribute to their society and employers.

By focusing on faculty development, the creation of teachers as nurturers and facilitators; theintegration of learning ends into the instructional process; implementation of organizationalmodels which enhance the achievement of academic outcomes; partnerships between business,
students, faculty and colleges which fulfill the academic vision; and, with NSF and other federal
programs providing national leadership, long range direction and funding and a broader base of
SME&T education. This nation can maintain its competitive edge while providing a better
standard of living and society for its citizens.
Bruce Leslie has been a Director of the American Association of Community Colleges, chairing the

Associations` Public Relations Commission. He is currently Chancellor of the Community-TechnicalColleges of Connecticut. He is also a Director and treasurer of the American Society of Training andDevelopment, having chaired its Technical and Skills Training Committee, served on its National Issues

Committee, and served as a member of the Editorial Board of ASTD.§ Technical Skills Training
Journal. Dr. Leslie has served on the boards of the Urban League, Salvation Army, Private Industry
Council and similar organizations in Syracuse, Chicago and Seattle. He has received the Harriet
Tubman award from the Urban League, CEO Recognition Award from the American Association ofCommunity College Trustees, Distinguished Alumni Award from the University of Texas, The PaulDunbar Community Service Award, and Outstanding Community Service Award for Excellence in
Education from Phi Beta Sigma.

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National Science Foundation Review of Undergraduate Education
Institutional Perspectives of College and University Leaders
Gwendolyn W. Stephenson
Chancellor, St. Louis Community College
St. Louis, Missouri

Thank you for this opportunity to speak before the National Science FoundatiotA [EHR
Advisory Committee for the Undergraduate Review]. I am sharing my concerns andrecommendations with you today as chancellor of St. Louis Community College, as a former
teacher, and as a member of a very strong national network of community college leaders. My
remarks are concerned primarily with instructional programs the fundamental exchange of
information between teacher and student that is at the heart of both personal developments for the
student and economic development for our nation.

Community colleges pride themselves on the quality of their teaching and instructional delivery
systems. As open door institutions, we must accommodate a diversity of learning styles andmany levels of ability. Community colleges occupy a unique place in higher education. We are

midway in the public education continuum that extends from pre-school to post-graduate
programs and lifelong learning opportunities. We are in a position to understand the problems
and potential of education at all levels and cooperate in programs to improve the performance ofstudents of all ages.
Our position is pivotal as we consider:
how to improve literacy in science and technology of students majoring in otherdisciplines;
how to strengthen the knowledge base of those earning associate's and baccalaureate
degrees in science, mathematics, engineering and technology; andhow to change our institutional policies and practices to aid undergraduate educationin science, mathematics, engineering and technology.

Certainly, we must continually support two overall goals: improving student achievement, andimproving instruction through the development of curricula materials, faculty preparation, andinstructional activities.

About one-half of all the nation's first-time freshmen are enrolled in community colleges, andcommunity college students make up the largest sector of higher education in the U.S. 37
percent. About 47 percent of all minorities in college attend community colleges, as well as morethan half of higher education students with disabilities.

Many of these students come to us with academic deficiencies in mathematics, and community
colleges offer extensive programs in developmental studies. In many States including Missouri,
legislators and educational agencies have mandated that baccalaureate institutions scale down or103eliminate their remedial and developmental programs, thus leaving this complex task almost
totally to community colleges. I have come across a significant number of legislators who resent
what they consider double payments to prepare students for college-level work in mathematics.
They feel that their support of secondary-level programs should be sufficient.

We know better. In St. Louis (and we are not much different from most large urban districts)
nearly 25 percent of our students who enroll for college credit or more than 6,800 are taking
at least one developmental course. This is up from 19 percent five years ago. These numbers
include those students who also exhibit deficiencies in language and the ability to read, thinkcritically, problem-solve, observe and respond Our faculty would argue that language deficiencies
contribute significantly to mathematics and science deficiencies. We also are seeing a widening
gap between the upper one-third and the lower one-third of high school classes.

The problem of under-prepared students clouds our vision of full participation in the global
economy and of competitive economic development at home. In addition, our academically able
students must master increasingly complex concepts and applications as the SME&T curricula
evolve to match technological advancements. We are deeply concerned about the widening gap
between the expectations of business and industry and the inability of significant segments of thework force to meet these expectations or even to function as informed consumers of technology.

But under-prepared students
as well as the sheer numbers of able students who attend
community colleges also provide educators the challenging opportunity to experiment, to takerisks, to find innovative ways to teach mathematics, science, engineering and technology. If we
can be successful with our students, we can influence and improve teaching methods at theelementary-secondary level, at the undergraduate level, and in industrial training.

I would like to briefly share with you a few examples of programs at St. Louis Community
College, which are moving us forward in this critical area. Many community colleges across thecountry currently offer similar programs.

Our Minority Engineering Scholarship program is sponsored in conjunction with
Emerson Electric Company and the University of Missouri-Rolla. Recipients take thefirst two years of their engineering studies at the college, then transfer to UM-Rolla tocomplete the remaining two years. Since the program started in 1988 80 students haveenrolled, seven have graduated from the university and 22 are currently in the program's
pipeline. The completion rate compares favorably with a national retention rate of 35
percent. Ninety percent of our regular engineering transfers graduate from UM-Rolla,
and we find they do as well or better academically than those students who start as
freshmen at the university. The program has been so successful that we are exploring asimilar tripartite relationship with the St. Louis College of Pharmacy and MonsantoCompany.

We are entering our fourth year of leading development of the St. Louis Area Tech Prep
Consortium. Sixteen local school districts are members of this initiative, representing
more than two-thirds of the public high school-age population in the area. Our faculty
members work with teachers at the junior and senior levels in local high schools to blend
the curricula and ensure smooth articulation.

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The college has participated in a NSF-funded program directed at middle-school
students. Partners in the project included the University of Missouri-St. Louis and Harris
Stowe State College. In addition, our mathematics faculty members have been called

upon to teach at all levels because of their skills and the measurable results that they
have achieved.

I am sure you have noticed a strong, common thread running through these sample programsand that thread is partnerships and collaborative efforts. I am convinced that the only way our
educational systems and our nation can advance in SME&T education is to do so in tandem withother educational institutions and with business and industry. The material is too complex, therequired delivery systems too costly, the technological advancements too rapid, and the economic
imperatives too critical for educational systems to meet the challenges independently. Suchlaudable programs as Tech Prep and School to Work are only the beginning of collaborative
efforts we must create to prepare our students for the demands of the next century.
When the National Science Foundation is asked to support programs in curricula development,science-mathematics literacy, faculty development, work force preparation, and laboratory
instrumentation, it should do so within the context of institutional collaboration. As we all know,
funding is a powerful motivation for change, and NSF should insist that institutions demonstrate
their concern for articulation, cooperation, logical course sequencing, and resource sharing intheir proposals for support. The concept of teamwork in problem solving, so critical in the workforce, should be reinforced at every level in the educational process.

Community colleges are most grateful that the National Science Foundation has increased its
support over the last five years from about $1 million to more than $30 million. The renewed
NSF emphasis on teaching rather than just research and work force education has been
received with much enthusiasm by community colleges who are on the front line in the battle formathematical and scientific literacy and career preparation. The Instrumentation and Laboratory
Improvement program has helped update science labs in ways that would not have been possible
before the program; and other funding has helped update our curricula through acquisition of newcomputers, CD-ROM, and video disks.

Future NSF support should focus on the following areas:

Increased availability of sophisticated instrumentation in laboratory work.

There is aworld of difference for students between, for example, learning how to interpret an NMR in a

textbook and actually taking an unknown sample, running the actual NMR spectrum andinterpreting the information to arrive at the identity of the compound. Students become very
enthusiastic when they are involved in hands-on experiments that mirror what a scientist
might do. Similarly, the increased use of CD-ROM and videodisks helps students visualize
the concepts being studied. Science is observational, and the use of more video techniques
helps students particularly in the field of chemistry see what cannot be seen. Computeruse should be interactive and kinetic, not limited to static data acquisition and display.

Enhanced faculty development. Such programs as national exchanges among colleges andbusiness and industry would reinforce workforce expectations. Workshops on technological

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advancements and curricula development would encourage faculty to adapt to change andincorporate more innovative teaching methodologies.

Continuous integration of SME&T instruction among elementary-secondary, community
colleges, and university systems. In every community, these three levels should be linked to
produce a logical sequence of instruction and an appropriate knowledge base for all students,
no matter what their major course of study or career plans. Particularly in the public sector,
our state legislators, educational agencies, and taxpayers are beginning to demand no less.

Expansion of curriculum reform. The calculus reform movement and the development ofstandards, such as NCTM, are excellent steps in this continuous process. More emphasis(and funding) should be focused on interdisciplinary curricula, improved textbooks, andassessment methods.

Once again, thank you for the opportunity to outline concerns and recommendations today.
Community Colleges look forward to a continued productive and mutually beneficial relationshipwith the National Science Foundation.

Gwendolyn W. Stephenson was appointed chancellor of St. Louis Community College in February
1992. She leads an institution that includes three campuses Florissant Valley, Forest Park, andMeramec and four education canters; serves more than 120,000 credit and non-credit students
annually; employs more than 3,400 faculty and staff and is supported by a budget of more than $100
million. From 1988 until her appointment as chancellor, Dr. Stephenson served as president ofCollege§ Meramec campus. She joined the College in 1980 as dean of student services at the Forest
Park campus. She served as the College's vice chancellor for planning and academic affairs from 1982
to 1986, and as vice chancellor for educational development from 1986 to 1988. Before joining St.
Louis Community College, Stephenson was employed by Washington University in St. Louis for sevenyears. She also has worked for Southern Illinois University-Edwardsville, the Missouri Department of
Education, and St. Louis Public Schools. Dr. Stephenson earned a doctorate in education with a minor
in research methodology in 1975 from St. Louis University and a management certificate in 1987 from
Harvard University. She received a master§ degree in counselor education in 1968 from St. Louis
University and a bachelor§ degree in education in 1965 from Harris Teachers College. She is alicensed psychologist in Missouri. Dr. Stephenson serves on numerous state, regional and national
educational advisory groups and on the boards of directors of local organizations including St. Louis
Science Center, St. Louis Children.§ Hospital, St. Louis College of Pharmacy, and the Urban League ofMetropolitan St. Louis. She also serves on the board of directors of the American Council on Educationand the Advisory Committee for the National Science Foundation's Division of Undergraduate
Education.

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Testimony on the Views of Institutions on Undergraduate
Education in Science, Mathematics, Engineering, and Technology2
David R. Pierce
President, American Association of Community Colleges
Washington, District of Columbia

My role here this morning is to be here in support of two very fine representatives of community
colleges [Dr. Bruce Leslie, President of Onondaga Community College of New York, and Dr.
Gwendolyn Stephenson, Chancellor of St. Louis Community College of Missouri.] These twooutstanding leaders have both served on our Association§ Board and have both been in
leadership positions while on the Board.

I do, however, have a couple of observations to make. First, let me congratulate Dr. MelvinGeorge, Dr. Luther Williams, and Dr. Robert Watson for their fine leadership in sponsoring these
hearings. There is a tremendous change going on in our society, and much of it is being driven
by science and technology developments. The important question is: how can the National
Science Foundation engage its many resources and programs into helping our country and its
citizens live in this world of rapid change?

I read an article on productivity two weeks ago in Business Week. The article stated that we now
have 62 PCs for every 100 people; we are almost at the point where there is one PC out there perperson. The country closest to us by that measure is Japan, with only 17 PCs per 100 people.
This fact can be viewed as a statement of the impact that science, mathematics, engineering, andtechnology are having on our society. Consequently, these are very important hearings that you
are holding and we are pleased that you have invited us to present testimony. We know you will
benefit from the perspectives of these two presenters.

One other point I'd like to make is that Bruce Leslie mentioned the document Crossroads inMathematics: Standards for Introductory College Mathematics Before Calculus . This was
funded in substantial part by the National Science Foundation. This process that produced thisdocument was very significant, because the National Science Foundation took leadership toengage the community college sector in a leadership capacity relative to higher education. Thesestandards are intended to be and in fact are they have just been out for a month the standards
for mathematics below calculus in undergraduate education, for both community colleges anduniversities. The community college sector considers this document as a statement from the
National Science Foundation of the importance of engaging community colleges and universities
together in common cause.

In closing, let me remind you that community colleges are strongly community-based. They are
engaged with their communities to help thrive in this strong technology, science, mathematics,
and engineering-based society that we live in. Community colleges have an important role toplay.

This text is an edited version of Dr. Pierce§ verbal testimony to the EHR Advisory Committee on
October 25, 1995.
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David Pierce has extensive community college experience at the local, state, and national levels.
During his career he has served as a community college instructor, department chair, academic dean,president, chancellor, and state director. In addition he holds an associate of arts degree from
Fullerton College in California. Including his time as a student, David Pierce§ experience with
community colleges exceeds 35 years. His professional involvement includes service on the Board of
the American Association of Community Colleges, the AACC Futures Commission, and the Joint
Commission on Federal Relations for AACC and the Association of Community College Trustees; andhe serves on numerous boards and councils including the Phi Theta Kappa Board, the AAWCC Leaders
Foundation Board, and the Advisory Board for the Harvard Institute for the Management of Lifelong
Education.

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Institutional Perspectives of College and University Leaders
Frederick S. Humphries
President, Florida A&M University
Tallahassee, Florida

Thank you Mr. Chairman, for this opportunity to share my thoughts with you on some of themost critical issues impacting undergraduate education in Science, Engineering, Mathematics andTechnology. My comments, while broad in concept, speak to the rapidly changing demographic
trends that are reflected in the increasing presence of members of minority groups in primary andsecondary school systems today.

"This country must sustain world leadership in science, mathematics, and engineering if we are tomeet the challenges of today ... and of tomorrow." These are the words of President William J.
Clinton that served as the preamble in the report of the Forum on Science in the National Interest,
held in January 1994. This report also states that "... science and mathematics education must
provide our children with the knowledge and skills they need to prepare for the high-technology
jobs of the future, to become leaders in scientific research, and to exercise the responsibilities ofcitizenship in the twenty-first century."

One of the major roles of the National Science Foundation is that of ensuring that the country's
educational system provides to this country's citizenry a level of training that will produce thetechnological workforce that will be required in the twenty-first century. This system must
translate new information rapidly and efficiently to students in the classroom, capitalize on newtechnologies that will enhance learning abilities, and afford to every student an opportunity toeffective utilization of his/her creative abilities. As is implied in the words of President Clinton,

public literacy in science and technology is no longer an option; it has become a national
imperative.

Having made these opening observations Mr. Chairman, I must express concern that demise of
Russia as a major world power has lessened this country's resolve to maintain a strong andvibrant science and engineering education enterprise at the undergraduate level that will provide
sufficient training to all of its citizenry. We must remember that the strong system of secondaryand higher education of the sixties and seventies produced the American Nobel Laureates of thenineties. This country has developed a cadre of science and engineering research universities thatare unparalleled in their ability to provide state-of-the-art graduate education. Data shows
however, that the majority of American entrants into this graduate education system are bachelor
degree recipients from the smaller liberal arts colleges and comprehensive universities.
Accordingly, I would argue that we must continue to maintain a strong undergraduate science andengineering training program in these institutions so as to maintain this country's scientificpreeminence.

In the same vein, our education system must ensure ample opportunities for training for theincreased number of minorities in SME&T fields. The stature of America into the twenty-first
century will be defined by the contributions of all its citizens. We must sustain the educational

109intervention programs that enhance the preparation of inner city and rural youths and insure thatevery person has an adequate opportunity to serve as a contributing citizen.
The National Science Foundation has supported the development of partnerships of the multiple
stakeholders to impact and enhance the educational continuum. These coalitions have provided
manpower and resources that reinforce areas in which we, in academia, require assistance. It

also serves to provide students real life experiences that make classroom learning moremeaningful.

The technological revolution has bypassed the inner cities and is deficient in equalizing
opportunities provided to this segment of the population with the scope of their desires. This
failure can be attributed to society as a whole rather than the individual educational consumer.

Teachers who do not have access to technological equipment cannot teach the technology skills
required of a competitive society in the next century. Curriculum revision cannot take place if
adequate resources are not available. The technological age is a cost driven age.

Several years ago the National Science Foundation budget was about $1.7 billion. President
Bush promised that he would double NSF budget to approximately $3.5 billion. The member
institutions of the American Association of State Colleges and Universities through its Scienceand Technology Committee recommended that as the National Science Foundation budget
increased, the increase would place a significant emphasis on education two-thirds research andone-third education. This would have increased the education budget to something on the orderof $1.2 billion if our recommendation had been followed.

Education today is more expensive than it has ever been but it will cost more to ignore thisinequality than it would to provide the proper resources for science education at theundergraduate level.

The National Goals, which were proposed in the early 1990s, represent a framework foraddressing the educational needs of all citizens.

As this nation forges ahead to become first in the world in science, mathematics, engineering andtechnology, the needs of minorities must be addressed. The stature America will hold in the 21st
century will be defined by the contributions of all of its citizens. Education will play a major role
if this mission is to be accomplished. Educational interventions that are inclusive of all citizens,that are sustained and substantial, are the only means for success.

The growing diversity of industry/education partnerships, which are coming together, enhances
education. These coalitions provide manpower and resources that shore up areas in which we, in

academia, have lost support. It also serves as a means of providing a needed continuum in
education.

In a similar view of cooperation, collaborations are beginning to emerge between our two-year
anal four-year institutions. Since the two-year institutions serve a large number of minority
students, the linkages, which are developing between the institutions of higher learning, appear to

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be facilitating student access to the upper-division level. More effort needs to be made in thisregard.

There is a crisis in graduate education. The intractable movement of African Americans into the
Ph.D. ranks, particularly in mathematics, science, and engineering, is unacceptable. This nation
cannot seem to surpass the progress made in the 1970s for Ph.D.s in engineering, or even securedouble digits for Ph.D.s in mathematics. Barely 19 or 20 Ph.D.s are being awarded annually. It
is an embarrassment to this nation that we cannot do any better than that in the production of
African Americans in the Ph.D. arena.
A second significant point pertaining to graduate education is the continuing erosion of Ph.D.s inscience, mathematics, and engineering given to native-born Americans. Every day that we live,
more and more Ph.D.s are awarded in mathematics, science, and engineering to a greater numberof international students and a lesser number to native-born Americans. This nation is failing totrain its best people. This should be of serious concern to everybody who is concerned about the
production and the development of the human resource in this Nation.
The federal government has recognized the value of early and sustained intervention in preparing
minority youth for careers in the science, mathematics, engineering and technology areas. The

last decade has seen support for the efforts being made at the university level. The level of
support must be projected on a long-range basis granted that the programs demonstrate success.
The system-wide approach to reform sparked by the National Science Foundation is taking holdin the various states, which are receiving support. There is more evidence of partnership andcollaboration than at any time in our history. These partnerships and collaborations havegenerated the feeling that, it will take the efforts of an entire nation to educate our youth.

In the K-12 system there is a lack of first-rate science and mathematics education providers to therural and urban sectors of our society. Most of the well-trained science and mathematics teachers
are not teaching in the inner cities and rural areas of America. We have a modest level of successwith mathematics and science teachers in the suburban areas. That is where the best education inscience and mathematics is happening.

In rural and inner cities, many of the schools lack mathematics and science infrastructure. This
results in inadequate mathematics and science laboratories. When many of the students graduate
from these school systems, they are termed "undernrepared" and need remediation in mathematics
and science to be competitive in any reasonably good university or college in our Nation.

We have all kinds of circumstances where we reward and pay homage to distinction andachievement in research. There are a tremendous number of opportunities for the people who
make contributions to the advancement of knowledge through research to be acknowledged fortheir significant and dedicated hard work. We need an organization that focuses on and requires
annual professional meetings dealing with this whole issue of making scientists, engineers, andmathematicians. What works effectively in the curriculum? What is the curriculum restructuring
mechanism?

The National Science Foundation needs to use its tremendous influence to make way within the

National Academy of Science and Engineering so that the great teachers of science and

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mathematics can be afforded the privilege to belong to the academy in an educational capacityand not in a research capacity.
There are teachers who develop good scientists, mathematicians, and engineers; teachers who areinventive in finding ways of captivating the interest of young people to go into those fields; andmaster teachers who can solidify that interest by inspiring a student to become a Nobel Laureate.
Build a mechanism, which reinforces the notion that it is worthwhile to pay attention to thesevery important activities in our society.

Programs developed in the Education and Human Resources Directorate of the National Science

Foundation are tremendous and excellent starts, but they are not the end in terms of what isneeded to be done to continue this role of increasing the numbers, particularly of minorities, andincreasing the numbers generally of our society in mathematics, science, and engineering.
Given the political climate of the past several years, it is evident that the academic arena cannot
accomplish this mission on its own. We must have the full commitment of partners who believe

in a system of fair and equal opportunity for all. One of my major concerns is the fact that
support for public colleges is becoming more dependent on revenues from tuition and fees owing
to the decrease in funding from State and Federal sources. This situation has even greater impact
on the number of minorities progressing through the system and receiving baccalaureate degrees
in four to six years. Increasingly, minorities enrolled in college are required to carry reduced
course loads or even delay college owing to the combination of limited financial aid, rising tuition
and the limitation of course availability. Budget compression is forcing institutions to increaseclass size in order to maintain existing levels of enrollment.
If America is serious in its desire to maintain its lead in the world in science and technology, then
America must be committed to providing the necessary resources to see that adequate SME&T
training is available to all students in secondary and post-secondary education.
Listed below are my recommendations of a realistic approach to a comprehensive action-oriented
revolution of our educational system:
Promote the development of new curricula emphasizing virtual reality and simulation
training in the teaching of science, mathematics, engineering, and technology subject
areas at the undergraduate levels.

Promote the development of State/Federal partnerships to fund the replacement ofaging facilities and equipment utilized in teaching science, mathematics, engineeringand technology subject areas.

Increase the level of science, mathematics, engineering and technology funding
designed to attract students from the inner city and rural areas.

Promote collaborative efforts among faculty that will facilitate a multidisciplinary
approach to the education of all students regardless of major.
Promote the dissemination and utilization of science, mathematics, engineering andtechnology curricula that have proven successful.

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Establish an organization to focus on the professional development of scientists,
engineers, and mathematicians.

Encourage the National Academy of Science and Engineering to expand membership
requirements to include science and mathematics in an educational capacity.

Fund and promote the utilization of distance learning facilities to infuse science,
mathematics, engineering and technology instruction into secondary and postsecondary curricula.

Fund and promote partnerships between higher education and industry that will
ensure relevant laboratory experiences for the next generation of the science,
mathematics, engineering and technology workforce.

Ensure the education of a sufficiently diverse science, mathematics, engineering, andtechnology workforce so as to afford each citizen an opportunity to contribute to thecountry's well being.

Forge at both the state and national levels, communities of stakeholders students,
parents, faculty, administrators, scientific sources, accessible bodies, employers andlocal, state and national leaders who demonstrate their support for education.

Create an environment where faculty can effectively integrate their research andteaching at the undergraduate level.

Provide a level of support, which will enable the K-12 system to effectively
administer programs, which demonstrate and enhance comprehension of scientificand technological subjects.

Introduce prospective teachers to the classroom setting early in their preparation andcontinue this exposure while developing their proficiency in science, mathematics,
engineering, and technology.
Promote the development of University-Community College articulation agreementsthat provide services to promote scientific interest and scientific literacy before
students complete their associate degree programs.

Recently there has been a high level of concern about the quality of the products of ourundergraduate institutions and questions regarding their preparation for diverse postmatriculation endeavors. The enhancement programs, which are emerging with Federal and Statesupport, have demonstrated that a comprehensive and holistic approach to learning will produce
students who are up to the challenges of post-graduate education.
I strongly endorse continuation of the Following National Science Foundation Initiatives:

Instrumentation and Laboratory Improvement;
Course and Curriculum Development;
Undergraduate Faculty Enhancement;

National Science Foundation Collaboratives for Excellence in Teacher Preparation;
the Alliance for Minority Participation in Science, Engineering, and Mathematics;

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the Systemic Statewide Initiatives Programs; andthe Advanced Technological Education program.

Furthermore, I strongly support the continuation of undergraduate programs sponsored by the
National Institutes of Health, Minority Access to Undergraduate Careers Research Program,
Minority Biomedical Research Support Program and the office of Naval Research such as
BIONR. All these programs have played a vital role in increasing the pool of minority scientists
and engineers in our country.

I urge you to make the tough decisions and redirect funding so that all undergraduate students
would have access to state-of-the-art equipment, modern facilities and innovative curricula
anchored by inspiring and well prepared professors. We must rise to the challenge if we are tomeet the technological demands of leadership in the 21st century.

When Frederick S. Humphries was appointed President of Florida A&M University in 1985, hebrought new tools and ideas designed to dramatically impact the national perception of HistoricallyBlack Colleges and Universities. He set as a major goal early in his administration to challenge
Harvard University in the race for National Achievement Scholars, the most academically talented
black students in the country. He accomplished his goal in 1992-93 and again in 1994-95 when FAMU
led the nation in the recruitment of National Achievement Scholars. He serves on numerous boards andcommittees including the White House Advisory Committee on Historically Black Colleges andUniversities, and as a member of the Board of Directors for the Wal-Mart Corporation. His honors
include the University of Pittsburgh§ Bicentennial Medal of Distinction and the 1990 Thurgood
Marshall Educational Achievement Award. He received his bachelors` degree in chemistry from
Florida A&M University and the Ph.D. degree in physical chemistry from the University of Pittsburgh.

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Testimony Before the Undergraduate Review Subcommitteeof the National Science Foundation
William E. Kirwan
President, The University of MarylandCollege Park, Maryland

Mr. Chairman, I am pleased to be able to appear before the committee created by the National

Science Foundation to review undergraduate education the areas of science, mathematics,
engineering, and technology (SME&T). I hope that my comments will be useful to you as you
begin this important undertaking.

You have identified a number of broad issues relating to science and technology education in our

nation's colleges and universities. My remarks will focus on two of your major concerns:
improving the quality of the undergraduate curricula in SME&T areas, and identifying changes ininstitutional policies and practices that might contribute to the desired changes. I would be happy
to address the remaining issues, if time permits, in response to the committee's questions.

Strengthening Curricula in SME&T Fields
Certainly one key to improving instruction in areas of science and technology will be affording
our students greater access to powerful and easy-to-use computers for data analysis, simulation,and instrument interfacing. The networking of computers has opened up the processes of
information gathering, analysis, and the dissemination of knowledge, and the effects are alreadyvisible in many of our classrooms. Computer linkages with federal agencies and private industry
now offer invaluable opportunities for our undergraduate engineering and science students to use
state-of-the-art design models. In the near future we can expect to see a dramatic increase in thenumber and variety of electronic texts being made available for use in undergraduate instruction.

In our electronic classrooms at College Park we have observed first-hand the tremendous
potential of computers to enhance learning, and there is every reason to think we are just at the
beginning of this era.

There is also now widespread acceptance of the proposition that, in science areas as in otherdisciplines, students learn best when they work within problem-focuses formats. Where students
can take an active or 'constructivist' approach to problem-solving, where they are able to take adirect role in the development of their knowledge rather than mimic behavior of the past. They
can more quickly overcome their misconceptions as well as acquire a greater degree of interest in

the subject matter. In the process they also gain experience in the kind of cooperative,
collaborative approach to research that will be characteristic of later stages of their careers. At
the moment, however, student- and problem-centered instruction is found in many institutions

largely in the form of pilot projects supported by external grants, with special, sometimes
Herculean efforts on the part of individual faculty and staff. These successful pilot projects must
become the norm, and not the expensive, labor-intensive exceptions in our science and technology
curricula.
In addition to mastering the skills and knowledge specific to the field of study, students enrolled
in SME&T disciplines will increasingly need to improve their communication and problem-

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solving skills, to acquiring a positive attitude lifelong learning, and to be able to deal effectively
with the ethical dimension of their professional lives. At present few courses in areas of scienceand technology offer significant opportunities for students to develop facility in oral and written

expression, or to pursue broader questions relating to the nature of scientific knowledge andinquiry.

In light of what we now know about the ways in which science and technological development
affect the environment, for good as well as for ill, it is also imperative that we afford our students
opportunities to reflect on how their actions as individuals will contribute to the larger problem,or to its solution. As David On recently put it, "the kind of discipline-centric education that hasenabled us to industrialize the Earth will not necessarily help us to heal the damage caused byindustrialization."'In thinking about improvements in the quality of education at the college and university level weshould also keep in mind that many of our students are entering their programs of study withinadequate preparation and knowledge in the sciences, especially in mathematics. This lack ofproficiency manifests itself even in such everyday activities as solving simple proportional
equations and graphing X-Y plots. I am aware of a number of reform efforts that are underway atthe elementary and secondary level, and many of these show great promise.

The point is that those of us within the higher education community must regard what goes on at
the elementary and secondary level of education as our concern as well.

Needed Changes in Institutional Policies
It is my view that to a large extent upgrading the quality of the undergraduate educational
experience is a matter of individuals and institutions having the determination to put into generalpractice the kinds of innovative approaches that have already been shown to be successful invarious pilot projects. But, to a very large degree, this moans we must give considerable thought
to what we expect our universities faculty to be doing in future years.

A significant number of faculty throughout the nation, and in all disciplines, have some sense of
the importance of upgrading the quality of undergraduate instruction. But many others have little
desire and incentive to take part. Indeed, to be perfectly frank, a significant percentage of faculty

resist taking the time and effort required to incorporate new scientific and instructional
technologies within their own instructional activities. And many, perhaps most instructors carryout their teaching assignments with little understanding of the nature of the learning process andwhich approaches to teaching might be most conducive to their students' learning. At our nations'research universities, most existing faculty performance-assessment and reward systems afford
little opportunity for recognizing the effort of those faculty who are prepared to make a majorcommitment of time and effort to work toward improving the quality of undergraduate
instruction. To some extent, then, enhancing the quality of undergraduate education will require afundamental change in the priorities by which faculty decide how to spend their time, as well as amore learning-focused set of performance reward systems.

David On Earth in Mind: On Education, Environment, and the Human Prospect. (Washington, D.C.
and Covelo California, 1994) p. 2

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The magnitude of the impact of poorly prepared entering students on instruction at the college
and university level highlights the importance of improving communication and forging newalliances with teachers at elementary and secondary levels. In my view, improvement in SME&T
instruction at the college and university level requires that K -12 teachers participate in theprocess of setting the reform agenda and that colleges and universities undertake to provide
teachers with the kind of preparation and in-service training they will need in order to introduce
new materials, concepts, and teaching styles into the classroom. It is essential that we work toincrease understanding of the ways in which our nation's educational system is a unified whole.

The various levels depend on one another in many ways, but we rarely plan and executeprograms accordingly. So here also universities must find ways to support the efforts of teachersat the elementary and high school levels, and to reward the members of the university community
who are prepared to build stronger school-university relationships. Thank you very much, Mr.
Chairman.

William English Kirwan has served as President of the University of Maryland at College Park since1989. A member of the College Park mathematics faculty since 1964, Dr. Kirwan has played a pivotal
role in shaping the destiny of the state of Maryland's flagship campus. In 1981, after serving as Chair ofthe Mathematics Department for three years, he was appointed to University's chief academic post. As

Provost and Vice Chancellor, he raised admission standards, increased the number of merit
scholarships and fellowships, and established an academic planning process. When he became
President, the University undertook a major restructuring of its academic organization, and a renewedemphasis on undergraduate education. One of the nations` most respected educators, Dr. Kirwan has
served as Chair of the Mathematical Sciences in the Year 2000 Committee, a task force created by the
National Research Council to improve mathematics education at the nation's colleges and universities
during the next decade, and as charter member of the NRCI committee on Undergraduate Science
Education.

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Testimony Before the Undergraduate Review Subcommittee of the
National Science Foundation
Paula P. Brownlee
President, Association of American Colleges and Universities
Washington, District of Columbia

Mr. Chairman, thank you for the opportunity to speak before this committee. I am very
appreciative of the chance to share some of Dr. William (Brit) Kirwan's time here. He serves as amember of our Association's Board and provides important leadership to the work of AAC&U.
The review that you are undertaking of undergraduate education in science and technology istimely and important, and it is a privilege to join so many fine colleagues in trying to contributeto your efforts.

You are receiving excellent testimony from colleagues representing the disciplines and colleges
and universities, whose experiences with advances in science and engineering education are
current and in depth. The perspective I bring is that of an association whose activities involve
working with academic administrators and faculty leaders across hundreds of universities andcolleges.

The AAC&U mission is to strengthen and promote liberal education. We interpret contemporary

liberal education as an education that prepares students to best understand, analyze andcontribute their developed knowledge to the world they can come to know. Such an education

includes the study of the arts and sciences, implies the understanding of interdisciplinaryconnections and anticipates integration of theory into their lives, lived in a changing world. The
study of science and mathematics, engineering and technology all have absolutely essential placesin such a liberal educationand for students who major outside these fields as importantly as for
those of us who majored within them. My own background includes a number of years as anorganic chemist, briefly in industry then in a university, before I moved into campus
administration.

AAC&U has long been involved in projects, a number of which have been funded by NSF, which

address the improvement of curricula and teaching practices in the scientific disciplinesfor
undergraduate majors and in general education courses.

Brit Kirwan, in his testimony spoke of "upgrading the quality of the undergraduate educational

experience" as being to a large extent "a matter of individuals and institutions having thedetermination to put into general practice the kinds of innovative approaches that have alreadybeen shown to be successful in various pilot projects." He talks of the need for "determination" inorder to translate successful pilots into general practice. I think that his "engendering the'determination' to translate successful pilots into generalpractice" is a central issue for us. This is
the only way we shall ever see widespread improvement in undergraduate science education for
all students.

AAC&U works with many hundreds of individuals and campus science and engineering
departments, and we are impressed with the range of effective innovations being made. At the

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same time, too often it appears that the faculty members have thought up their own ideas inrelative isolation. A chemistry faculty friend recently said to me: "NSF knows that it is getting
good value for its dollar investment in research. But teaching is not the result of training
comparable to research, and the reform of teaching often seems to me driven by uninformedbright ideas." Maybe each innovation is too much a separated pilot project. Much of others'
testimony will speak well to many of the best practices, and will be important for the review.

We do all lack knowledge of how to spread the best practices for others to access. Once
disseminated, how is interested faculty inspired to transmute them into their own laboratories,classrooms or technology-aided instruction? I think that complex understanding of this process isneeded to successfully propagate multiple improvements.
At AAC&U it is said that we try "to enable our member institutions or departments to do together
what they cannot do alone." In earlier decades, our projects aimed to bring together faculty tospark each other initial ideas around a particular reform. This is probably still the underlying

premise of content-filled educational meetings. Sometimes we can return to our own campus
ready to adapt the new ideas to our own setting. Very often, however, on our return the initialidea with its attendant energy just dies.

In more recent years, our association has strongly encouraged campugeams to participate in ourannual meeting; almost all our funded projects now involve teams also. A group of colleagues
sharing an off-campus experience can better enable the work to be sustained back on campus.
The group brings back a tiny encouraging community.
A continuing use of this practice is in the AAC&U "Asheville Institutes." Two of these, in whichinterdisciplinary science with humanities general education courses were designed, NSF helped
fund. Over the past five summers, 105 colleges and universities have sent five-member teams offaculty and an academic administrator for 6 days. Administrative commitment from the beginningenhances the likelihood of the innovations being adopted and supported on campus. For particular
projects, the involvement of a trustee or the president of the institution is required. I cite theseexamples to illustrate the complexity of the process by which the initial bright idea for the
improvement of some aspect of undergraduate science teaching will finally be spread (and oftenchanged en route) to lastingly improve quality.
Wherever dramatic transformation is planned, efforts must be sustained by multiple means. The
pairing of institution teams, with occasional trips to each other campuses, enables exchange ofexperience at much deeper levels. We are beginning to utilize listserves and other electronic
communications; these hold great promise for the future. When a team can stay connected with aproject for a year, much more opportunity for help with economic and political issues
surrounding the introduction of reforms can occur. In such cases, nationally respected consultants
can offer informed assistance. As an example, the lack of faculty rewards for teaching and thelack of recognition for innovative developments are widely cited as a disincentive to reform.
Consultant help might offer outside credibility and cite other positive experience.

Sometimes projects falter along the way. A planned final gathering of project leaders can spursustained effort. The goal is always to achieve students studying well in the reformed curriculum
and assuming that good assessment tools are in place. In just one AAC&U project (not one in

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science education alas!), funding was provided so that we could, several years later, send an
outside evaluator to each campus involved. I have the written report now, and I think this is an
extraordinarily good means for a funding agency, and others, to know how deeply a reform isrooted. Such evaluations would also inform the design of later funded projects. I believe that
this Review Subcommittee might consider this idea further.

I have asked here for you to consider how best to multiply the impact of fine examples ofundergraduate curriculum reform. Simple dissemination is not enough, whether by print,
electronic or face-to-face means. We are rapidly learning that students learn best when they areenabled to actively construct their own understanding. It is scarcely surprising then, that faculty,

too, learn to teach best when they can use others' ideas out of which they are enabled toconstruct their own teaching. Enabled means having others to talk and debate with, having
support to experiment and being recognized for the intellectual effort demanded.

I cannot finish my testimony without adding a word on the continuing needs of women andminority faculty to be supported and "enabled" as creative reformers in the world of science andengineering education. This world is still a more difficult one for a variety of reasons; the past
support of NSF is deeply appreciated. Many of us hope it can be sustained.

A final word on the role of graduate education as a preparation for the role of future professor.
AAC&U is undertaking, with the Council of Graduate Schools, a project on "Preparing Future
Faculty." Under it, Ph.D. students (many of whom are science and mathematics students) at 17

research universities are having a planned "field exposure" to the life of professors at theneighbor college, these graduate students are receiving unprecedented introductions to theprofessoriate. We are particularly pleased to have minority students in these programs, which wehope will be encouraged to seek faculty positions on graduation. I hope that NSF and othergovernment and private agencies will help us plan ahead for the kind of informed young faculty
members we want to design and teach our undergraduate science, mathematics, engineering andtechnology courses of tomorrow. Thank you.

As president of the Association of American Colleges and Universities (AAC&U), Paula P. Brownlee
heads the only higher education organization of member institutions that focuses on strengthening
liberal education on our nations` campuses. AAC&U was founded in 1915 and is now composed ofmore than 660 public and private colleges and universities, whose presidents, deans, and faculty
members are the active participants. The goals of AAC&U are carried out through its research andpublications, projects, national meetings, and specialized workshops. Before becoming president of
AAC&U in September 1990, Dr. Brownlee was president and professor of chemistry at Hollins College
for nine years. Previously, she was dean of the faculty and professor of chemistry at Union College forfive years and a dean and tenured faculty member in chemistry at Rutgers, the State University of New
Jersey. She received her bachelor§ and doctoral degrees in chemistry from Oxford University and held
a post-doctoral fellowship at the University of Rochester before working briefly in chemical industry.
She was recently elected Honorary Fellow of her college, Somerville College, Oxford.

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Testimony to the National Science Foundation
Hearings on Undergraduate Education
Saul K. Fenster
President, New Jersey Institute of Technology
Edison, New Jersey

I appreciate the opportunity to testify on the subject of undergraduate education in the fields ofscience, mathematics, engineering, and technology (SME&T). This subject lies at the heart ofwhat we do at New Jersey Institute of Technology. The leadership of the National Science
Foundation is exceedingly important to us, and I am delighted to participate in this dialogue.
In 1986, a National Science Board task committee under the leadership of Homer Neal, issued areport that has contributed to significant change in undergraduate education in science,
mathematics, engineering, and technology.

That report an analysis of the weaknesses and findings of traditional attitudes and approaches
to SME&T instruction, followed by specific recommendations for reform set the tone for a
decade of rethinking and retooling. Although much remains to be done, I think it is fair to saythat the stimulus provided by the National Science Board, and the advice and support
subsequently provided by the National Science Foundation, have helped transform the way
faculty approach the mission of undergraduate instruction in SME&T fields.

Today I would like to share with you my assessment of the impact those efforts have had at one
institution, New Jersey Institute of Technology. I will describe our philosophy of undergraduate
education. Cite some of the specific steps we have taken, and offer some comments on what isworking best.
A recurrent theme in what I have to say will be the importance of context.

Let me begin, therefore, with a bit of context for my remarks. The central purpose ofundergraduate education at NJIT is to prepare students for careers as "complete professionals"
with the potential for leadership in their chosen fields of endeavor. Let us review for a moment
the specific characteristics of such a person. It goes without saying that "professional" conduct
implies honesty and integrity. In addition, a "complete professional":
embraces responsibility
is technologically proficient
communicates effectively

comprehends the interdisciplinary nature of innovative thinking
can see the totality of an enterprise and the inter-relatedness of its goals
understands the competitive nature of the marketplaceis entrepreneurial

respects the environment

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adapts to change with flexibility

is a productive and cooperative team member
appreciates and respects diversity; andcontinues to learn throughout life.

I believe that our success as a nation will depend upon such people. People who can lead in a
global economy, keep our corporations at the cutting edge, design and produce goods, employ
natural resources in an environmentally benign way and do all these things with respect andappreciation for diversity.
The key, of course, is to provide a comprehensive, well-rounded education that maximizesall of
the values listed above. The package is incomplete if scientific and technical excellence issacrificed; but it is also inadequate if the pursuit of scientific and technical expertise precludes
attention to the external context within which the science and technology enterprise functions.
The old saw about the value of a broadening general education at the undergraduate level holds
true today, perhaps more than ever.
How is all this to be accomplished?

There is no simple formula for success. But it is certainly possible to point out a number ofcontributing factors that have demonstrated effectiveness. Reforms of curricular design andcourse content, the introduction of improved pedagogical methods and new technologies, theintegration of research into undergraduate teaching, and institutional recognition of faculty
efforts in undergraduate education are among them.

In each case, NSF has served as a powerful catalyst for change. NJIT and many otherinstitutions have benefited from its guidance and support.

In the balance of my remarks I will try to demonstrate why I make that assertion.

We know that one objective of SME&T education must be to captivate students: we must
literally capture their imagination, and then we must hold their interest. The key, I believe is toteach in context and to give students a realistic preview of the roles played by the engineer, thearchitect, the scientist, and the manager. With NSF support through the Gateway Coalition andtwo major grants under the Technology Reinvestment program, we are reconfiguring the shapeand content of the undergraduate curriculum at NJIT.
There are a few specific features of the new curriculum

A new required full-year course, Fundamentals of Engineering Design, involves all
freshmen in complex, open-ended design problems from the very beginning of thecurriculum.

Traditional freshman humanities and social science courses are coupled to theFundamentals of Engineering course to create a cohesive sequence that emphasizes
connections among the fields of human knowledge.

Multi-lifecycle and pollution prevention concepts will be introduced throughout the
curriculum to show students that economic viability and environmental responsibility
are essential considerations in developing design solutions.

We are developing computer-assisted decision-making tools that introduce
environmental concern in the form of "clean" manufacturing considerations at every

stage of the design process for use in freshman chemistry classes as well as for
direct use by industry.

Our factory floor, summer internships, and cooperative education programs offer
immediate hands-on experience.

A required seminar series will bring to the campus speakers from industry to discuss
manufacturing topics from the perspective of their direct experience.

In chemical engineering, required courses link communication and critical thinking
to the analysis of chemical processes, unit operations, and plant design.
Required courses in economics and management have been combined into a single,
year-long course that leads students through the critical financial considerations thatmust be taken into account in producing goods and services.

A course for seniors gives them the opportunity to carry out projects from productconceptualization through commercialization as a capstone experience.
Thus, throughout the curriculum, we will provide integrating learning experiences that provide aforetaste of the complexities of the workplace. Students will realize before they graduate thatprofessional success depends upon the ability to organize a variety of human resources as well as
apply science and mathematics. This is truly science, mathematics, and technologyin context.

Other new modes of undergraduate education supplement these curricular developments. For
example, we now offer undergraduate students the opportunity to work directly with a faculty
mentor, thereby experiencing the kind of thinking and experimental activity that goes on in theworld of basic or applied research.
The use of computer technology in delivering the undergraduate curriculum also takes the formof distance learning. With the support of the Sloan Foundation, NJIT now offers an entire
undergraduate degree program (the Bachelor of Arts in Information Systems) through computermediated instruction supplemented by videotapes.

The curricular improvements we have undertaken appear to be having beneficial effects on ourstudents. One indication of this is last year 85 percent retention rate from the freshman to thesophomore year. Another is the enthusiasm reported by many of our faculty members.
Yet the curriculum as a whole might best be characterized as a "work in progress." It is surely
not perfect, nor has it been developed to our full satisfaction. The individual strands I havedescribed have yet to be woven together as a coherent a fabric as we would like to see, with apattern that commands immediate recognition when viewed from a distance.

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The ultimate goal is to educate professionals with a better understanding of their calling, thereby

rendering them better prepared to lead others. The means is a curriculum bound together not
only by a traditional set of academic objectives that are related to the notion of preparing
students for professional practice, but also by a broad thematic expression that represents theprofession directly. Real curricular integration demands explicit linkage between and amongsources.

A desirable consequence will be higher retention and graduation rates. If the broad thematic
motif is sufficiently compelling, it will arouse curiosity and stimulate interest. We can then hopeto spur better teaching on the part of faculty and better learning on the part of students.

The challenge to university leaders is to nurture a unity of purpose within the campus
community. It is no trivial matter to do this with individuals, both faculty and administrators,
who tend to view the world from a discipline-oriented perspective. Moreover, the academic

enterprise rightly values individual creativity. Curricular unity must be achieved withoutcompromising the "free market" of ideas, without sacrificing open-ended debate and intellectual
controversy.

Clearly, the university community will need more time to internalize the conceptual framework
embodied in the new curriculum, and to capitalize more fully on its pedagogical possibilities.

Two additional points arise from the notion of a broad reform of the undergraduate curriculum
based on integrating themes.
First, undergraduate education does not take place in a vacuum. The next generation of facultyis emerging from Ph.D. programs across the nation. They will be expected to teach a newundergraduate curriculum. It follows that the nature and content of Ph.D. programs themselves
deserve reconsideration, especially in the SME&T fields. If we need faculty attuned to new
approaches in undergraduate education, we should deliberately build the necessary components
into our doctoral programs.

Some of the necessary components are obvious. More emphasis on making interdisciplinaryconnections and on filling the lacunae in the matrix between the disciplines. More opportunities
to teach. More emphasis on preparing for non-academic careers by working in teams andlearning leadership skills. More emphasis on the roles of quality and cost in an era of global
economics. More emphasis on the need to realize the commercial value of research.

Second, I cannot leave the matter of undergraduate curriculum without reference to the trainingof schoolteachers. Since so much more can be accomplished when the interest and motivation
start at an early age, the teaching of "SME&T in context" should begin in the elementary andsecondary schools. It therefore stands to reason that colleges and universities, and more
importantly those individual faculty members who know how to teach SME&T in context,
should be playing a central role in the education of future K-12 teachers of math and science,
rather than institutions and faculty whose primary focus is on pedagogical methods. And there
should be far more interactions between elementary/secondary schools and universities that teachthe sciences, engineering, and technology.

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The faculty reward system is another powerful tool.
As I see it, the distinction between a Ph.D.-granting institution and other colleges and universities
is not based on a difference in the importance attached to undergraduate education. NJIT's
academic culture is defined by the presence of a faculty engaged in undergraduate instruction as

well as graduate education, research, continuing professional education, and professional
practice. The faculty's experience of research and professional practice adds freshness andexcitement to the classroom and the laboratory. They integrate what they have learned from theirown work into the material they teach. The unity of teaching and research is becoming a way oflife at NJIT precisely because it contributes powerfully to excellence in professorial education.

Once again, NSF support has encouraged us in the right direction. With two grants under the
CRCD (Combined Research-Curriculum Development) program, new graduate courses will
incorporate current faculty research in the fields of particle technology and optoelectronics, andthe fundamentals can be integrated into undergraduate courses long before they appear in
textbooks.

That said, it remains necessary to remind faculty that the university values undergraduate
instruction.

NEM promotion and tenure processes emphasize good teaching as well as research
productivity. In the review of each candidate for promotion and/or tenure we examine the recordof teaching including curriculum and course design, advisement, and very importantly the
results of student evaluations. No one who is rated less than "good" as a teacher is recommended
for advancement, regardless of the individual intellectual research record.

Recognition can take other forms as well. NJIT has a program of annual awards for excellencein teaching. I can report that faculty take great satisfaction from the recognition they receivefrom their peers and from students. Some have been heard to say with pride that they devote
themselves primarily to teaching undergraduates.
The transition from school to college can be particularly difficult for students interested in the
SME&T fields. Most of them come with no prior experience of what to expect, or what will be
expected of them. The high national rates of attrition from collegiate SME&T programs can be
attributed in part to this discontinuity.
At NJIT we approach the problem in two ways.

First, we think some prior experience provides a useful bridge to college. In 1970, we started a
pre-college program in urban engineering with 30 high school students from the Newark area.

Today, with support from a large number of foundations and corporations, our pre-college
programs have expanded to include 3000 students per year from elementary school through highschool and several hundred teachers. One program, funded by NSF since 1990, introduces rising
8th and 9th graders to research in the fields of environmental science and civil and environmental
engineering. All of these programs provide a foretaste of college and are designed to plant theseed of interest in the fields of science, engineering, math, technology, and architecture as
potential careers. Again, teaching in context.

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To assure greater continuity for students who begin their college careers at community colleges,a consortium of New Jersey colleges and universities that includes NJIT, together with local

industries, high schools, and professional societies, has been awarded another NSF grant tocreate a national center of excellence in engineering technology education. The center willdevelop a model associate degree program in Mecomtronics Technology and work toward therestructuring of existing engineering technology programs.

The second approach, one that has become standard at many colleges and universities, is toprovide far more extensive orientation and adjustment programming than was traditionally thecase. At NJIT this takes the form of a pre-freshman year summer orientation experiencewe call"miniversity," a first semester freshman seminar designed to develop early awareness of theattitudes and behaviors that contribute to long-term success in college; an "early warning"system designed to call attention to students who may need special advice, tutoring, orcounseling; and an academic advisement system that operates from the first semester through thesenior year.

It is also important to emphasize fuller participation by members of groups underrepresented in
the SME&T fields, especially women and minorities. I say this for two fundamental reasons:First, fuller participation is a simple matter of equity. In light of the long history of social
inequities, attempts to deal with the effects of economic and educational disadvantage aredesirable on purely moral grounds. Beyond that, however, America'; future depends to a large
extent on our ability to assure an adequate supply of well-prepared professionals, people who
can keep our corporations at the cutting edge and provide leadership in a global economy. The

nation needs more such people, and will find them only if previously under-represented
populations participate.

The confluence of a compelling moral imperative with the human resource needs of the twentyfirst century constitutes a powerful mandate to higher education.

Institutions such as NJIT have a special role to play. We believe that this university
complementary and mutually reinforcing goals of excellence and access clearly reflect the
responsibilities of a public institution with a public mission.
In this area, too, the National Science Foundation is providing leadership and support.

I would like to close with a sobering thought. It is the realization that our agenda is incomplete.
Colleges and universities understand that they occupy a unique position in-service to the Nation.
We think we have fulfilled this role well in the past, and we want to do so in the future. What weneed from Washington, from our state capitals, and from our many other partners, is someassurance that the value of higher education will be recognized in the form of continuity in oursources of support. With tangible support from the National Science Foundation and others,
higher education will continue to enrich our future and that of generations to come.
" Mecomtronics" is the engineering technology discipline that combines the areas of mechanical andelectronics technology, and computer hardware and software systems linked throughtelecommunications.

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Saul K. Fenster is the sixth President of New Jersey Institute of Technology. He earned a Bachelor
degree from the City College of New York, a Masters Degree from Columbia University and a Ph.D.
from the University of Michigan. He has authored or co-authored two textbooks and numerous research
papers and technical articles. His current board memberships include the New Jersey Commission on
Science and Technology, Research and Development Council of New Jersey, which he chairs, theNational Action Council for Minorities in Engineering and the Liberty Science Center. He is a memberof various committees of the American Association of State Colleges and Universities and the National
Association of State Universities and Land Grant Colleges. He is a fellow of the American Society of
Mechanical Engineers and a Fellow of the American Society for Engineering Education, and a memberof the American Association for the Advancement of Science the Society of Manufacturing Engineers,
and the Council on Competitiveness.

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Needed Improvements in Science, Mathematics, Engineering andTechnology (SME&T) Education, and Institutional Policies that
Would Aid Undergraduate SME&T Education
Judith A. Rama ley
President, Portland State University
Portland, Oregon

What our nation's colleges and universities face today
Colleges and Universities are facing a number of external pressures that create tensions among
the competing values of affordability (cost), quality of programs, and access. These pressures
include: 1) financial constraints brought about by the redistribution of state funding from higher

education to other purposes such as corrections and school equity funding; 2) demands forincreased accountability and enhanced productivity; 3) expectations that higher education will
make student learning its central purpose and introduce values and social responsibility into thecurriculum; and 4) concerns about the employability of new graduates.

In response to these pressures, ten percent of this nation's colleges and universities sharpened

their missions in the past year and 70 percent began to examine the contributions andproductivity of their academic departments. This climate of renewed concern for responsibility
and accountability and the growing emphasis on the importance of student learning provides anideal opportunity for institutional leaders to reassert the importance of the preparation ofteachers, for K-12 and for higher education. To emphasize the need for the introduction ofsignificant reforms at both K-12 level and in higher education in SME&T for both students whoplan to major in these fields and for students who do not.

Undertaking radical change
At the same time, institutional pressures affect the ability of our colleges and universities toundertake the major transformation of their science, mathematics, engineering and technology
curricula, which are needed if we are to enhance the capacity of this nation in these disciplines.
Also, to advance the ability of our citizens to make informed decisions utilizing information fromthese fields.

Radical rethinking of academic programs entails genuine rethinking of the entire educational
enterprise, including the design and content of the curriculum, the creation of a new institutional
environment through the design of many aspects of campus infrastructure, a new approach tofaculty and student roles and responsibilities, and the use of unusual and creative interinstitutional and interdisciplinary partnerships. Observers of academic reform have observed thatreform this sweeping is rare. More commonly change is sporadic and occasional, progresses infits and starts, and is characterized by bouts of housecleaning followed by years of inertia (after
J.B. Lon Hefferlin, Dynamics of Academic Reform Jossey-Bass, 1969).

What creates a supportive environment for reform?
To succeed in such an ambitious undertaking, an institution or a cluster of institutions, must haveadequate time and financial resources, access to knowledgeable advocates who are committed to

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transformational change, and a campus and academic environment that is receptive to outside
influences. In our experience, institutions that are at the edge of the academic mainstream
because of their youth or the recent emergence of their institutional type (e.g. regional colleges,
urban universities), or because they enjoy unusual and creative leadership, are more likely toundertake a genuine, rather than a piecemeal change process. These kinds of institutions are not
likely, however, to be sought out by policy-makers seeking to identify promising and productivemodels for educational reform.

Once an institution embraces the importance of transformational change, it helps to have: 1)
continuity of leadership; 2) a supportive governing body; 3) partners in the community who offer
ideas and shared resources, as well as alternate learning environments; 4) outside resources fromfoundations, mission-related agencies such as NSF, and consultants who promote change throughoffering financial resources, political support, and the validation needed to affirm and support
both the necessity and the value of change; and 5) a number of venues for discussing curricularreform, exchanging ideas, and participating in peer-reviewed and invitational meetings andworkshops.

The role of institutional leaders in supporting improvements in SME&T
education
Many colleges and universities, whatever their mission, have experienced "mission creep" toward
the values and expectations of research institutions as faculty have sought to develop individual
scholarly careers using the strategies that they learned in graduate school. To link what faculty domore effectively to the particular mission of the institution; academic leaders are turning to theredefmition of faculty roles and rewards and are focusing on the academic department as theprimary focus of support both for individual faculty development and for the collective
responsibilities of the faculty in organizing and offering the curriculum. During these discussions,
there is an opportunity to introduce curricular reform as priority areas of faculty activity that will
be supported by the institution.

In addition, some new approaches to interdisciplinary programs have been introduced across thecountry in recent years. These efforts can provide additional opportunities for students tointegrate what they are learning and apply what they know to community issues that require
multi-disciplinary approaches.

Presidents, Provosts, and Deans can encourage the trend toward a broader mission-related
definition of faculty scholarship and faculty roles by providing incentives at the institutional level
and the departmental level for both individual faculty excellence and for collaborative teaching

and research that crosses departmental lines. Effective curricular reform that reflects recentchanges in K-12 education as well as changing needs of employers who will hire our graduates
requires close collaboration between faculty in education programs, engineering and business andarts and sciences as well as cooperation with local public schools and other post-secondary
institutions. Often campus policies, campus support structures and campus rewards do not assist
faculty who work on curricular reform or K-16 reform and who must spend significant time in
the field or in collaborative activities with colleagues on campus in other disciplines.

To increase the importance attached to the improvement of SME&T education and to provide a
supportive environment for curricular reform, administrators can do a number of things:

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1.

Utilize a clear campus mission statement as a framework for defining the goals andaspirations of the institution. Make clear to everyone, including trustees, faculty,
staff and students, that constant curricular advancement is an important campus
priority and that every graduate of the institution should be able to use scientific andmathematical problem-solving techniques and information competently andconfidently.

2.

Personally acquire a thorough knowledge of educational reform efforts in publicschools and in higher education and speak consistently and knowledgeably about theimportance of the reform of graduate education to incorporate both the acquisition ofresearch and teaching skills and a familiarity with contemporary issues in curricularreform, and K-16 curricular reform itself by articulating the importance of designing
the goals and outcomes of a college education upon the foundation provided by thereform movement in K-12. Talk with faculty about these issues regularly.
3. Encourage the reinterpretation of faculty roles and rewards to make them compatible
with the demands of educational reform, teacher preparation in SME&T,

interdisciplinary and collaborative research and teaching, and community-based
work.
4.

With faculty guidance, create a campus infrastructure and policies that support theactivities needed to support curricular reform on campus, to reflect changes
occurring in the public schools as well as employer expectations, and to promote theexploration and the reform of graduate education in SME&T. This will require,
introducing new assessment strategies that evaluate student learning and that
document the outcomes of curricular reform as well as providing technical assistancefor faculty who engage in curricular innovation at both the undergraduate andgraduate level.
5.

Provide opportunities for faculty to discuss educational reform with their colleagues
in workshops and campus-wide seminars.

6.

Support faculty who are interested in educational innovation and in graduate

education by providing campus resources such as mini-grants and release time forsuch work.
7. Participate in national discussions of faculty roles and rewards as well as K-16 andgraduate educational reform and encourage faculty and staff to do so as well. Where
appropriate, subsidize the cost of travel to such conferences and meeting in the same
way that the campus encourages faculty to participate in discipline-based
professional meetings and workshops.
8.

Be prepared to invest in educational reform and in new faculty roles andresponsibilities, drawing resources from a restructuring of campus administrative
operations or redistributing resources from academic programs that are no longer inhigh demand.

9.

Encourage institutional

partnerships withother organizations to encourage

innovations in education and to provide a supportive environment for faculty
involvement in the local community.

10. Encourage a greater local understanding of the importance of SME&T education andK-12 reform by participating in community efforts to improve the local schools. The

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local Chamber of Commerce or other local business associations often sponsor suchactivities.

11. Activities of this kind offer occasions for colleges and universities to introduce
discussions of how high school must prepare for post-secondary education as ournation post-secondary institutions continue to improve SME&T education. While
there has been a lot of talk about the need for a high skills workforce, many
employers still want only reliability, basic skills, and good attitudes towards
customers and fellow workers, and are not yet introducing the elements of a "highperformance" environment into their business practices. As a result, universities andcolleges must work simultaneously to promote higher standards of performance for
their students and for the organizations that will employ their graduates.

Graduate education has to change, too
There is a growing demand for universities to become concerned with the issues of society in thehopes that our involvement will help to clarify the competing values that are at stake, frame clear
and critical questions, and build a wider repertoire of responses that will rebuild the workings ofcivic life in this country and the core of democracy itself. If colleges and universities become
properly engaged with our communities, we can become the source of social capital for a newera. A critical component of this capacity-building must be provided by SME&T education. We

must prepare the next generation of college and university faculty to offer the kind ofundergraduate education that our students really need.

We must take a long hard look at how we prepare graduate students now. What are we really
doing in our graduate curriculum and in our research programs? In higher education today, are
we really building social capital, which sociologist Robert Putnam describes as "features ofsocial organization such as networks, norms, and social trust that facilitate coordination andcooperation for mutual benefit," and are we preparing people who can create and work withinsuch networks? Are we preparing a generation of faculty who can design a curriculum that canaccomplish these goals and, themselves, model for their students a more interactive andcollaborative form of learning and discovery? Will our graduate education put teaching andresearch on an equal footing by introducing values, skills, and professional goals that encourage abalanced career?

The process, rooted in the 19th century, that has led to greater and greater differentiation ofacademic life into definable disciplines, each with its own world view and culture and objects of
discourse, has drawn our process of socialization of new scholars into the academy further andfurther away from the influence of the questions and concerns of the citizens who support us.

Do we really know whom we are preparing in our masters and doctoral programs and how they
will use their education? What principles should we adopt to guide the design of our graduate
studies as we think about what responsibilities our graduates will undertake after they complete
their formal education?

One problem we have in higher education is that we are trapped in our own, still successful,model of graduate education. We are proud of saying that graduate education in this country is
the envy of the world. We still continue to attract talented students from around the world to

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study in our nation's universities. Our model of a research-based doctorate has served as aworldmodel for preparing scientists and engineers as well as scholars for other fields.
So, why should we question a clearly successful enterprise? The problem is that this model works
effectively for a smaller and smaller percentage of the students who enter doctoral study and thentake positions at our nation's research universities. The others, who will find employment
elsewhere, are less well prepared.

According to a recent study completed by the National Academy of Sciences Committee on
Science, Engineering, and Public Policy, we are producing students who are prepared for
traditional research roles while employers are calling for doctoral graduates who have expertisein more than one discipline, who can collaborate across fields and in various settings, who canadapt quickly to changing conditions and learn in new fields and who work well with otherpeople. Furthermore, we are preparing our graduates to join us in the academy, while more andmore of them will find employment elsewhere in business and in government.

How can we promote more versatility? Faculty today needs both disciplinary strength and theability to interpret and apply disciplinary perspectives in collaborative settings. The faculty weare hiring now and will hire in the future will need to be able to work effectively together tocreate opportunities for meaningful involvement of students, community members, and local
practitioners in SME&T education. They will require: a) communication skills including theability to listen well; b) collaboration skills which include the building of mutual trust andrespect, ability to problem-solve in complex groups with different experiences, goals, anddefinitions of success; c) time management skills - the need to spend time creating a common setof goals, a common vocabulary, shared definitions of success with partners from otherorganizations; and d) team-building skills - the ability to work with many different kinds ofpeople with different expertise and motivations.

If we really need faculty with these skills, we will need to recognize these competencies andachievements as significant factors for promotion and tenure and during the distribution of
discretionary salary increases and other faculty rewards.

Genuine teamwork and partnership are difficult modes for faculty to adopt who have only
operated within disciplinary-based frameworks, where in most cases, the questions, theassumptions and the methods of inquiry are agreed upon and understood by everyone involved.
Partnerships require time, trust and patience, and a different repertoire of skills, skills that can beincorporated into our graduate and professional programs.

Few institutions are actively addressing graduate education as yet, but the time is rapidly
approaching when we must do so. In Campus Trends 1995,1 Elaine EI- Khawas reviews theresults of a survey sent to an array of 506 colleges and universities. Of our peers, only 10 percent
report extensive change going on at the graduate level, 70 percent report some, and an alarming
21 percent report no activity at all. If we approach this new challenge in a way similar to ourcommitment to active/service learning for undergraduates, we will again find ourselves in theforefront of a concern that many people are talking about, acknowledge must be addressed, but
are reluctant to approach.

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There is no doubt in my mind that we must reshape graduate education in SME&T, both at the
Masters and at the Doctoral level. In preparation for this, we must take time to retrace the same
steps that the faculties who are redesigning our undergraduate curriculum are taking. We must
ask: Who are our students? What are they experiencing and why do so many students fail toachieve their educational objectives or take so long to do so? What do our students plan to dowith their education? What is happening to the marketplace for people with an advanced
education?

Let us bring this challenge close to home. With respect to our own colleges and universities, what

attributes and skills will we seek as we hire a new generation of faculty? Are our doctoral
programs likely to produce the kinds of versatile faculty we would want on our own campus?
Will our new faculty be prepared to undertake the collective responsibilities that are required todeliver a curriculum of the kind we have recently introduced? One that requires teamwork andcross-disciplinary perspectives? Will they know how to conduct effective community-based
research with partners from other programs, institutions, and community organizations?
Might we define a kind of "general education" for graduate students, similar to the goals we havefor our undergraduate students - a set of goals or principles that will guide us to design
opportunities for our graduate students to develop advanced problem-solving skills,
communication skills, collaborative skills, an appreciation for diverse viewpoints, an ability tocontinue to learn, and an ethical and socially responsible basis for their research and practice?

Can we design a different form of professional development for teaching and research assistants
that provides mentoring and school and business and industry based experiences?
What can NSF do to reinforce and support the changes that will be necessary to create a genuine

K-16 SME&T reform movement and to assist institutions that wish to redesign the study of
SME&T at the college levels for both majors and non-majors?
1.

Provide individual investigator awards for research on the-impact and sustainabilityof instructional innovation. We need research on fundamental questions concerningteaching, learning and assessment in undergraduate SME&T education.

2.

Provide support for summer workshops that bring students, parents, community
participants, and faculty and public school teachers together to work on community
problems and to engage in curricular reform. Provide summer stipends for thefaculty who design and participate in these summer programs. Faculty who doresearch during the summer can often obtain two full months' pay to support theirtime spent doing research. Faculty who engages in curricular innovation or insummer workshops and K-16 initiatives do not have access to such funds. Thissends a signal that basic research is valued more than K-16 initiatives or curricularinnovation. In addition, although it is understandable that NSF would want tostretch its resources as far as possible, these programs are often under-funded andthe financial condition of most of our colleges and universities precludes any
significant local supplements to the project budget.
3. Make provision in undergraduate research awards for introducing new faculty into

the process and for supporting faculty teams. The current funding levels for REU

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grants do not allow for variations in the faculty configuration or encourage thementoring of graduate students or new faculty by more experienced faculty.
4.

Provide opportunities for faculty who are engaged in curricular reform to present
their work and to publish their findings in invitational and peer-reviewed publications
and conference proceedings.

5.

Take a leadership role through both advocacy and financial sponsorship in

persuading more professional societies and professional journals to provide exposurefor exemplary work in undergraduate and graduate curricular reform.
6. Recognize that curricular advancement is an on-going process and requires sustained
faculty support. While workshops and conferences can stimulate an interest inreform and promote the exchange of ideas, continuing assistance will be necessary
for faculty who plan to apply the ideas generated in these workshops and summer
projects to their on-going courses and curricula. This support can be provided in theform of release time, graduate assistants, and periodic gatherings to review andinterpret the results of work to date. It is becoming increasingly difficult foruniversities to offer this support. Most NSF-sponsored projects can only launch achange process. In the normal 2-3 year time span of a grant, work can barely getunderway. Requirements to demonstrate actual changes in student achievement insuch short time frames can actually interfere with the change process by forcing theparticipants to focus on very short-term goals. It is better to evaluate very concrete
outcomes such as the development of new curricular materials and courses, effective
involvement of faculty in the exploration of new techniques in teaching and learning,
and the like. If possible, projects should be funded for 3-5 years to provide thesustained support needed to move from design to introduction of a new curriculum toaccurate and effective assessment of the impact of the new approaches on student
learning, competence, and confidence. In addition, the current grant process often

results in a succession of faculty being involved, when in some cases, it may be
important to keep at least a core of participating faculty together for a longer periodof time, introducing new participants according to the nature and development of the
project.
7. Graduate programs must require participation in work on curricular reform as well
as offer significant teaching opportunities. NSF fellowships and training programs
can promote this by emphasizing the importance of teaching, curricular reform, andinterdisciplinary work. Annual and end-of-grant reports should include a request for
information about the nature and impact of activities of this kind conducted under thesponsorship of the grants.
8. We must find ways for all undergraduates, both majors and non-majors, to have an

opportunity to do "real" research, and to do so throughout the undergraduate
experience, not just in a limited number of distribution courses that satisfy a scienceor math requirement. At Portland State University, we involve undergraduates who
enroll in our Science and the Liberal Arts curriculum in active research projects overthe full four years of their undergraduate curriculum because of our belief that the
habits, values, and ethics of the SME&T disciplines must be practiced and learned

over a long period of time. This is true for both non-majors as well as majors.
SME&T taught in conventional ways using standard textbook and laboratory
exercises is about as interesting as reading an instruction manual. Furthermore, this

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approach addresses only one type of learning style and disadvantages students wholearn best in other ways. Taught as a liberal art, however, SME&T courses for bothmajors and non-majors call human curiosity to attention and make such inquiry andlearning a deeply satisfying and imagination-expanding experience. The liberal art ofmathematical, scientific, and technical inquiry allows our faculty and students to try
out to test their imaginations for accuracy, precision, credibility and acceptanceby a community of knowledgeable peers. NSF can offer sponsorship for such

9.

experiments at any institution willing to undertake the significant and radical reform
necessary to introduce this kind of curriculum.
After years of under-funding, our nation's instructional facilities and equipment are
badly out of date and there is a enormous need simply to provide better laboratory

and classroom environments. We must upgrade our equipment remodel ourclassroom and laboratory spaces to accommodate new approaches to learning and wemust make significant investments in technology such as computers andtelecommunications. The accumulated need for retrofitting and new equipment would
vastly exceed the ability of any Federal source to support, but NSF could develop
ways to encourage additional support for these needs by its use of equipment funds.
The emphasis recently has been on the need for curricular reform. This is frustrating

to many faculty, including many at Portland State University, who have alreadymade radical changes in the curriculum, introduced new pedagogical approaches,
established new areas of emphasisincluding the use of interdisciplinary and crossdisciplinary options to tailor the educational experience of individual students toreflect their educational goals more directly, and used community interactions andpartnerships to create richer learning environments for our students. What thesefaculty need now is the equipment to support the curriculum, the encouragement tosolidify the reforms that the have already begun, and the resources to assess theresults of what they have done.

10. It is unclear whether the goal of the investments made by NSF in undergraduate
education are designed to identify and support innovative work or to promote an
overall systemic improvement in the level and impact of SME&T education andresearch capacity in this country. Often the process of preparing a proposal anddoing the necessary work to show the feasibility of a project are extremely
worthwhile for an institution undertaking significant reform for the first time. But if
the ideas are not new to the community-at-large, even though they are innovative at
the applicant institution, will NSF decide to fund the project? This poses a significant
policy question for NSF. Is it better to generate and facilitate the distribution of new
ideas and positive results or is it better to build the nation's core capacity to provide
effective SME&T undergraduate education by providing incentives to encourage
institutions willing to undertake major curricular reform. This key policy question
deserves serious attention.
11. NSF support programs for new faculty should include attention to teaching, general

education, and the reform of SME&T curricula. In general, so should regularresearch grants. Whenever possible, a research program can effectively include
undergraduates, and, in some cases, serious high school students. This should be
encouraged where feasible and the grant review process should include aknowledgeable review of the potential benefits for undergraduate education and K-16

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articulation. NSF can powerfully shape the focus and emphases of grants forresearch and education in science and engineering by calling for a thoroughdiscussion of the human resource implications of the work to be done and requiring athoughtful analysis of the outcomes. The Application Guide published in October
1992 (NSF 92-49) had an extensive section on this (p.4), which appears to have been
omitted from later application guides.

12. Wherever possible, projects should be funded that connect reforms in SME&T
undergraduate education to the rest of the liberal arts. Reform undertaken inconversation and in collaboration with faculty in the humanities, social sciences andfine arts can stimulate fresh thinking throughout the university and reinforce theefforts being made by SME&T faculty. This practice can direct more facultyattention to undergraduate education and advising, the dissemination of improved
practice, and the effective integration of reform efforts across the curriculum. NSF
can play a truly catalytic role in promoting changes in the entire undergraduate
experience through encouraging effective linkages of SME&T reform with both therest of the liberal arts curriculum and to professional education in engineering andtechnology.

Judith Rama ley is President and Professor of Biology at Portland State University. Portland State
University has received national recognition for its innovative curriculum, campus management,
leadership in interpreting service learning, and commitment to an urban mission. Dr. Rarnaley received
her undergraduate education at Swarthmore College and Ph.D. at UCLA. She is Chair, Commission on
the Urban Agenda of NASULGC; member, Kellogg Commission on the Future of State and Land-Grant

Universities; members Board of Directors of AACU; past Chair, Biological Sciences Advisory
Committee of NSF; and member of many local civic organizations in the Portland metropolitan area.

Elaine El-Khawas. Campus Trends 1995. New Directions for Academic Programs. Higher Education
Panel Report, Number 85. American Council on Education, July 1995.

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Institutional Perspectives of College and University LeadersDavid Ward
Chancellor, University of Wisconsin - Madison
Madison, Wisconsin

Introduction - University of Wisconsin-Madison Programs
Thank you for the opportunity to be here today. The issue of science and math competency at theundergraduate level is one of obvious importance to us and to society. As an institution of higher
learning, the University of Wisconsin-Madison has labored much in recent years to come to grips

with a problem that threatens our quality of life and our ability as a nation to compete in theworld market. The absence of broad science literacy poses significant dilemmas for society andfor higher education itself.

Over the past 10 years, the community of scholars at Wisconsin and elsewhere has pursued broad

and far-reaching initiatives to attack the problem of science competency. To its credit, theNational Science Foundation has also strongly encouraged change at research universities
through its own programmatic initiatives. These joint efforts are laudable and they meritcontinued support and experimentation. The research university must play a critical role in the
improvement of science education. That role must include new and stronger relationships among
different kinds of educational institutions, and better connections between our primary andsecondary schools and higher education.
At Wisconsin alone, there are many examples of programs that seek to alter, reform or redirect
the way science, math, and engineering are taught. The teaching and learning infrastructure is
being rebuilt, and it is being connected in new ways with schools, students, teachers and the othercritical components a the educational system.

Through entities such as the Institute for Chemical Education and the Center for Biology
Education, universities like Wisconsin are creating new tools for learning. Thousands of students
across the country and at all educational levels now have the opportunity to track genetic change
through generations of plants in a single semester, thanks to the Wisconsin Fast Plants Program.
Memory metal and other materials science innovations are becoming integrated into freshmen
chemistry courses around the country, refreshing a dated curriculum. These are two examples
from Wisconsin of research university-based innovations that are having broad impact.

This year at Wisconsin, with the support of NSF, faculty is embarking on an ambitious program
to revamp the way chemistry is taught nationally at the college level. Employing the latest
instructional technology, offering new contexts for learning and incorporating the most effective

cooperative learning techniques, these researchers will attempt to make the first sweeping
instructional changes in decades.

Wisconsin has established a teaching academy for faculty as a mechanism through which toidentify, through evaluation, exemplary teaching practices, and to support widespread applicationof the best techniques across disciplines and curricula. Superimposed on these and otheractivities is a state-of-the-art means of evaluation through our LEAD Center. It is crucial to

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acknowledge the need to measure steps taken and to hold claims to improvement to a criticalstandard.

Thanks in large measure to the track record of educational innovation of some of Wisconsin's
most distinguished researchers, the university has now been given the opportunity to enter into aninterdisciplinary partnership with NSF known as the National Institute for Science Education.

This unique partnership is expected to yield new strategic and tactical means of building thenation's science and math education infrastructure.

There seems to be no shortage of creativity among the faculties of research universities.
However, tradition-laden institutions like universities must find more effective ways to sustain
innovation.

IssuesScience for All. There is a critical need now for colleges and universities to more broadly andeffectively integrate science, math and technology into the general education curriculum. Scienceis a significant and pervasive influence in the lives of all Americans, and universities need to do amuch better job of preparing all of our students not just science and engineering majors, tothink more analytically and to live in a world increasingly shaped by the forces of science andtechnology. The earlier we can do that in the course of a students education the better. Of
critical importance is providing a seamless but flexible connection between high school scienceand the very first science experiences of higher education.

Changes in Higher Education. We need to envision the classroom of the future and not simply
improve the traditional classroom approach to learning. Faculty who invest time, energy andcreative power to enhance the learning environment or develop new learning tools should be
encouraged to apply for educational grants with the same conviction brought to bear in the quest
for research grants. In addition the reward system for faculty must evolve to recognize theimportance of work by those who break new instructional ground.

Empowering Teachers and Future Teachers. Moreover, we need to do much more to develop
our faculty and future faculty, to empower them to be effective innovators in science education.
The academy needs to look beyond its own borders, expanding the involvement of staff andteaching assistants in the development and application of innovative teaching techniques andstyles. The research university can play an important role by providing our graduate students
with more exposure to innovation in the learning process and especially to cross-fertilize theresearch interest with the general dialogues about science.
Evaluation. It is also very important that universities begin to evaluate seriously novel learning
approaches. Critical evaluation and assessment must be integrated into a system through which
we can identify, develop and disseminate the most effective approaches to learning. Given all the
resources that have been provided for education reform over the last decade, there are relatively
few devoted to measurement of success or failure. It is essential that we incorporate some kind ofoutcome assessment into our education reform efforts.

In addition, we must strive tocommunicate these results, make them accessible, and then act on them. This is a daunting task.

At many of our institutions, obtaining the quantitative data

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grades, retention rates,demographics requires effort on the part of the investigator. The data are simply not available
in most places. Rigorous qualitative analysis is even rarer.
Fortunately, instructional technology isproviding us with a wealth of new feedback

opportunities, such as electronic mail. At research universities electronic mail is greatly
enhancing access to faculty and staff and is providing timely information on the successful
comprehension of course material. A spate of questions on a particular lecture topic deliveredby electronic mail provides a compelling signal to the lecturer that he or she missed the mark.
A student too shy to sign up for a face-to-face appointment may find the courage to send an email with a pressing question. Faculty and staff ought to be strongly encouraged to make greateruse of these now almost-commonplace technologies.

A Changing Infrastructure. Another set of related and pervasive issues lie in our infrastructure
and the evolution of new technologies and instructional materials. Will the formal classroom
exist a decade from now? This is an area of rapid development that outstrips the ability of any
single institution to manage and guide it. Who will take leadership in identifying effective
approaches? Will the academy recognize and reward contributions by faculty members in thisarena? If not, how will we move forward?

We also must recognize that technology costs money. Who will pay? While the information
superhighway is changing the way many of us function, we must be aware that very large
numbers of students from kindergarten to college do not have access to this technology. To
help remedy these inequities, we must begin to explore new partnerships with the private sector
and others that have a stake in a technologically literate workforce.

Equity and Diversity. Equity and diversity within our institutions are critical and related issues
as well. The demographics of the twenty-first century demand that we renew our commitments toaccess and opportunity for all. Human resources are our greatest asset and the needs of thetwenty-first century will require the inclusion of the full diversity of our population in order toavoid squandering valuable intellectual resources.
Making Better Connections. Universities must also become catalysts for the development of new

networks between different types of institutions. Research universities do not exist in an
institutional vacuum, nor do they have a monopoly on education. We must use existing programs

such as our summer programs, integrated general education for non-scientists, and distancelearning to help us weave a web of learning between different educational systems.

The Value of Existing NSF and Other Programs
Clearly, research universities can change creatively in partnership with NSF and other funders.
NSF and other federal and private granting organizations have already made serious investments
in innovative and effective improvements in science education. These investments now need to bebetter connected to a rapidly changing learning environment and the possibilities of a new
networked educational system. Continued and expanded support of these developments is neededto drive change.

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NSF and other granting entities can begin to require some kind of relationship between research
proposals and their broad impact on science education. This strategy has been discussed at anumber of national meetings on science, math and engineering education, and is likely to provide
the kind of motivation needed to encourage pilots and experiments.
In closing, I would like to thank you again for the opportunity to express some views and ideas of

how research universities can and should change to foster change in the science education
landscape. We are committed to addressing this problem and we look forward to continuing ourpartnerships with NSF to attain a common goal.

David Ward was named chancellor of the University of Wisconsin-Madison in June 1993, becoming the25th individual to serve as the universityf chief executive. Ward had served as interim chancellor
since January 1993. Ward became vice chancellor for academic affairs at UW-Madison in 1989, and in
1991, he was also named provost, chief deputy to the chancellor. His UW-Madison faculty career spans

30 years, and he holds the Andrew Hill Clark Professorship of Geography. For the past eight years,
Ward has provided strong leadership for efforts to improve the quality of undergraduate education.
The next step, says Ward, is to redefine undergraduate education, not simply through improvements ofexisting programs and processes, but by developing new ways for learning to occur on college
campuses. To that end, he recently published a comprehensive strategic planning document, outlining
priorities for the next decade as the university attempts to balance its teaching, research and outreachmissions. Ward has given new expression to The Wisconsin Idea, the venerable philosophicalframework for the universi0 public service role. The Wisconsin Idea is embodied by a vast array ofpartnerships between the university and both the public and private sectors, says Ward, from economic
development activity and sharing of faculty expertise to educational collaborations with K-12 schools.

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Presentation Before the National Science
Foundation Undergraduate Review Subcommittee
Homer A. Neal
Vice President for Research, University of Michigan, Ann ArborAnn Arbor, Michigan

Thank you, Mr. Chairman, for inviting me to participate in today's hearings on undergraduate
education in engineering, science and mathematics. I have chosen to depart somewhat from thesuggested format of comments in order to provide the subcommittee with a brief overview of thework of the task force I chaired in 1985 which resulted in the issuance of NSB Report 100-86,

which has served to guide NSF development in undergraduate science, engineering andmathematics education over the past decade. I will also share with you a current initiative inwhich I am involved, that bears on undergraduate science education at our nation's research
universities, as well as some of my own thoughts about the important changes that we must
consider with respect to undergraduate education in the future.

Charge to the NSB-100 Task Committee
At the start of the work of our committee in 1985, the charge we were given was as follows:. .

. to consider the role of the National Science Foundation in"undergraduate science and engineering education . . .to determine what is an appropriate
NSF role in undergraduate science and engineering education . . . and to examine what

are possible mechanisms for carrying out that role. Should NSF move to establish
undergraduate science, engineering and mathematics programs, apart for support forundergraduates provided in some research grants? Should NSF have a role in shaping
undergraduate curricula?..."We set about the task of collecting data in just about every imaginable way. We reviewed
extensive literature on the subject, consulted with higher education organizations and held several
hearings in Washington at which faculty, university administrators, federal agency officials, andindustrial leaders testified, in much the same way as the current hearings are planned.

What we learned was not very reassuring. Among the key problems we uncovered were:
deteriorating quality of the college-level science-educational infrastructurelaboratory instruction that was typically, "uninspired, tedious, and dull."lack of opportunity for faculty to update either their disciplinary or their pedagogicalskillsoutdated curricula that failed to convey the essence or excitement of contemporary
sciencedeclining student interest in careers in science, engineering, or mathematics, or in
education in these disciplines

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In looking back over the years since our report was completed one can sense that real progresshas been made at NSF in undergraduate science and engineering education:

A new Office of Undergraduate Science, Engineering and Mathematics Education
has been established and now administers or monitors over $100 million dollars forundergraduate programs.

A new program to provide research experiences for undergraduates has been
established, the REU program. Indeed, Director Bloch initiated the REU program

while our committee was still in the midst of its hearings, being immediately
convinced that this was an activity much needed and very much in keeping with themission of NSF.
A new program for undergraduate faculty enhancement has been established.
A new curriculum development program has been established.

A special undergraduate curriculum development program in calculus has beendeveloped and, from all indications, the results are very positive.
A new instrumentation and laboratory improvement program has been developed.

There can be no doubt that NSF has taken the recommendations of our committee very seriously,
and that the leadership actions of NSF have had an impact on other agencies and foundations.

For example, the Howard Hughes Foundation initiated its own program for support ofundergraduate education shortly after our report was completed and has already committed many
millions of dollars in this area. Leadership was, and still is, an extremely important element of
NSF actions.

Changes Over the Decade
Indeed, the leadership that NSF shows in the years ahead will be critical. Since the issuance of
NSB Report 100-86, there have been an enormous number of developments that will potentiallyinfluence the nation's commitment to undergraduate science education and which must certainly
be taken into account as plans are made for advancing undergraduate education. As unlikely as it
may have seemed in 1986, we have seen the end of the Cold War. This single event raised thehope that, by unleashing resources that might be more productively directed toward the overall
improvement of life for our citizens, education needs could be more adequately addressed. But it

also raised the question as to what extent a large technically educated workforce would beneeded, given the apparent diminished national security requirements. Coincident with the change
in the balance of world power has been the realization that the U.S. federal budget deficit must be
reduced and that federal outlay will be made with a heightened degree of scrutiny. Though many
voices caution against neglecting investments with long term benefits, there will be an increased
tendency to focus federal and state resources on major issues of immediate urgency a recipe
that often neglects the needs of higher education.

There are further developments that serve to shape the environment within which policies andpractices in undergraduate science and engineering education must exist. As a result of a few
highly publicized incidents in recent years, there has been some erosion in the public's confidence
in its higher education system. Compounding the effects of these events are the ever-present

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debates about indirect costs, high tuition, and stories of the difficulty some students claim ingaining access to faculty, who are characterized as only being interested in their research.

While we note the growth in the total number of baccalaureate degrees over the past decaderising by almost 20 percent it is also of interest to note that the number of degrees in the naturalsciences and engineering has fallen by almost 20 percent. We note that undergraduate
enrollments in laboratory courses continue to fall. Furthermore, though there has been significant
growth in NSF budget for education and human resource activities, we note that most of thisgrowth has been primarily in the K-12 programs.
These are issues that it will be critical for NSF to address in the years ahead, as we try to craft
undergraduate education in science, engineering, and mathematics for a rapidly changing world. I

also believe that, while NSF has a key leadership role to play, it is also incumbent upon
universities themselves to think more creatively than ever in trying to deal with these same issues.

In Search of a New Compact
Over the past year, several research vice presidents at Midwestern universities have been engaged
in a cooperative effort to construct what might be the principles that would guide the partnership
between research universities and the federal government in the decades ahead. I might note that,given the end of the Cold War, many of the original guideposts in the Vanovar Bush era are nolonger viewed as being sufficient to fully determine what the relationship should be between
universities and the federal government.

In the quest for developing these principles, we have had numerous discussions with officials in
the Executive Branch, with several leaders in Congress, and with industrial leaders. It is our hopeand expectation that these consultations will continue in the months ahead and will culminate in
one or more symposia where these items will be discussed in more detail.
What I can report to you today, however, is strong support for universities participating with thegovernment to ensure a strong program of research and education in the sciences, engineering andmathematics.
In the set of draft principles we have developed to date is the following reference in the section on
education for the next century:
Education for productive life in an age that is information intensive, technologicallydemanding, culturally complex, and globally competitive.
Education that will continue to assist our citizens in adjusting to the rapid changes in
the modern world.
Public understanding of the key technological, economic, cultural and social issues
that we face."
Our draft report continues:". . . education of the nation's citizens for productive life and work is one of the primaryfunction of the research universities, and a function to which they can bring uniqueassets. One of the greatest strengths of the research university has traditionally been

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graduate education the training of new generations of scientists and scholars. The sameassets of the university that have made our doctoral programs the envy of the world canbe turned, and are being turned, to improvements in other areas of education as well.
Universities, in addition to training the next generation of researchers, seek to instill in
their undergraduate students the culture of rational inquiry, and the skills to be effective
workers and knowledgeable citizens. In our rapidly developing world, education is morethan ever a life-long process; this implies that one of the most important outcomes ofundergraduate education is the ability to think clearly and to learn effectively. It also
implies that universities have a larger role to play in ongoing education and in serving asa resource that the broader public can draw upon in trying to understand new issues andproblems that arise."
Our report also notes that,"universities should seek, review, and implement ways to further utilize their researchcompetency to enhance undergraduate education, by expanding opportunities forundergraduates to participate directly in research and scholarship; and by endeavoringthat all students who graduate have attained the necessary levels of scientific and culturalliteracy . . . universities should explore creative ways to make their resources forknowledge and understanding available and accessible to the public; they should explore
and implement ways to facilitate timely public understanding of important scientific andtechnological issues; they should be increasingly receptive and responsive to public
interests and concerns and should seek to facilitate meaningful dialogue between the
public and academic communities."

I must note again that these statements are taken from a document that is still in draft form

andthat not even all of those vice presidents who have been involved in their development arenecessarily in complete agreement with every phrase as it currently stands. Nonetheless, I also
note that this document has gone through a number of iterations and extensive discussion. I
believe that, in its current form, it already represents a well-founded distillation of considered
thinking about the issues, from a number of sources.

Two things have become abundantly clear from these discussions: since 1986, universities havemade a great deal of progress in enhancing undergraduate science and mathematics education,utilizing the resources available from NSF that I mentioned above, as well as from other sources,
including internal sources. At my own university, for example, direct participation by first- andsecond-year undergraduate students in research projects has been growing at a substantial rate
for the past several years. The Chemistry, Mathematics, Geology, and Physics departments have
all undertaken major successful reform of their introductory science curricula. Such experiences
are, I am sure, increasingly widespread among institutions of higher education.

It has become clear that universities must think even more broadly comprehensively, andcreatively about undergraduate education. The pace of change in the world that our
undergraduates enter upon graduation appears to be accelerating. In addition, with enhanced
technology, the typical means and methods of education have the potential to changetodramatically. These changes place the traditional obligation of undergraduate education
provide a well-rounded education in a new light. It will be incumbent upon us to employ the

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new technologies wisely and to be innovative in our mapping of a liberal education onto thedemands of the current world. In this regard, the recently announced NSF program on
Comprehensive Undergraduate Science Education Reform is a welcome addition to NSF
portfolio.

I would like to set forth just two ideas, by way of example, of the kinds of discussion in which I

would like to see major research universities engage internally, as we confront the need toenhance undergraduate education.

First is an idea that I have proposed for discussion at my own institution: namely, that theuniversity consider requiring that all undergraduate students at some point in their undergraduate
career have some direct participation in research. Whether such a university-wide requirement isfeasible for the University of Michigan; whether one should focus instead on providing
opportunities for all students to engage in research; or whether, indeed, one should focus onbuilding research experiences more directly into courses. These are all issues that have been
discussed as alternatives to the original proposal. The underlying point of them all, however, isthe one that I think universities must take very seriously: with all of the research taking place at amajor university. There must be some way to harness it, to utilize it in inculcating in students thesort of appreciation and understanding for science and rational inquiry that comes best as a resultof relatively direct experience.

The second idea has to do with the rapid changes in information technology, and the impact thatthese changes will have upon undergraduate education. What should we think, for instance, about
the importance of the classroom and the laboratory to science education, when technology willsoon make possible more dispersed, distributed, and virtual means for learning the basic facts?
How do we ensure that new educational technologies do not simply contribute to an information
glut but instead are used to help our students genuinely learn how to use information effectively,i.e., how to get it, evaluate it, and convert it into knowledge? One can imagine education
proceeding without any classrooms as we understand them today, but it is hard to imagine
education proceeding without some direct guidance from those who are truly skilled in thedevelopment and use of knowledge. Can we imagine, then, a university without classrooms,
where "courses" are available electronically, and every undergraduate student is engaged in a
research team?

In the above comments I have focused on the role of research universities, because that is thesetting for the current initiative in which I am involved. But, as in our findings in 1986, I mustnote the seamless link of the contributions to undergraduate science education issues by the entire
spectrum of institutions, including community colleges, four-year colleges, research universities,
and museums.

Concluding Remarks
I would like to take this opportunity to congratulate the National Science Foundation and the
National Science Board for convening this current set of hearings. Clearly, there have been
sufficient changes in our world to fully justify taking a fresh look at where we now stand inundergraduate science and engineering education, and to chart a course that will guide us throughthe next decade, which will be one far from what any of us could have envisioned in 1986.

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Undergraduate science and engineering education, and the partnership required between
universities and the federal government to ensure that the highest quality experiences are provided
to our students, is as important now as ever. The work done by the Board and Foundation overthe past decade has clearly laid the groundwork for increasing the appreciation of the importanceof undergraduate science and engineering education to our nation. Now what is needed is arefinement in the strategies and goals to make sure that progress continues.

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Written Contributions to the EHR Advisory Committee
Public Hearing on Employers 'Views
Convened November 1, 1995
At the National Science Foundation
Arlington, VA

Invited Speakers:"Employers 'Views on the Preparation of SME&T Undergraduates"
Listed in order of Testimony. Titles indicate the speakers 'positions at the time of the Hearing.

Baltimore Public Schools

Walter G. Amprey

Baltimore, Maryland

Superintendent

Columbia University

Eugene Galanter

New York, New York

Professor of Psychology

New York Hall of Science

Peggy Ruth ColeNew York, New York

Director of Program Planning andDevelopment

GHG Corporation

Israel J. Galvan

Houston, Texas

President

Hewlett Packard Company

Alfred Moye

Palo Alto, California

Manager, University Relations

Robert W. Ritchie*
Director, University Affairs

Boeing Commercial Airplane GroupJohn H. McMasters

Seattle, Washington

Senior Principal Engineer, Aerodynamics
Engineering

James D. Lang*
Director, Technology Division, New Aircraft
and Missile Products, McDonnell Douglas
Aerospace, St. Louis, Missouri.

National Alliance of Business

Robert Jones

Washington, District of Columbia

Executive Vice President

Shell Oil Company

John J. Sisler

Houston, Texas

Manager of Exploration & Production Training

Bell Atlantic Corporation

Patrick E. White

Arlington, Virginia

Vice President, Strategy* Additional author of contributed remarks.

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Employers' Views on Desired Capabilities
of Undergraduate Students Entering the Workforce
Walter G. Amprey
Superintendent of Public Instruction, Baltimore City Public Schools
Baltimore, Maryland

I thank the National Science Foundation for this opportunity to testify on behalf of public
education concerning the undergraduate preparation of students entering the workforce. Our"industry," public education, develops a "product" that ultimately must support a regional andnational economy and must be the source of problem-solving ingenuity and innovation to meet thechallenges of change. The university undergraduate product we depend upon to mold this "product"is the new teacher: either a science, mathematics, engineering, or technology (SME&T) major who
often enters secondary education or a non-SME&T major. Even though these teachers receive
formal instruction in content and methodology, they are not fully prepared to teach effectively assoon as they graduate.

Many new teachers arrive at their first assignments lacking sophisticated skills in writing,speaking, and computing. These are essential skills for success in any workplace. In addition tothese "basic" skills, all graduates should be able to think logically and be able to show theirstudents how to use higher level thinking skills.
Technological literacy is another basic requirement for successful citizens of the Information Age.
All new teachers should be able to use technology and adapt to its roles and applications. They also
should be able to appreciate the power of science, mathematics, engineering, and technology ineveryday living and should understand how mathematics and science support, undergraduate, or
clarify concepts in other disciplines such as art, music, and social studies and in diverse career
fields.

Along with these "basic" skills, new teachers should understand organizational "culture" and theneed for continuous improvement. When entering the workforce, all new teachers should be able tocontribute to team efforts that focus on an organization's goals and respect their co-workers'

abilities. New teachers should also enter the workforce seeking more education. They must
understand that continuous study and research, both formal and informal, are essential, and that
preparation for teaching does not end at college graduation or with a master's degree.
SME&T content are also essential for all new teachers. Non-SME&T majors, especially those,
who will become elementary teachers, need broad-based knowledge of SME&T content, so they
can integrate material into any subject area. They also need to be aware of career opportunities fortheir students and be able to direct students to appropriate course work for their career goals.
While all teachers should be technologically literate, those who become SME&T teachers shouldbe able to use technology as a pedagogical tool in their classrooms on a regular basis. SME&T

teachers also should be well grounded in modern pedagogy and be able to apply modern
pedagogical techniques to their content areas.

In their content areas, SME&T teachers should know more about the subject materials than they
are required to teach. For example, a pre-college mathematics teacher for senior high school should

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be able to teach freshman and sophomore courses at the college level. Similarly, a chemistryteacher should be able to handle undergraduate skills and concepts in addition to knowing the stateof-the-art equipment.
New SME&T teachers should have the benefit of sufficient practicum/internship experience before
they graduate. After they graduate, these new teachers should have mentors who are experienced
teachers as well as mentors who are based in business and industry. SME&T teachers cannot lose
focus on the world of SME&T beyond the classroom.

In general, all SME&T majors must be able to adjust to the changing demands of the workplace
and use the higher level skills of thinking in mathematics and science to be productive workers. As
requirements of business and industry change and as corporate downsizing becomes a reality,
graduates must have the transferable skills and flexibility that will provide them with successful
livelihoods.
Undergraduate SME&T education for majors and non-majors is influenced by several trends. First,
the increased requirements in mathematics and science in precollege education will require colleges
to introduce more rigors in college-level courses. Second, the increased number of students in thepipeline for SME&T at the precollege level will increase the number SME&T majors at the college
level. This will require more college SME&T faculty. Finally, the increased number of SME&Tliterate precollege students will increase the number of majors in college and technical schools whowill request training in SME&T-related fields.

Ideally, undergraduate SME&T education for potential teachers should be developed throughcollaborations of local school districts and universities. For example, the National Science
Foundation funds the Maryland Collaborative for Teacher Preparation, an alliance of the
University of Maryland system, Morgan State University, Baltimore City Community College, andthree Maryland public school systems. This project focuses on elementary and middle school
science and mathematics instruction and supports joint efforts to meet the needs of teachers new tothe profession. Many informal collaborations coexist with such formal arrangements. Thus,
individual public school staff members interact frequently with their colleagues on college faculties
because of numerous projects that tie them together. In addition, a number of institutions of higher
learning assist local districts in meeting their identified needs.

The standard school district/University interface, however, is the student teaching program, where
young people preparing to be teachers work in classrooms under the joint guidance of a classroom
teacher and a college professor. Because individual school systems are institutionally separate fromthe teacher training institution, school district needs are not always met as quickly or directly as
possible since universities must meet their own goals and objectives. This "extended reaction time"sometimes keeps the teacher training institutions one step behind the needs of the school district.
What is needed is a process for more rapid and direct implementation of system needs into college
programs.
Improved articulation between school districts and teacher training programs also would reduce theneed for "remedial" teacher training. Because so many new graduates need in-service training toperform satisfactorily, it appears that the training programs at the college level lack content andpedagogy or lack understanding of the needs of the school district. New teachers must be able toapply educational theory in their daily teaching practices. Too often, the practices demonstrated by

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professors in teacher preparation courses are not the state-of-the-art pedagogical methods that areneeded for instruction in precollege classes.
SME&T curriculum for both majors and non-majors must be broadened and deepened if we are to
improve elementary and secondary instruction. Preparation of secondary teachers, for example,
usually includes almost as many courses as a SME&T major; however, new teachers should be up
to the standard of all other graduating SME&T majors. Elementary teachers enter the workforce
with very little content background in science and mathematics. Further, they are not challenged to
become more prepared because "seasoned" administrators whose backgrounds may be lacking inscience and mathematics content supervise them. Thus, a self-perpetuating cycle of "science andmathematics weak" elementary curricula establishes and maintains itself

Both pedagogy and curriculum can best be improved through the collaborations of precollege andundergraduate faculties. With such alliances, curricular and pedagogical innovations could better
address the knowledge and performance bases of students -- and better prepares them for jobs andcareer paths.

Finally, as colleges and universities work with school districts to update and upgrade teacher
preparation programs, states should re-evaluate their requirements for teacher certification.
Currently, a limited number of SME&T courses is required, especially for elementary teachers.
New standards should emphasize the integration of mathematics and science in other disciplines
such as art and history where high-level skills in problem solving and decision making are required.
States also need to increase their requirements for certification of mathematics and science teachers
as more rigor is introduced in college and precollege courses. In general, certification requirements

should give all potential teachers more practical and comprehensive "hands-on" experience inmathematics and science.

To meet the requirements of the 21st century workplace, we must work harder to disseminate
needed improvements in educational practice. On the national level, roundtable discussions andother forums involving school districts and teacher education institutions could address problems.
Direct local interaction on a regular basis can resolve problems as they occur. Collaboratives
already address some of those needs, but superintendents and college administrators need tointeract more frequently. This will prevent the bureaucratic needs of either institution fromoverwhelming the common goal of providing and employing a competent SME&T workforce ineducation.

Local districts such as the Baltimore City Public Schools look forward to continued partnershipwith the National Science Foundation, other federal agencies, and other funders. Specially funded
programs have produced many positive outcomes. For example, more minority students enter the
SME&T pipeline and consequently enter lucrative career paths where they have historically been
under-represented. These programs have also provided the dollars to assist these young people aswell as dollars to assist colleges and universities establish SME&T programs. NSF grants tocolleges and universities have provided equipment -- and resulting technological literacy -- forstudents training to function successfully as scientists, engineers, or teachers. Specially funded
projects have developed teacher-training programs, such as "STARS," featuring state-of-the-art
hands-on/minds-on pedagogy. In the future, we hope organizations such as NSF will develop morecollaboratives to help us meet critical needs.

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In recent years, changes in our society have produced changes in the direction and practices of
education. We have become more sophisticated. We have adopted the principle of ethnic andgender equity. We expect all students to know more and to perform at higher levels. The growth oftechnology and its application in the mathematics and science classroom require that new teachers
be computer literate and that they be adaptable to new technologies and techniques as they appear.
Because we expect students to know more, we expect new teachers to know more and be preparedto learn more throughout their careers. Also, as we implement performance-based instruction,
cooperative learning, and "hands-on/minds-on" strategies, teachers must be prepared with an
expanded "bag of tricks" so they can deliver a 21st century curriculum.

Walter G. Amprey has been Superintendent of Public Instruction of the Baltimore City Public Schools
since 1991. From 1973 to 1991, he served in administrative positions in the Baltimore County Public
Schools
associate superintendent for staff and community relations, associate superintendent forphysical facilities, director of staff relations, and principal and assistant principal. In 1966, Dr, Amprey
began his career in education in the Baltimore City Public Schools as a social studies teacher thenserved from 1971 to 1973 as a school administrator, He holds a doctorate in education from Temple
University, a master's degree in educational administration and supervision from Johns Hopkins
University and a master's degree in history/social science and a bachelorg degree in history/secondary
education from Morgan State University. Dr. Amprey was honored as Maryland Superintendent of theYear, 1994-95, and served as president of the Large City Schools Superintendents of U.S. and Canada,

1995-96. Most recently, Dr. Amprey served with Reverend Jesse Jackson as facilitator of the
Rainbow/PUSH Coalition's Public Policy Education Conference, "Closing the Gap," in Chicago, Illinois.

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ILJO

Testimony to the NSF Undergraduate Review Subcommittee
Eugene Galanter
Professor of Psychology, Columbia University
New York, New YorkReal improvement in science education (SME&T) at the baccalaureate level will require: a)revisions in instructor attitudes and interests; b) attention to multiple cognitive and motivational
functions of students; c) revisions in standard modes of instruction; d) new evaluation procedures;e) augmentation of new technology; and finally f) serious longitudinal studies. I will attend mostly
to items a - d. The last pair are technical issues that need attention by experts in these fields.
To begin with, instructors (clearly not all) must recognize that students don't think science or mathis much fun. They are mainly forced into science by curricular or career path requirements, e.g.,chemistry or biology for medicine, psychology for aspects of medicine or social or technicalprofessions, and physics and math by those with self-recognized quantitative or computational
skills for technical or scientific program management. Engineering students are self-selected forthese skills, and comprise a less intense problem for engineering instructors. However, many ofthese students at research institutions are more interested in engineering science than realengineering. In my discipline (experimental psychology), students choose our introductory courses
to satisfy (effortlessly they hope) a requirement, or to find a less demanding career with the cachet
of science. They may then discover that some of the materials are daunting, or that the substantive
materials barely speak to their interests.

I attack the question of how to advance science education at the undergraduate level by asking
several questions. First: how many students really want to take science in college? The answer isvery few. Which sciences do the students take? Our data show that except for pre-meds, they opt
for the easiest, the least quantitative, and the most descriptive. The third question: Do thesesciences provide opportunities for such students to engage seriously in the technical world: The
answer, I am afraid, is maybe not. The fourth question is: What can we do? And that constitutes
the heart of my suggestions. These suggestions must be tempered by the enormous revolutionary
events that are occurring now in our colleges and universities. My colleague, Eli Noam in the
Columbia Business School, has just published an article inScience on the demise of the university
as the mechanism by which information transfer occurs. His point is that, in the past, the user
went to the source. Now the source is distributed to the user. So what does the user need our realestate for? The consequence is that this will engender enormous changes, changes in which
instrumentality§ that we have never thought of as the educational base of our activities will
become the instrumentality§ by which information does flow to our consumers, if you will pardon
that expression.

Back to our primary topics. Once instructors recognize these default attitudes of students
requirements or jobs they can often loosen-up the relentless drive to provide technical materials
that span a broad spectrum. They must remember that their own initiation required many years ofhard work. Part of the difficulty is a failure to notice that our students are taking other courses aswell as our own. The demands on their time can create a climate of anticipated failure. I will say
more about this phenomenon later.

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Students have limited experience. The kinds of experiences they have are not connected to atomic
structure, to spiral nebulae, et cetera. They are connected to why cant my grandfather remember
things any more? How is it that (I have been told) still images on a television screen look as if they
are really people moving around? What is virtual reality? How can athletes do the stuff they do,
and so on.

My own field of experimental psychology is useful for discussion because it covers an enormousclass of phenomena, and also interlocks with biology, chemistry, and physics throughneurosciences and psychophysics on one side, and the personal and social sciences on the other. As

such it will serve to illustrate and informally substantiate my views on undcgraduate SME&T in
the large. To summarize the discussion to follow, I suggest that the paths to continuing progress in
SME&T are:increasing relevance
restructuring content
modularization
motivational design

In order to make science attractive to students who are not yet career driven, but who may be
drawn into a career choice by their college experiences, our offerings must haveelevance. This
much-abused concept refers here to the ability of a course of study to raise and answer questions
important to (the limited experience of) students. In the last ten years many curricular efforts haveattempted to achieve this relevance, sometimes, unhappily, with a loss of precision. In my firstattempt to make psychophysics an integral part of introductory psycholo6t I opened with thequestion of how an airliner is guided to a safe landing during weather conditions that defeat direct
visual control. Such tasks depend on translating visual codes into skilled action. In recent text
materials2 topics in signal delectability theory center on issues of radiological diagnoses of breast

cancer, and failure of memory in recognizing faces. Such questions engage the student withproblems they can understand. If science informs the answer, relevance is insured.

Are there enough relevant topics? Again in my own field consider a spectrum of subjects such as
memory loss through aging or accident, virtual reality from apparent motion through full-fidelity
simulations, individual differences in intelligence and other personal characteristics, cognitive
development, social and political consequences of individual attitudes and prejudices, motor skills
and athletics, sexual preferences and aversions, human error and its consequences; the list could
continue to a score or more.
We are restructuring the content of early science education in psychology to motivate interest andto offer rational and more importantly plausible ways to understand and solve real problems. I
mean to do this by making data collection one of the centers of effort to confront the questions offact and theory. Students who collect their own data as compared with students who do problems
in a book own the data in a way that the book never provides. When they are really your reaction
times to stimuli of various kinds, then you may say, "hey, can I respond faster to red or green."

Having those personal data becomes and intrinsic motivator that is critical to the continuing
activities of the student. And so rather than follow some preferred sequence, including prerequisite

course work, structure has been changed to show relevance.

The tested retention of such

Eugene Galanter, Contemporary Psychophysics, in New Directions in Psychology, ed. by T. Newcomb.
Holt, Rinehart and Winston, New York, 1962.
2 Eugene Galanter, Psych Tech Notes V. 2.1 Adams Bannister Cox, 1994.

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information in our admittedly minimal current evaluations suggests enhancements suggest
enhancements in understanding by a factor of six.

A third advance in my own field, and extendible to other disciplines, is the tedique ofmodularization. This refers to the construction of independent sub-parts of a discipline along with
its own auxiliary technical materials. Units of study do not need to be timed to coincide with rigid
time frames. If we want to talk about memory and about lapses of memory, then, we could have amemory module, and that memory module might last for two lectures or four lectures or six
lectures. It might include experiments to see how memory works, how it dissolves and disappears,
et cetera.

Our current NSF support has helped us develop a variety of stand-alone quantitative modules on
topics in the human sciences from biology to sociology. We have modules of varying duration onhuman genetics, evolution, psychophysics and decision theory, space and motion perception, andsocial psychology. We plan to construct additional modules on cognitive mechanisms in perception
and action, motor organization, language and thought, theories of memory, virtual reality, humanengineering and ergonomics, psychmetrics, animal conditioning, learning and cognition, andquantitative sociology.

Each of these units is supported by quantitative material that undergirds the topic. We do not
demand prerequisites in, say, calculus, statistics, algebra, or probability theory. Rather, we
incorporate the required techniques in the module itself. Any single module is studied for its
nominal duration, which currently ranges from 4 to 14 fifty-minute lecture/labs. The ancient
bookkeeping of academe proscribes such plans. Our modules currently fill the standard semester
time scale, and are given in a "rational" order. The ramifications of these historic constraints arereviewed later.

Table 3.1:
Theory ofIntern ence
Entity Theory

Goal Orientation

Confidence in
Present Abilit

Behavior Pattern

Performance Goal

if High

Mastery Oriented(IQ is fixed)

gain positive judgments
avoid negative
judgments

seeks challenge, highpersistence
if Low

Helplessness
avoid challenge, low
persistence

Incremental
TheoryLearning Goal

High or Low

Mastery Oriented
seek challenge, highpersistence

increase competence(IQ is malleable)

From Dweck, C. Motivational processes affecting learning.American Psychologist, October
1986.

In psychology the computer has become the required instrument for experimental research and fielddata tabulation. It is our microscope, centrifuge, accelerator, or telecope. Few institutions provide
adequate access to these machines for undergraduate use. In my own department of fifteen tenured

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faculty, our financially challenged administrliion has recognized the importance of suchinvestment, and has provided 16 machines for undergraduate labs. These sequesteredmicrocomputers have made "open" labs possible. Only one graduate (or often an advanced
undergraduate) supervisor is needed, and the lab is available to students in several courses on an
essentially ad lib. basis. There are ca. 600 undergraduates per semester in our course offerings, so
the ratio is quite small. On the other hand only about 150 students need access to the machines.
With increased curricular implementations, we anticipate that this 1:10 ratio will probably increase
to 1:25, a figure that is probably close to optimum. As with any computer implementation, we arehampered by software limits. We have developed some experiments for use on our machines, andwill be offering these materials on our Internet home page.
Just as lab equipment (in our case microcomputers) is often in short supply, so also are teachingmaterials. In the modules we are developing, primary sources are the vehicle of choice for students
to read. However, for many undergraduates it is often necessary to provide some intellectual
resources that may not be part of their apperceptive mass. To this end we need texts that can
provide explicatory material to permit students to engage the primary source scientific writings thathave cast light on the central issues they study. We are trying to provide such texts in our
curriculum development program, but as any teacher will recognize, this task is enormously
difficult and time consuming.

The limit imposed by academic bookkeeping prevents us from using new formats and methods
creatively. With free standing modules on a variety of topics keyed to questions of obvious anddirect importance, we need to allow students to select a group of such modules based on their own
interests. If we intelligently metricize the credit value of each module, we can allow students toselect from a menu of topics a personalzed subset for study during a standard academic time
period. Students might be expected to take a variety of admixed modules, any combination ofwhich would be accepted by a registrar for appropriate academic credit. In combination with newly
designed evaluation procedures that we are currently exercising, the entire task of selection (i.e.,
advising), pedagogy, and credentialing could be simplified and packaged to minimize student
anxiety and time constraints. These revisions have direct implications for various sorts of distancelearning, and other forms of non-institution based education.

The previous reference to evaluation needs expansion. In science education we have commonlyused so-called objective test formats to evaluate student comprehension. Critics have charged that"constructive" tests better measure student knowledge. Indeed, this topic is quite curretbut fails
to recognize the cognitive continuum between, say, a true-false test and a constructive essay. We

have developed several waypoints on this continuum, and is currently analyzing correlation
between double blind scoring of quasi-constructive answers, and items on objective (fouralternative) examinations. Our preliminary findings support the view that the correlations are very
high (ca. +.85). We score the objective tests by requiring students to eliminate incorrect answers.
Originally we gave unit weight to each incorrect answer. Now we have installed our examinations
on our Web page, and process the test data by more sophisticated statistics. We will shortly be able
to differently weight the incorrect answers as "easier" or "harder," and in this fashion improve theostensible validity of the score. Of course, all of these improvelents are based on plausibility, andwait real longitudinal validation.

3 Construction vs. Choice in Cognitive Measurement, ed. by R. E. Bennett & W. C. Ward. LEA,
Hillsdale, NJ, 1993.

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Finally, the fourth topic motivation stands at the center of our efforts to bring science to those
who are traditionally absent from the feast. Of the 186,013 baccalaureate degrees in science andengineering awarded in 1989, 9325 were awarded to black (the data are similar in structure for
Hispanics and Native Americans). Roughly 5 percent of the students are drawn from 13 percent of
the population. We characterize this as a motivational deficit, not an intellectual ore

To attack this problem we must recognize the distinction between learning and performance. What
we mean by the goals of learning are to increase confidence to act. What we mean by performancegoals are to seek positive personal judgments. That is, performance means you have gotten such agood score on the test, or you have gotten such a bad score on the test. Either of those two canlead to problems down the road. When we can make clear that failure to learn is a natural part oflearning, and if we ensure that the goals of learning are learning goals, then we may observe
mastery after failure. There are now more than 50 studies that demonstrate that this is the case.
We also believe that an entity theory of intellect can be replaced by an incremental theory, one
where IQ is malleable. The format of our modules tries to accommodate these principles.

We know that failure in performance goals leads to hopelessness and rejection of the intellectual
content. We must examine how we frame our material so students understand that it is not theirperformance that counts, but rather their ability to grasp the issues and solve the problem. And ifthey cant solve the problem, then that failure is intrinsic to actively searching for more
information.

Let me conclude with some tangential remarks about how we might fix some parts of SME&T; in
particular how some aspects of these revisions would work. Change would occur because students
would do things. The teacher would say as little as possible. That is hard to implement. After all,because of my competence in language and delivery, I can amuse you, and it rewards me to see you
smile, applaud, and so on. Teachers are mostly like that everywhere. However, the rewards to theteacher are mostly irrelevant to the student. What the student wants to know is how to dosomething, not to be told about something. In science, doing is everything. Ideas are cheap. It is
work that is costly. We have concentrated too much on the transmission of ideas, and not enoughon the transmission of effort, activity, and the way to do it.

Unless we are proactive in respect of the changes that have to occur, we are going to be left in thedust. But there are things we have to know, e.g., whether any of these revisions have consequence.
I can talk about students being happier, students getting better grades, students inviting others tojoin the course, et cetera. But if we dont know how many students go to the right jobs orwhatever, then all of this is just talk.

We need to plan major longitudinal studies to assess the consequences of science education. We
must answer the hard questions: Do the things we are trying to do now have real consequences?
To find such answers will require a coherent and well-organized research enterprise to see what
happens 5, 10, and 15 years after these changes go into effect. In order to do this I think we must

Management has to beadministratively structured in such a way that students can be tracked into graduate school, themarket place, and their later lives. Do we change from 3 percent entering technical work to 7
percent because of the changes we make now or not?

mount a federal enterprise with continuity in design and support.

4 Adapted from National Science Board, Science and Engineering Indicators, Tenth Ed., 1991.
5 Carol Dweck, Motivational processes affecting learning. American Psychologist. October 1986.

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Finally what about our input? What is K-12 science education today? We know that an enormous
problem is the turnoff that has occurred in the middle and senior high schools in science. Now,
attempts to rectify that by talking about imitation science I dont mean that in any disparaging
way but things like nature studies and fanciful ecology are not going to increase our entry
quality, because the first time these kids take a college course that is serious about these issues,
they are going to have to look at population densities and distribution functions of animals, andgenetic structures, and they will say, "hey, where is the ecology." And we must answer it is in
there somewhere, but we have to work to get to it. K-12 education, as you know, is run in apolitical environment that is essentially inviolate when it comes to attempts by people in collegiate
education to impose anything. We have to suck them into it. We cant push it down. They will
simply walk away. They may not have exactly the training that is needed to accommodate thematerials we suggest they provide. In which case they are going to be very tough about saying,"well, I think the stuff I am teaching is much more important than what you are doing, and my kids
love it, and they are doing very well, thank you, and furthermore 70 percent of the class got Pa."
To reach the common schools will be a much harder job than getting our own act together.

Professor Galanter received his Ph.D. from the University of Pennsylvania in 1953, and advanced from
Instructor to Professor from 1952 to 1959. He was appointed a Research Fellow at Harvard from 1955 to
1957. He was a Fellow at the Center for Advanced Study in the Behavioral Science4n 1958-59. His workwith George A. Miller and Karl Pribram on a new cognitive psychology was published in 1960 as Plans

and the Structure of Behavior Following his return from the Center, he began a collaboration that
resulted in the three-volume Handbook of Mathematical Psychology published during 1963-65. Hecompleted his Textbook of Elementary Psychologyin 1966. In addition to these books, and his three
popular books in the Kids and Computers series published in 1982-84, he has contributed more than 100
reports, journal articles, and book chapters in the fields of psychophysics, mathematical psychology,
aviation psychology, and utility measurement. Professor Galanter was made Chair of the Department of
Psychology at the University of Washington in 1962. In 1966 he went to Columbia University as Joseph
Klingenstein Professor of Social Psychology and Race Relations. He was named Professor of Psychology
and Director of the Psychophysics Laboratory in Columbia University in 1967.

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Testimony Delivered to the National Science Foundation
Review of Undergraduate Education Hearings on
Employers Views on Desired Capabilities ofUndergraduate Students Entering The Work Force
Peggy Ruth Cole
Director of Program Planning and Development, New York Hall of Science
Flushing-Meadows Corona Park, New York

Before coming to the New York Hall of Science 11 years ago, I was principal of an independent
school in New York City, and before that a graduate faculty member of Bank Street College of
Education, a teacher training institution also in New York City. I have 15 years of classroom
teaching experience at both the elementary and secondary levels.
While I will limit my examples to issues related to our particular science center, I am also speaking
on behalf of the 300 science-technology centers around the country serving over 76 million annual
visitors including children, families, school groups, and teachers. Informal science institutions
offer training to 150,000 teachers annually. All these institutions have an informal approach toscience, mathematics, and technology in common. Unlike schools, they are discretionary
environments where visitors chose to come and select their experiences based on interest,
attraction, and a variety of other factors. To quote the late Frank Oppenheimer, founder of the
Exploratorium in San Francisco, "Nobody flunks a museum."

Science centers have the potential to improve the undergraduate preparation of new teachers. We
have an externally evaluated program in operation for 9 years, which is a model for other science
centers. Our Science Teacher Career Ladder, a program within our Science Career Ladder,serving mostly women and minority youth, involves cooperation among the science center, colleges

and universities and schools. Together, we provide a support and training package which colleges
and universities cannot supply alone.

The program design is effective. A survey of almost 25 percent of our Career Ladder alumni
showed that 34 percent of them are now teaching. And our record of attracting women andminorities to teaching is high. Of our Science Career Ladder alumni now teaching, 21 percent are
African-American compared with a national average of 5 percent of current teachers; 14 percent
are Asian compared with a national average of 1 percent; and 13 percent are Hispanic comparedwith a national average of 3 percent.

How does the program work? We employ 40 high school and 60 college youth annually as ourfloor staff. They work part time in a science- and technology-rich environment, and receive both
pay and school credit for the experience.

Their job is to explain science to a broad public, from pre-schoolers through senior citizens. The

stimuli for both Explainers and visitors are 170 hands-on interactive exhibits, ten on-floor
demonstrations, and science activities delivered through workshops and special events. Our youth
staff learn science and they learn how to teach science in an environment free from grades and

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exams, but rich with science phenomena. As a result, many discover both an interest in scienceand pleasure in sharing it with others. Consequently, themajority decides to become teachers.
These students have, on the whole, come through a school system that teaches science through thetraditional avenues of textbooks, lecture/demonstrations, and structured laboratory experienceswith a reward system centered on high grades. Most never see the real-world application ofscience and math and they rarely get to meet and interact with people who work in these fields
while they are still in decision making positions that will effect their entire futures. The result, as
we all know, is an early turnoff to math and science by the very population of women andminorities that will, by the year 2000, be the majority entering the workforce.

The Science Career Ladder is almost 10 years old. It has been a model for 12 other science centersaround the country that have adapted aspects of the program. In the past decade we have worked
with 20 colleges and universities and 14 local high schools. Almost without exception, we havebeen able to develop meaningful partnerships with Cooperative Education Departments who do notoffer content course credit. In some cases we have developed relationships with Schools of
Education but rarely with departments of academic science: physics, biology, chemistry, etc. The

culture of undergraduate institutions is curriculum driven, departmentally structured, gradeoriented formal. The culture of science centers is content driven, discretionary, intergenerational,
exploratory, visitor driven informal. We are working hard to bridge this gap and to help collegessee our program as relevant and meaningful to their enterprise, but the academic structure that
informs course development and credit makes it very hard.

As employers of youth, in a rapidly expanding industry, with a significant shortage of well-trainedminority youth, we have learned to "grow our own." We identify women and minority youth who
traditionally are not represented in science and technology fields, and offer them science-related

employment to both serve our public and to prepare them for the workforce. And we aresucceeding. In addition to producing science teachers, the 1994 survey showed that 9 percent are
working in museums, and 15 percent are working in science and technology fields. The majority of
our Career Ladder alumni are African American, Latino, or Asian, and the minority of white
students includes recently immigrated ethnic groups. They are poor, often first generation college
students.

What are the workplace literacy skills we are developing in our youth staff? Because these
positions are authentic, paid, and essential to the functioning of the museum, our demands arethose of any other employer. We expect punctuality, responsibility, appropriate dress andprofessional demeanor, teamwork, the ability to meet performance standards, and above all,knowledge of science. We pay for training and we expect students to learn the science needed towork with the public.

The science content we teach is directly related to our permanent, temporary and travelingexhibitions, and school and public programs. Interpreting our 170 permanent exhibitions demands

a knowledge of anatomy, psychology of perception, optics, wave theory, resonance, atomic
structures, physics of light and color, feedback systems, quantum physics, audio-technology,
microbiology and chemistry. Delivering programs and interpreting traveling and temporary exhibits
involves knowledge of astronomy, information technology navigation, earth science,
manufacturing technology, architecture, and the biology of AIDS. We also expect our youth staff
to use instruments from scanning electronic microscopes to a functioning steam engine. Students

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tell us the skills they need to work at the New York Hall of Science test and exercise what theylearn in the university in new and more interesting ways.

Career Ladder participants learn questioning techniques, how to adapt demonstrations forkindergartners and high school seniors, how to present the same content in different ways to meetdifferent learning styles, how to use manipulatives to illustrate principles, how to attract and keep
attention, and how to control large groups. Our Preschool Science Place is a laboratory forlearning about early childhood development and how to work with very young children and theircaretakers. Unlike traditional undergraduate pre-service students who get one or two student
teaching placements, our Science Career Ladder participants interact with students at every gradelevel from preschool through graduate school, students with disabilities and learning problems,
students who are intellectually gifted, and everyone in between. Many Career Ladder participants
discover an affinity with a particular grade level or learning style as a result of their experiences atthe Hall of Science. Our Career Ladder students get to observe teachers handling groups on class
trips and they form ideas about teachers and teaching from a perspective unavailable in any othersetting.

Some schools of Education offer field credit for the experienqeone or two offer student teachingcredit. Our experienced pre-service Career Ladder students work in our teacher training programs,interacting with classroom teachers as museum staff. But most importantly, our students are

rewarded for exploration, discovery inquiry, experimentation, flexibility; the very attributes
essential for good science teaching and learning and, unhappily rarely modeled in high schools andcolleges.

In sum, the Science Career Ladder and similar programs around the country, are providing
students with workplace skills and science, technology and math know-how within informal
settings that supplement and enhance undergraduate education. The evidence is rapidly
accumulating and it indicates that work experiences explaining science in an informal setting havea positive impact on career choice, science knowledge, and a sense of self-confidence and self
esteem.

The major obstacle science centers face is neither designing nor implementing successful workstudy programs for undergraduates. It is, rather, convincing the formal education community thatexperiences provided by science centers are legitimate and valuable ways to provide young people
with skills, motivation, and know-how in science, mathematics and technology. At the moment,science center staff are included in reform efforts as advisors, committee members, andrepresentatives of community-based organizations. But they are not taken seriously as an integral
part of undergraduate teacher preparation despite the advantages I have just described.

These hearing are designed to help you assess what further needs and opportunities we see inundergraduate education reform. I would strongly recommend a National Science Foundation
program that provides major funding for a fewmodel programs which, like our Science Career
Ladder, offer undergraduates carefully constructed, content rich experiences in informal science
centers. If requirements for successful proposals included: 1) academic credit in the disciplines forparticipants; 2) college level administrative commitment to such programs; and 3) a planning teamof college and science center staff; we could show the formal education community ways theymight work with the informal science community to reach our mutual goals, which are thepreparation and employment of a scientifically literate, and science- and technology-oriented
workforce.

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Peggy Ruth Cole is a senior staff member at the New York Hall of Science responsible for the planningand implementation of new programs and for the development department and its fundraising activities.
She is the founder of the Science Career Ladder, the signature, minority access education program of the
New York Hall of Science which is replicated nationally. Before joining the Hall, Dr. Cole was special
project coordinator at the Chrysler Museum in NorfoL4 , Virginia and the conceptual advisor to theStaten Island Children's Museum's exhibition, " Once Upon An Island." She was Principal of theFieldston Lower School in New York City from 1981-1983. Prior to this, for 12 years, Dr. Cole was a
graduate faculty member of the Bank Street College of Education in New York City. She serves on theeditorial board of Curator, the journal of the American Museum of Natural History. Dr. Cole isnationally active as a reviewer, author, and speaker in the field.

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Math, Science, and Technology Undergraduate Education in
America: One Small Business Perspective
Israel Joseph Galvan
President, GHG Corporation
Houston, TX

Introduction
These are the personal views of one small business owner deeply involved in current and emerging
technologies. However, I wish to emphasize that I claim no special expertise on education.

My name is Israel Joseph Galvan and I am President of GHG Corporation, a computer systems
engineering company based in Houston, Texas. We have been in business since 1979 and employ
about 200 people.

Criticism of the American educational system comes from a variety of directions. It has increasedin volume and intensity and, worse, it has become a permanent issue in every political campaign.
Whether the fundamental role and purpose of a university education is in need of a serious national

debate is problematical. However, there appears to be some confusion and lack of a unifying
principle in our educational systema lack of clarity.
Arguably, the last serious debate on the role of the university occurred in the 1930's between thecamps of Robert Maynard Hutchins, the traditionalist, and John Dewey, the progressive. These

two giants proposed ideas that were fundamentally different, but their views were clear andunambiguous. Hutchins believed that the university should be a community of scholars, a place totrain the intellect and to transmit a Great Tradition of culture. Dewey saw education as anexperience and a process for coming to grips with and solving real world problems, a bridge
between school and society. Hutchins opposed professional schools; Dewey embraced them. It issafe to say that a hybrid of Dewey's ideas won.

As it should be in any democracy, the debate on the nature and function of higher education
continues, but the current issues are not as fundamental. The debate is less on the role and more on
quality, efficiency, and economics. It is centered principally on delivery and implementation issues.

The core of contemporary criticisms, I believe, validates our present educational system. Our
educational system is sound. It is only in need of minor adjustments. Yet there are some aspects ofour educational system that do require further clarification.
What is the role of our educational system in training our work force, as opposed to educating ourwork force? What is the role of our community college system? What is the relationship between
our university system and our community college system?
These questions are beyond my simple musings. Contrasted to the complex problems visited on our

educational system, I fear that this modest presentation may be too narrow and parochial. My
intent is to simply share the personal observations and views of a small "high-tech" firm.

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The Environment
The world is undergoing a transformation not seen since the Industrial Revolution, but at anincreasingly faster rate. The time from idea to development to implementation has virtuallydisappeared. The forces driving this change began in the early 19601; and were not anticipated.
Our finest research institutions and our finest minds thought that the 196M were going to be thedecade of nuclear energy. It was going to satisfy our every need for energy. Energy was going to be
so cheap it would not have to be metered.

They were wrong, of course; it turned out to be the decade of the computer, with IBM as its
corporate manifestation. For most of the next two decades, IBM became the corporate model for
the world, emulated for its technical and business innovation. Little did we know that the heart ofIBM's computer, the Central Processing Unit (CPU), consisting of a dozen circuit boards, would
be replaced by another CPU the size of a dime. Driven by this new CPU, which is embedded inevery facet of our lives, including our psyche, our world and our perceptions of that worldchanged, and continue to change before our very eyes. It has created, and is continuing to create,
new industries. It has changed, and continues to change, existing industries. It has transformed, andis continuing to transform, every sector of our economy. It has eliminated, and is eliminating, jobs;
created, and is creating, new jobs; and is contributing significantly to our country's anxieties andsense of uncertainty. Indeed, even IBM feels threatened. It is threatening the classic American
corporate model and creating new ones. It has empowered the technician and the small business.

Much has been written and said about the economic importance and significance of the small
business community. Small businesses:
provided virtually all of the net new jobs from 1987 to 1992;
were 99.7 percent of all employers in 1992;

employed 53 percent of the private work force in 1992; andare the source of considerable innovation.

So says the U.S. Small Business Administration. And yet most of our national educational andeconomic policies do not reflect the uniqueness, diversity, and role of small business in the current
transformation.

These are fast changing times; these are exciting times; and these are perilous times. However,there appears to be one universal constant: "Knowledge is Power." For the present, this verity
could possibly be restated "Mathematical, Scientific, and Technical Knowledge are Power." And itis the role of our educational system and this board to insure that all Americans are armed with thisknowledge. Of course, nothing much is at stake, except the economic well being of this country.
Small businesses, especially "high-tech" ones, live, operate, succeed, and fail in this environment.
Most small businesses share common problems and concerns, but "high-tech" small businesses, I
believe, have a number of unique concerns and problems intimately tied to undergraduate science,
mathematics, and engineering education. Generally, the small business community has very little

direct contact with the university community, except as a source of talent. In the university
research and development world, cooperative agreements and sponsored research is the exclusive
domain of the large corporation. The overhead cost of a typical university is daunting to any small
business wishing to fund a research project.

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The Real World
Recently, a colleague said that the three most important concerns of his business were: capital,

capital, and capital. Hyperbole not withstanding, capital is always a problem, but equallyimportant is good management and good people. This, of course, is true for any business, small orlarge. We both face a rapid and sustained force of technological change, and a diminishing life
expectancy and relevancy of particular skills. It is challenging our abilities to maintain our skill
base tuned to this change.
Unlike the large, well financed corporation, the small "high-tech" business has minimal redundancy
in its skill base and less resources to keep that skill base continuously trained. The loss of a key
employee can be devastating. Thus the recruitment, retention, and continuing training of a quality
work force, while always important, has become critical. In this highly competitive market place,
we can not afford to lose employees, lose our sense of unity, or disrupt the "team." We can notafford to treat employees as expendable commodities. We have to nurture them, train them, inshort, value them. This is not without a significant financial burden and increasing pressure to
make tough management decisions. Yet, we must remain competitive. We are still subject to all of
the forces of a competitive market place: being raided by highly skilled professional recruitment
agencies, market demands for increasingly narrow job descriptions, competitive compensation
packages, and the bottom line.

For example, it is not unusual for us to have to pull a highly skilled computer scientist from arevenue generating project in order to send him or her to an expensive short course on some very
specific emerging and proprietary technology. An alternative is to establish an internal training
program with our own courses and instructors, and we have. But this is very expensive. Anotheroption is to lay off employees when their substantial skills are not considered adequate for morenarrowly defined skills. To retain a competitive posture, we are forced to make decisions at odds
with our sense of fairness, our sense of community with our employees, and the long-term health of
the firm. However, survival is basic and immediate. Though necessary, it is no longer sufficient tohave a solid education in a particular technical discipling thus demonstrating a compelling needfor the development, implementation, and delivery of continuing education programs that keep pacewith the changing technical environment.

This fact is equally true in non-degree technical fields. For example, the transition frommainframes to distributed workstations is abolishing the need for the traditional computer operator
and other affiliated paraprofessionals. This same transition is creating new jobs such as local area
network (LAN) administrators, managers, and other related jobs. However, instead of training thecurrent work force, businesses are replacing them.
We expect recent college graduates to arrive at the work place fully armed and ready to contributeto the bottom line. Perhaps our expectations are misplaced. Perhaps it is the role of the business
community to provide the necessary training. Additionally, it appears that recent college graduates
generally lack practical, immediate skills; skills demanded by current market forces; skills such as

being able to work in teams, being familiar with current technologies, and a fundamental
understanding of systems engineering are glaring examples. Unfamiliarity with working in teams
and with current technologies and systems thinking may be a manifestation of dated curriculums.
The currency of detailed technical skills is important, but graduates also lack fundamental skills.
Skills with the written and spoken language are deteriorating. In fact, it has become a cliché thatscientists and engineers can not write. This paper is probably a good example.

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In summary, the most glaring deficiencies in Math, Science, and Technology Undergraduate
Education that I have observed are:Lack of team skills in recent recruits;
Lack of communication skills, both oral and written;

Lack of a dynamic and current curriculum and continuing education program; andInability of small businesses to access the applied research and development
capabilities of our educational system.

Modest Recommendations
The National Science Foundation should promote greater participation between the Small Business
community and our educational institutions. More specifically, the Foundation should:

Encourage the development of curricula allowing undergraduates to work on more
relevant projects projects that require multiple disciplines and an integrated teameffort. This will allow them to experience a project through its entire life cycle. This
will encourage teamwork, systems thinking, and significant practice in thedevelopment of their oral and writing skills.

Encourage the continuous improvement and relevancy of the curricula.

Encourage the development of a better, more relevant, and more accessible continuing
education program. This program should be made available to non-degree technicalpeople, post graduates, and even post doctoral students. Considerations should begiven for small businesses to consult in the development of such a continuing program.
In addition, small businesses should be considered in its implementation and delivery.

Encourage an active partnership between small business and our university system.

Undergraduates should be encouraged and allowed to work on small businesssponsored projects and receive credit.

Encourage and sponsor more relevant and applied research projects at theundergraduate and masters level. The small business community should be allowed
and encouraged to participate, share cost, and benefit from the research.
Encourage the small business community to sponsor application research without theburden of the educational institution's overhead. Perhaps, the Foundation could makeoverhead moneys available to the university community if they could match it withappropriate direct cost moneys.

Finally, the Foundation should encourage the small business community to work moreclosely with the Community College System in the development of curricula more
efficacious to small business and to the paraprofessional.
Israel J. Galvan graduated Cum Laude from the University of Houston's Cullen College of Engineeringin 1973; receiving a Bachelor of Science Degree in Electrical Engineering. He is a member of theElectrical Engineering Honor Society; received a NASA Space Act Award 1991, received an HonorAward from the Central Intelligence Agency and the Directorate of Science and Technology in May 1996.

In 1973, he joined IBM as a product development engineer. He worked on a variety of applications
research and product prototype projects. He assisted IBM in establishing a manufacturing plant in Milan,
Italy. He began his own company, GHG Corporation, in 1979 as a systems integration company.

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Employers Views on Desired Capabilities ofUndergraduates Entering the Workforce
Alfred L. Moye
University Relationships Manager

Robert W. Ritchie
Director, University Affairs

Hewlett-Packard Company
Palo Alto, California

Introduction
We applaud NSF for having these hearings and for focusing on undergraduate science, math,engineering, and technology (SME&T) education. Significant change in how we educate in these
critical areas is required, and NSF is uniquely positioned to take the leadership in encouraging thischange. NSF is the Federal agency looked to by the Academy as having the general health ofhigher education as its focus, without the encumbrance of specific, narrowly defined missions, suchas the Departments of Defense, Health, or Commerce.
The organization for this presentation is:

The Environment and Why it Requires Change in Undergraduate SME&T Education
The Characteristics Required of Graduates to Succeed in This Environment
The Kind of Undergraduate Education for There to be Such Graduates
Specific Programs to Move Towards These Kinds of Undergraduate Experiences
5. The Environment and Why it Requires Change in Undergraduate SME&T Education
1.

2.
3.
4.

The Environment and Why it Requires Change in Undergraduate SME&T
Education
Our society is radically different from the one in which the current educational system developed.
Changes in our world have had a major impact on our sense of what students need to learn andhow the learning should be delivered to them. Increasingly, we are recognizing that mastering abody of knowledge is simply not enough. Students must acquire lifetime skills, such as criticalthinking, quantitative reasoning, effective communications, along with such abilities as finding
needed information and interacting well with others. We want graduates who have the capacity tolearn not who know everything.

Some institutions are rethinking and redesigning their curricula to reflect the shift from teachingcontent to enabling students to develop life-long learning skills. Some faculty understands theimplications of the information explosion and has re-engineered their courses accordingly.

An important, and not so subtle, change has been a shift from life-long job security to a more
realistic hope for career security. This shift is not greatly appreciated because it places
responsibility on employees to manage their careers and to continue learning in order to avoid
technological obsolescence.

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Today's worker has to learn to survive and thrive in a world that is globally interdependent.
Workers must be able to operate and communicate cross-functionally, cross-culturally and acrossgeography.

Teamwork, group problem solving and collaboration characterize today high-performance
workplace. Learning in industry shifts from the classroom to peers and teams. Knowledge
creation shifts from the individual to the organization where problem solving and decision-making
skills are important components.

Characteristics Required of Graduates to Succeed in this Environment
This environment requires that all graduates have skills for continued learning. Workers must
assume responsibility for managing their careers, for continuous upgrading of their skills andacquisition of new skills in order to be prepared for emerging opportunities. Managing one's careerin this way is the way to guarantee career security--to position oneself to have a career for as longas one wants to work. The onus is on the individual.

To prepare students to be productively employed for life in science, math, engineering andtechnology, the undergraduate experience must consist of a solid foundation in mathematics andscience fundamentals.
They must have an understanding of the modern, rapidly changing, high-performance workplace
and knowledge of what is required to succeed and thrive in such a workplace.

They must have the flexibility to expect and embrace change throughout their careers, skills forand the commitment to working in teams, cutting across vastly different areas of expertise whether
it is development, manufacturing, marketing, or whether it is with other people from around theglobe.

Workers must have an appreciation for the global interdependence of our communities and havethe ability to work across geographies. In particular, students planning for careers in science,

math, engineering, and technology must be prepared to understand the business and social
implications of the activities in which they will be engaged.

The Kind of Undergraduate Education for There to be Such Graduates

To prepare graduates, who have the above skills, schools must drastically change theundergraduate educational enterprise, especially in SME&T education.

An expectation of all undergraduates in the next millennium must be basic science and technology
literacy, regardless of area of concentration. Information technology will increasingly impact ourlives as citizens, voters, politicians, and parents. Without an understanding of issues arising fromscience and technology, it will be difficult to be a fully functioning member of a democracy
dominated by technology and public understanding of science and technology will remain very low.

K-12 teachers must have better preparation in SME&T. K-12 teachers who are science, math,technology-illiterate, will not be able to encourage students to consider careers where SME&T
skills are needed.

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A much higher percentage of our populace must understand science, math, engineering, andtechnology to be successful in the workplace, and hence, to lead financially secure lives. For thisreason, ways must be found to make SME&T education interesting and attractive for a muchbroader cross-section of our populace.

To make education interesting and attractive requires a shift to student-centered learning
environments in which the faculty are guides, in contrast to the current, largely mass production,teacher-centered ones, in which the faculty are lecturers imparting information. Someone said it
requires a shift from the sage on stage to the guide at your side.
It requires faculty who are knowledgeable of careers outside the academic world so that they canmake their courses more relevant and advise students of career opportunities using SME&T
knowledge in jobs that are not closely aligned with the narrow interests of most faculty.

Acquisition and application of a better understanding of the learning process and of different
learning styles is required, especially those which may be the prevalent styles of segments of oursociety which have not traditionally been attracted into mathematical, scientific, and technologicalcareers. We know a lot about how people learn, but too few faculty, especially in science andengineering, are using the results of research on learning in their courses. The knowledge is there,
but our faculty does not use that knowledge.

Individualizing education will lead to much heavier reliance on current and shortly forthcoming
technology, enabling learning experiences to be delivered on the learner's demand across space andtime (just-in-time, anytime, any place learning). Faculty must become proficient at using thetechnology for education. They must have both the willingness and commitment to use technology
and also the support and time from the university for professional development.
Undergraduate education programs must find and apply ways to impart basic written, visual andoral communication skills and skills in working in teams. In addition, students aiming for science,
math, engineering careers need to learn about business and societal issues to be able to understand
implications of decisions they make.
At a Hewlett-Packard sponsored conference in October, 1995, attended by 18 faculty involved in
SME&T education, the topic of appropriate characteristics of institutions of higher learning in theyear 2000 was discussed and debated. The conclusion of this group was that the college oruniversity of five years from now must be learner-centered and include the following:
Anytime, anyplace access
Collaborative learning and problem solving
Support for life-long learning
Significantly improved learning outcomes
Equity, access and success across all populations; andEconomic viability and globally competitiveness
They also concluded that this requires a very different kind of academic environment: one, which

has agile and change-oriented institutions.

One which applies and integrates appropriatetechnologies, exhibits cooperation and resource-sharing among government, industrial, and othereducational institutions, disseminates and applies best practices from elsewhere, effectively

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evaluates the results of its activities, and has a faculty reward structure which encourages these
activities.

We absolutely agree with these conclusions.

Specific Programs to Move us Towards These Kinds of Undergraduate
Programs
The discussion above indicates where the focus of Federal programs should be, and they should bedesigned to move as quickly as possible to the academic environment outlined above.

To reinvent institutions to be more agile and change oriented those individuals within theinstitution who are change agents should be supported and rewarded. For example, a program ofsummer grants and awards to faculty for significant curricular development, application of bestpractices into their behavior, etc., could be developed.
To encourage use of technologies, infrastructure for learner-centered anytime, anyplace activities
could be mounted. Faculty at the HP October 1995, workshop recommended leveraging fundingby requiring matching funds from the institution. Faculty saw this as a way to get institutional
commitment and begin to institutionalize successful programs. NSF might also require institutions
to state how they intend to sustain funded programs through operating expenses or endowments fortechnology upgrades and enhancements.
To enhance collaboration, NSF might fund faculty time to work with industry to transfer insightsfrom the corporate world to the academy. Much of the breakthrough research today is coming out
of industry, and faculty would benefit from the experience. Similarly, encourage faculty to workwith K 12 teachers with, for example, summer funding to increase the number of high school
graduates ready to pursue the undergraduate experience.
Faculty who attended the HP workshop ranked new models of collaboration -- among institutions,among theircommercial-industrial collaboration, as well as collaboration with government
highest priorities. They also felt it was important to launch some grand experimentsespeciallygrand experiments with multi-campus involvement. To disseminate best practices, NSF could fundcenters for accumulating and distributing best practices much in the model of the Synthesis
coalitions' NEEDS project, which is funded by NSF.

To develop and apply evaluation methods, NSF could fund research into evaluation of program
design to enhance learning, especially learning in populations previously under-represented in
SME&T programs.

To encourage modified faculty reward structures, NSF might consider awarding summer grants tofaculty and administrators to create alternative ways to recognize faculty involved in educationalinnovation. Finally, on this point, NSF has special leverage with its research programs and could

require descriptions from institutions as to the steps the institutions are taking to modify theirfaculty reward structure as a condition of (or at least as a significant factor in) the award of a
research grant.

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Conclusion
Thank you for the opportunity to appear today. Our environment mandates changes in SME&T
education if we are to produce graduates who can succeed in today's rapidly changing informationsociety. We applaud your interests and believe your focus can have a unique and positive
influence on American higher education.
Alfred L. Moye became Hewlett-Packard's Director of University Affairs in May 1996. He leads HP'sworldwide interaction with key universities, including the company's ongoing programs in such areas asresearch, recruiting, marketing, training grants and public advocacy. In addition, because of the crucialrole of universities in developing skills and technologies needed to improve national competitiveness, Dr.
Moye leads the formulation and communication of HP's views on U.S. policies for technology and higher
education. He was previously Manager of Engineering Education Performance Technology at HewlettPackard. Prior to joining HP in April 1984, Dr. Moye was national educational sales manager anddirector of the Atari Institute for Education Research He was also vice president for academic affairs at

Roosevelt University, Chicago, and vice chancellor for student affairs and associate professor ofchemistry at the University of Pittsburgh. During the Carter Administration he served as deputy assistantsecretary for higher and continuing education He has published an organic chemistry laboratory text andhas authored several articles in chemistry and chemical education journals. He is an officer of the Boardof Trustees of West Virginia Wesleyan College and the National Technological University, and a memberof the Board of Visitors, Faculty of Arts and Sciences, University of Pittsburgh. He was recently electedto the Board of Trustees of the University of Pittsburgh. Dr. Moye received his B.S. degree from West
Virginia Wesleyan College and his Ph.D. from the University of Pittsburgh, both in chemistry. He is also
recipient of five honorary doctorates.

From January 1990 until his retirement in 1996, Robert W. Ritchie served as the first Director of
University Affairs at Hewlett-Packard Company. He led HP.§ worldwide interaction with higher
education, including the company§ on-going programs in such areas as research, recruiting, marketing,training, grants and public advocacy. Prior to becoming Director or University Affairs, Dr. Ritchie was
Director of the Computer Systems Center in HP Laboratories from 1988 through 1989. From Science
Laboratory of Xerox Corporation§ Palo Alto Research Center. From 1962 to 1983, he was on thefaculty of the University of Washington, first in mathematics and, subsequently, computer science. He

formed the Department of Computer Science there in 1966, was its first chair, and then chaired thedepartment again from 1977 to 1983, helping it achieve its current rating among the top ten in the
country. While at the university, Dr. Ritchie also served as Associate Graduate Dean and Vice Provost of
the University. From 1960 until joining the faculty at the University of Washington, he was John Wesley

Young Research Instructor in Mathematics at Dartmouth College. He has served as the chair of theCommittee on New Areas in Applied Mathematics of the Conference Board of Mathematical Sciences,chair of the Computing Research Board, and co-chair of NSF Workshop on Quality in Engineering
Education.

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Enhancing Engineering and Manufacturing Education:
Industry Needs, Industry Roles 6
John H. Mc Masters
Senior Principal Engineer, Aerodynamics Engineering
Boeing Commercial Airplane Group
Seattle, Washington

James D. Lang
Director of the Technology Division, New Aircraft and Missile Products
McDonnell Douglas Aerospace
St. Louis, Missouri

The problem of how to provide quality-engineering education (as contrasted with training) in our
universities, and the appropriate role of industry in this endeavor, has been a topic of controversy
and debate for decades. Ever since the proliferation of research-oriented universities began in theearly 1960s, a widening gulf has been developing between our colleges of engineering and theindustries they support. It has become increasingly clear to those of us with an interest in industryuniversity interactions and recruiting that the curricula in most of the major universities in thiscountry are now badly out of balance, with a too heavy emphasis on engineering science (analysis)
and competition at the expense of design (creative synthesis), manufacturing and cooperative
learning (teamwork). Despite an increasing number of recent refreshing signs of change, thecurrent under-emphasis on the quality of undergraduate education is further cause for major
concern with respect to the impact this may have on the overall competitiveness of our futureindustrial technical workforce. Of particular concern is the inadequate exposure to manufacturingissues given to most undergraduate engineering students. Design (engineering) and manufacturing
are inextricably bound together in modern industrial practice, and this fact generally is not reflectedin current engineering education programs in the majority of our research oriented universities.
This situation poses a significant long-range problem for industry in this country unless sustained,
cooperative actions are taken to restructure and rationalize the present system. Furthermore,industry needs a greatly increased level of continuing education and training, much of which could
be provided by developing strong and continuous linkages with our universities and community
colleges.

"Poor ... education wastes human potential If schools are sound... (students] will
graduate with the knowledge, skills and motivation to help further build our nation,
and with the foundation needed to help them enjoy full and productive lives.
Frank Shrontz
CEO, The Boeing Company

Presented at the 1995 American Society for Engineering Education Annual Conference and Exposition,
Anaheim, CA June 25-28, 1995
6

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"A scientist discovers that which exists. An engineer creates that which never was."
Theodore von Korman"In time, the ... public and possibly even the 'educated class' will come to appreciatethat engineering is no more applied (and therefore second rate) science, than scienceis theoretical engineering."
C. R. Chaplin'"The mind is not a receptacle; information is not education. Education is what
remains after the information that has been taught has been forgotten. "Robert M Hutchins2(after Benjamin Franklin)

The Current Situation
The state of education in this country, especially in science, engineering and technology, has
become a matter of increasing concern to many of us. The recent National Research Council
working paper (Major Issues in Engineering Education) of the Board on Engineering Education,
as only one recent example, identifies many of the major issues that need to be addressed. While
the problems we perceive encompass the whole system from pre-elementary through post-graduate

education and training, the focus of the present paper is on needed changes in university
undergraduate education programs. Our paper is sometimes strongly worded, but we believe thatthe assertions made can be adequately documented and defended. Extended discussions with alarge number of our colleagues in industry, academia (including many students) and government
show that while there are significant exceptions to what we have written, and continued denial thatanything very basic is wrong with our current system of higher education, there is now anincreasing degree of admission that the following observations have validity.

Too many of the faculty and administrators in our colleges of engineering remain complacent.
The primary message from academia continues to be: Give us more money and we will domore (of the same) good things.
Improvements in curriculum, etc. are always needed, but nothing basic is broken
in the educational system we now have. Witness the number of foreign students in
our graduate programs as only one measure of the success of the system.

Research money continues to come (from largely government sources) to thosewilling to work hard enough to get it, which is good because so many departments
are now so heavily dependent on it. The fact that too much of this research is ofvery limited value to our industry seems to be irrelevant.
From an aerospace industry vantage, as potential employers of the universities' graduates, we
see vast opportunities for improvement. We are increasingly "dissatisfied customers."

New hires must serve excessively long apprenticeships (three-to-five years)
before they become fully productive (i.e., we must fill significant gaps in theireducation as well as provide job-specific training).

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We see too many new graduates with an inadequate grasp of what engineering (ascontrasted with engineering science) is and how one practices it, particularly inthe currently evolving industry environment. Too few of our engineering
graduates seem to have any idea of how to work in teams or how to manufacture

anything. Fewer still seem to understand the process of large-scale, complex
system integration, which characterizes so much of what we do in our industry.

Based on limited data available to us, academic success (as measured by testscores and grade point averages) shows little discernible correlation withsubsequent performance on-the-job (as measured by salary growth and perceived
value of an employee to a company). Those students who are judged the "best andbrightest" on the basis of grade point average are Frequently those who haveworked hardest in a highly competitive academic environment of separate,
specialized courses, and are often least prepared to work cooperatively in teams
to engineer an integrated complex system which is economically and operationally
viable.

Industry continues to be limited, and sometimes-underutilized partner in the engineering
education process. Merely throwing money into the system is inadequate.

Industry recognizes its vested interest in education, but is largely preoccupied
with staying in business while producing a proper return on the investment of its
shareholders. Improving the national educational system is not in most corporate
charters.

The modern international marketplace is highly competitive and volatile(particularly in the aerospace industry). Historically, industry has tended to be
shortsighted in its planning, while longer-range forecasts have generally proved
unreliable. The unknown consequences of the present era of world political andeconomic uncertainty only exacerbates the difficulty of making sustained, long-term commitments to "lower priority" supporting activities such as genericresearch and pre-employment education. At best, industry has too often beenviewed as a "fair weather friend" by much of academe.

Discussing appropriate engineering education programs is made very difficult
when a higher-level manager from a given company (with a background in one
discipline, as practiced when he was an engineer years earlier) tells a dean ofengineering one version of "what industry needs" while a working lead engineer
from another discipline tells a department chairman quite another story. In theend, both stories get lost or the one closest to what the listener wants to hear getsheard. Industry really would do all involved a great favor by developing anddelivering a more coherent position to academia on this issue--even if themessage is complicated or a mere statement of principles. [A listing of the"Desired Attributes of, an Engineering Graduate" is appended as on candidate forsuch an industry-wide message].
Much more than the above has been written1-13 on the faults (and less frequently, the real virtues)of our educational system in general, and a large number of documents have been preparedrecommending a wide range of reforms. The university system has proved remarkably resistant to

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many of these assaults, however, and little real change has been apparent until quite recently
spurred in part by the massive dislocations caused by the end of the Cold War and the concomitant"right-sizing" (downsizing) in our industry 14 which has been further fueled by increasing
international competition. In defense of our universities it also must be pointed out that theincreasing complexity of our technology, the past availability of large sums of government money,
the changing economics of maintaining a high quality (largely graduate student focused) academic
and research program, a lack of adequate industry attention, and the perceived weaknesses of K-12
public education are in part responsible for the higher education system we have today which in
the face of greatly increased international competition, is no longer good enough. While it is easy
enough to point fingers or blame "outside" causes for our current situation, the problems we now
face remain ours to deal with. Since we all (industry, government and academe) share somemeasure of culpability for what we have created, we should now be able to go beyond the point ofdeciding "whose fault it is" and work together in a spirit of enlightened self interest to create a new
system which better meets the future needs of all of us and our nation as a whole. Further studiesof the problems we face are not needed; what we do need are practical plans and processes forcooperative act ion. These plans should be based on rigorous use of systems engineering principles
to define requirements for and develop the design of, the new approaches needed. Appropriate
metrics must also be developed and applied.

What We Need - Some Opportunities

What is needed is a long-term, sustainable and fully cooperative effort based on systems
engineering principals aimed at producing the sort of education (the most valued product of theuniversity system from an industry perspective) which will develop future engineers with the skills
and attributes listed in the Appendix. This program would be based on:

Recognition of the basic distinction between "engineering science" (analysis) and "engineering"(design/creative synthesis) in both the education and employment of our future engineers.
"Design" and "engineering" are fundamentally synonymoUs° and thus we must accord design
education the respect to which it is due.

Recognition that what you design is what you have to (attempt to) build and therefore thatdesign and manufacturing are inextricably bound together both in professional practice andin university curricula.

Recognition that no 4-year (or 5- or 10-year) university program is ever going to be able toproduce a fully and permanently qualified professional engineer, and thus that efforts to cram"everything a student must know" into this time frame is futile. A student must be prepared forlife-long learning and major new partnership efforts are required to provide continuing
education at all stages of an individual's career.

Recognition that our future prosperity depends on industry/university teamwork andcooperation at all levels, including student course work and in university faculty interactions.
Development of a modern approach to teaching design and manufacturing as a fully integrated,team focused, part of the university curriculum (including such exposure in core engineeringscience courses) beginning at the beginning of a student's freshman year. Intrinsic in this is therecognition of the profound importance of systems engineering and information technology (farmore than mere "computer literacy") both in the curriculum and as a means of educational
program delivery.

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Providing our students a proper view of the context (the whole system) within which
engineering is practiced. This context includes economics, history, manufacturing as well as
environmental, legal and ethical aspects of our profession.
Providing an appropriate hiring and reward system for engineering (design) and manufacturing

educators within a given university structure, and which at least provides a faculty with
sufficient experience and dedication to teach these topics well.

Recognition of the distinction between education (a primary university function) and training,much of which must be viewed as an industry responsibility. We must understand theappropriate (and perhaps new) relations between our research universities and our community

colleges in providing both initial and continuing educational and training services. The
differing requirements and available resources of large corporations and smaller companies fortraining must also be recognized and dealt with.

Proactive leadership and involvement from all relevant professional societies (e.g., AIAA,
ASME, ASEE, SAE, etc.) in building processes to link industry, academia and government
participants. Their traditional role should be expanded and integrated across societies inrecognition of their members' current needs. Their role, along with ABET, in formalizing andenforcing educational standards provides strong leverage to develop and implement engineering
curricula changes and to achieve results on a national level.

Roadblocks
It is easy enough to make lists of what we in industry need, but it must be clearly recognized that
there are some serious stumbling blocks to be overcome in accomplishing the changes previously
advocated. Some of the most obvious are:
While many in both industry and academe now recognize the need to change, there is a serious

discrepancy between our two cultures with respect to the sense of urgency we each feel
regarding the rate at which changes must occur.

Too many university administrators and faculty members have little or no knowledge of what
industry does, how it does it, and what their graduates need to know to function effectively in
an industrial environment.
Too few in industry have an adequate understanding of how our current universities function,
how the faculty reward system works, or the constraints under which faculty members must
operate in the system we have.

Design education generates little research revenue and leads to few publications in "the rightjournals." Manufacturing has been held in even lower esteem until quite recently since, in
academic terms, it is perceived to lack "intellectual content."

What We Can Do - Recommendations for Action
Engineering education has become "big business" and there is much inertia and resistance to thesort of changes advocated here, which also echo recommendations in several recent national studies(i.e., those prepared under the auspices of the ASEE5 and the NRC). Many believe that no further
studies are needed. We need action. These actions include:
Establishment of a process to develop an industry-wide position on: "What we (industry) wantfrom our colleges of engineering and what we are prepared to do to help provide it."

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A much better focused use of our "aid to education" resources (both money and people). This
includes a balance between government-funded research and educational programs.
A change in the university reward system that recognizes that quality teaching must be at leaston parity with funded research with regard to faculty promotion and tenure.

Changes in the degree structure to establish engineering as a true professional program andwhich are consistent with future industrial technical workforce needs.

Greatly expanded faculty - industry exchange programs. The objective of such programs
should be to provide faculty with first-hand knowledge of industry practice and issues which
would allow them to devise curricula which are truly responsive to industry needs rather thanto merely allow faculty to continue their usual research at another (industry) site. Models forsuch exchanges exist in NSF Grant Opportunities for Academic Liaison with Industry(GOALI) and the Boeing-A.D. Welliver Faculty Fellowship programs.

No culture change of the magnitude we believe to be required can be accomplished in a single
meeting or by conducting yet another study. Likewise, no single party, working in isolation,
can resolve the diverse problems we confront What we must do is establish and support (atboth national and local levels) processes which encourage individuals from industry, academe
and government to work together on a sustained basis to address the practical aspects of how
we are going to change. A national forum to include relevant professional societies, perhaps inthe leadership role, should be sought to address these issues and to create the continuing
process for discussion and resolution. Agreements on curricula options should be sought on aperiodic basis. ABET accreditation criteria and the ABET accreditation process can be used asa mechanism for now to formalize and enforce the agreements.

Concluding Comments
The central message of this paper has been that the world is changing dramatically in the wake of

the Cold War, and just as broad sectors of industry are changing to meet new challenges andopportunities, our universities (particularly in technical education) must change as well. The
needed changes we can foresee will not come as swiftly as some would wish, nor will they comeeasily. But change must come if we are to sustain our prosperity in an increasing complex andhighly competitive international environment. Of the changes advocated in this paper, perhaps themost profound and sweeping must be the rethinking and implementation of appropriate
partnerships between industry and academe in the education and training of engineers. In our view,
it is no longer tenable (if indeed it ever was) to accept a practice in which a university "educates" astudent to some level of competence, and thus having done its job and "completed" its task, turns
this "finished product" over to an employer to do with as may be fitting. From now on we must
truly prepare a student to become a "life long learner" - an individual who will require and actively
seek continuing education as well as training opportunities for the entirety of his or her career. In

this process, industry and academe (appropriately aided by government) must become active
partners, each doing what it is best qualified to do in fully cooperative efforts from the beginning of
the educational process. We all have much to gain if these new partnerships can be established, andmuch to lose if they are not.

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Dr. John H. Mc Masters is an aerodynamicist and airplane design instructor in the Boeing Commercial
Airplane Group and serves as an Affiliate Professor in the Department of Aeronautics and Astronautics
at the University of Washington in Seattle. He has B.S. and M.S. degrees from the University of Colorado
at Boulder and a Ph.D. from Purdue University; all in aeronautical engineering. Before joining Boeing

in 1976, he served as a Project Officer for air-to-air missile systems at the Air Force Weapons
Laboratory and taught at Arizona State University and Purdue. He is an Associate Fellow of the AIAA
and was an ALAA Distinguished Lecturer in 1992-94. He is also a member of the Board on Engineering
Education of the ASME and the Boeing University Relations Coordinating Committee.

Dr. James D. Lang is the Director of the Technology Division, New Aircraft and Missile Products, at
McDonnell Douglas Aerospace. He is responsible for technology development and transition. Dr. Lang isan AIAA Fellow, a member of ASEE, and a member of the USAF Scientific Advisory Board. He retired
from the U.S. Air Force as the Aeronautical Systems Division Deputy Commander for Engineering. He

also led the Avionic Laboratory and the Flight Controls Division. He has over 3000 flight hours
including 320 combat missions as a Forward Air Controller. He has a B.S. from the U.S. Military
Academy, a M.S. from Stanford University, and a Ph.D. from the Cranfield Institute of Technology,
England.

Acknowledgments
This paper is an outgrowth of a series of position papers written for various audiences over the
past several years, the most recent version having been prepared as part of a study of aeronautics

materials and manufacturing technologies needs conducted in 1994 under the auspices of the
National Center for Advanced Technologies (NCAT) in Washington, D.C. The authors believe thatthe issues raised in this paper transcend the more narrowly focused concerns of the NCAT study,

however. We are greatly indebted to a large number of individuals for providing thoughtfulcomments and encouragement in the preparation of this paper and its predecessors. While too
numerous to list comprehensively, a few key individuals must be cited for their special
contributions: Richard Hartke (NCAT), Drs. Joe Bordogna and Elbert Marsh (NSF), Stephen G.
Moran (NASA), Earll Murman (MIT), Lee Nicolai (Lockheed), and Daniel P. Schrage (Georgia
Tech). In addition, P. M. Condit, A. R Mulally, R. L. Bengelink, R A. Davis, A.M. Erisman, J. F.
McGuire, T. Tobey, B. J. White, and M. H. Wiese of The Boeing Company provided major input
and inspiration for earlier versions of this paper. The authors remain solely responsible for all
opinions expressed, however, and these do not [yet] necessarily represent the positions of either
The Boeing Company or McDonnell Douglas Aerospace.

References
1.

2.
3.

4.
5.

Chaplin, C.R., "Creativity in Engineering Design -The Educational Function," The [UK] Fellowshipof Engineering, 2 Little Smith Street, Westminster, London SWIP 3DLNovember, 1989.
Hutchins, R.M., The Learning Society, NY: New American Library, 1969.
Grinter, L.E. (Chair), Report on Evaluation of Engineering Education, American Society forEngineering Education, Washington, DC, 1955.
Evans, D.L., McNeill, B.W., and Beakley, G.C., "Design in Engineering Education: Past Views of
Future Directions." Engineering Education 80 (5): 517-522. July/August, 1990.
Ferguson, E.S., Engineering and the Minds Eye . MIT Press, Cambridge, 1992.

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Mc Masters, J.H. and Ford, S.D., "The [Airplane] Design Professor as Sheepherder (An Industry Role
in Enhancing Engineering Education)," AIAA 90-3259 (Invited), ALAA/AHS/ASEE Aircraft Design
and Operations Meeting, Dayton, OH, September 17-19. 1990.
7. Mc Masters, J.H. and Ford, S.D., "An Industry View of Enhancing Design Education,"Engineering
Education, 80 (5): 526-529. July/August, 1990.
8. Mc Masters, J.H., "Paradigms Lost, Paradigms Regained: Paradigm Shifts in Engineering Education,"
SAE (Invited) Paper 91-1179, April, 1991.
9. Mc Masters, J.H., Holt, S.C. and Derwin, W.J., "Adventures in Engineering Education at Boeing (TheBCAG Summer Intern Program)," ALAA Paper 92-1093, February 1992.
10. Nicolai, L.M., "Designing a Better Engineer," Aerospace America, Vol. 30, No. 4, April 1992, pp.
6.

30-33.

11. Hoover, C.W. and Jones, J.B. (Co-Chairs), Improving Engineering Design, National ResearchCouncil. Washington. D.C., 1991.
12. Dertouzos, M.L., Lester, R.K and Solow, R.M., Made In America, M1T Press, Cambridge, 1989.
13. Covert, E.E., "Engineering Education in the 1990s: Back to Basics,"Aerospace America, 30 (4): 2023. April 1992
14. Ellis, R.A., "At the Crossroads (Crisis and Opportunity for American Engineers in the
15. 1990's)," Engineering Workforce Bulletin No. 130-131, Engineering Workforce Commission of theAmerican Association of Engineering Societies, January 1994.

16. Engineering Education for a Changing World, Report of the Engineering Dean Council andCorporate Roundtable of the American Society for Engineering EducationQctober, 1994.

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Appendix: DESIRED ATTRIBUTES OF AN ENGINEERING GRADUATE
A good grasp of engineering science fundamentals.
Mathematics (including statistics)
Physical and life sciences
Information technology

A good understanding of the design and manufacturing process (i.e., understandengineering).
A basic understanding of the context in which engineering is practiced.
Economics
History
The environment
Customer and societal needs
Possesses a multi-disciplinary, system perspective.
Good communication skills.
WrittenVerbalGraphic
ListeningHigh ethical standards.

An ability to think both critically and creatively - independently and cooperatively.
Flexibility - an ability and the self-confidence to adapt to rapid/major change.
Curiosity and a desire to learn - for life.

A profound understanding of the importance of team work

Note: This is a list of basic, durable attributes into which can be mapped specificskills reflecting
the diversity of the overall engineering environment in which we in professional practice operate. In
specifying desired attributes (i.e. desired outcomes of the educational process), we avoid
specifying how a given university goes about meeting industry needs. Curriculum development isviewed as a university task to be done in cooperation with their "customers," and in recognition of
their own local resources and constraints. Industry, as an important customer, must be an active
partner in this process.

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Testimony on the Views of Employers on Undergraduate Education in
Science, Mathematics, Engineering, and Technology'
Robert T. Jones
President and Chief Executive Officer, National Alliance of BusinessWashington, District of Columbia

Permit me to make three statements that generally characterize business community positions
regarding higher education.

First, higher education should demonstrate greater understanding of the needs of the private sector.
Too often higher education seems unaware of job requirements and changes in the workplace. I
believe that maintaining a close connection between what goes on in our educational system and therapidly changing work environment is essential.

Second, higher education curricula should reflect the changing conditions in the workplace. Morestudents need to experience the challenges and rigor of contextualized learning.

Third, higher education should help develop the work ethic that will sustain students in theireventual careers. Note that many corporate leaders say that new employees are fine- even more
responsive than they used to be. These same leaders point out that they screen a substantial
number of potential applicants, selecting only the best from that pool. As long as that pool is large
enough and active enough and vital enough, firms will always manage to hire the kind of people
they need. We must however be concerned about all the rest, those who do not enjoy the skills
needed for employment and advancement.
Corporate leaders tend to believe that the factual knowledge derived from undergraduate education
can quickly become obsolete. Further, the life expectancy of new entrants in their first job is very
short. Relatively inexperienced employees move on to another company or another function or task
more rapidly than ever. Companies are also increasingly reluctant to hire recent college graduates.
Before they invest in hiring on a long-term basis, they want to see degree holders with three to six
years of work experience in the modern corporate system who can show an effective adaptation to
the updated demands of the new workplace.

The typical employer no longer defines educational preparation solely on the basis of scientificknowledge or experience, or mathematical and technical competencies. Increasingly, employers
are looking for the ability of new scientists to think clearly and communicate their thoughts, towrite clearly, to negotiate, to listen, to work on teams, and to function effectively as part of adiverse work force. Employers'perceptions are that schools are not paying enough attention to thedevelopment of these skills. They do not seem to be taking business very seriously, nor listening toour cues that how we hire is now different.

I urge you to look at the hiring processes that companies are utilizing, to study carefully themethods of testing and interviewing. What are the broad and durable skills and competencies theyThis text is an edited version of Mr. Jones'verbal testimony to the EHR Advisory Committee on
November 1, 1995.

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seek? It is very clear that when applicants don't understand the needs of employers, they are not
likely to be hired.

New employees are increasingly expected to demonstrate as one CEO calls it "boundary-less"skills. This all happens because of the changing nature of the way we work. Engineers andscientists are now "on the factory floor." They are not isolated in a lab. Engineers and scientists
now deal with customers and their ability to deal with customers is key to their being hired in thefirst place.

There is a growing perception that a college degree per se is of minimal value to business.
Business is more concerned about the level of a job applicant's competencies, the breadth of thatapplicant's competencies, and the applicant's ability to assimilate, manage, and utilize information.
How those skills are acquired -- whether during studies for an MBA or a MS in science or math, oras part of some other educational experience is not of great import.

Related to this focus on competencies rather than credentials is the increasing demand for
certification programs. The demand is growing for continuing education programs that let
employees re-enter the education community in order to update their skills, to stay current on newtechnology and procedures and to do so in short certifiable bites that employers can recognize.
Simply taking people out of employment for two or three years for an advanced degree for the sakeof improving skills and knowledge doesn't work effectively for many jobs.

The way we

traditionally boxed up these degrees doesn't match well with the needs of today§ work force. We
will probably see within the next 24 months a very rapidly growing discussion about how we create
certification programs where people can engage frequently and efficiently in continuing education.

In summary, business believes more strongly than ever that post-secondary and continuing
education are crucial for all potential workers. How to sustain the strengths of our existing system
while responding to the vibrancy of the business environment is a challenge that higher educationmust meet.
A nationally recognized expert in the workforce development field, Roberts Jones has over thirty years oforganizational management and public policy experience in the training and education field. As alifelong advocate for investing in people, Mr. Jones is widely credited with helping place workforce
development at the forefront of the nations` public policy agenda. Prior to joining the Alliance, Mr.
Jones was vice president of RJR Nabisco, Inc. Mr. Jones served both Presidents Reagan and Bush as
Assistant Secretary of Labor, responsible for federal workforce development and training policy
addressing the significant changes in work and the workplace. Jones played a key role in the Hudson
Institutes landmark research project and report, Workforce 2000: Work and Workers for the 2 ft
Century, and was responsible for the Department of Labors` SCANS Commission, which for the first timespelled out the skills necessary for success in the workplace. Mr. Jones was awarded the Presidential
Distinguished Executive Award, the highest honor in the Federal government, in 1986. Mr. Jones
received his B.S. in Psychology from the University of Redlands in Redlands, California, and performed
graduate work in Public Administration at the American University in Washington, DC. He also served
for four years in the United States Air Force.

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Testimony to the National Science Foundation
Undergraduate Review Subcommittee:
Employers Views on Desired Capabilities of Undergraduates
Entering the Workforce
John L. Sisler
Manager of Exploration and Production Training
Shell Exploration and Production Company
Houston, Texas

Thank you for the opportunity of share views on undergraduate science, mathematics, engineering,and technology (SME&T) education from the perspective of an Energy Industry employer ofgraduates from these programs. As manager of E&P Training in Shell Exploration and Production
Company, I am increasingly aware of the challenges and demands placed on BS and MS SME&T
graduates in out technical professional workforce. How well our Company, Industry, and Nation
surmounts this challenge is of critical importance to future success and survival in a global market
place.

While this testimony is from the viewpoint of a large, primarily domestic oil and gas explorationcompany, many of the phenomena discussed appear to extend beyond the upstream portion ofEnergy Companies. They are reportedly commonplace throughout other portions of US Industry.

One characteristic of the upstream Energy Industry technical professional workforce is the
mixture of scientists and engineers. Geosciences (Geology and Geophysics) together with
Physicists and Computer Scientists are combined with Electrical, Geological, and Petroleum
Engineers to form the skill pool responsible for finding and delineating new hydrocarbon deposits.
Engineering graduates become increasingly important in developing, producing, and managing
existing oil and gas reservoirs through economic lives to eventual abandonment. These include
Geological, Petroleum, Chemical, Electrical, Mechanical, and Civil Engineering graduates. They
are integrated with the skill groups used to find and delineate who are also involved in the later
phases of the E&P cycle. This workforce is predominately BS and MS level with a lesser numberof Ph.D.s who typically transferred from Research into the operating organizations. The way work
gets done by this mix of SME&T graduates across the spectrum of E&P activities has changed
significantly in the last five years.

Organizational Characteristics
Changes in the job environment associated with organization redesign are profound. An ongoingprocess attempts to create work group structures that are focused, efficient, and responsive tochange. Nearly all upstream US Energy companies, including Shell E&P Company, haveexperienced dramatic organizational changes. In most cases these resulted in somewhat smaller

SME&T workforces and significantly fewer supervisors and managers. Work now being done
often exceeds levels prior to the changes. Further change is very unlikely but a return to the typeof work group structure characteristic of the past is very unlikely.

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Integration
Currently, most U.S. Energy companies have emphasized integration at every organizational level.
Formerly organizations were divided into separate groups based largely on skills and type of work
performed. Exploration was typically separate from Production, and within each there were

subdivisions such as Geology and Geophysics in Exploration, and similar splitting within
Production into Operations and Engineering that was in turn split into various engineeringscientific specialty groups. Today, multidisciplinary teams that are formed to accomplish a
specific project or manage a group of assets within a defined geographic area do work. These
teams are interlocked to form multi-disciplined project groups responsible for major businesssegments.

Today§ integrated work team organization has far fewer managers and supervisors.

Typically,

supervisors lead large, diverse work teams and do not exercise the level of detailed control
characteristic of past more hierarchical work structures. Someone will probably lead the SME&T
graduate with a dissimilar educational specialty.

Leadership Style
The style characteristic of successful leaders today is one of coach and coordinator rather thancommand and control that was possible when past supervisors frequently were experts insubordinates' jobs. Some work was associated with personnel administration and the individuals
now do development formerly done by managers and supervisors themselves. The SME&T
graduate will probably find the leader not as deeply involved in how work is done, provided it istimely and correct. Today leader is far more interested in results than style. Because of the sizeand diversity of typical work teams the leader today is rarely as involved in each individual
personal skill development as were past supervisors. Individuals are expected to be proactive in
defining their needs and seeking our opportunities to grow. The leader role is to enable andencourage, but not to be prescriptive.

Performance Measures
Performance measures for individuals in today§ organizations attempt to focus on businessrelevant results. Compensation is more directly tied to current business results. To a growing
extent individual results are tied directly with Team results. In contrast, past performancemeasures too often dealt with style and activity level. These may have had only an indirect linkage
with business objectives. The SME&T graduate is finding that it is increasingly difficult toprosper personally while the ship of which he or she is a crewmember sinks. Coming from anundergraduate system that exclusively recognizes individual achievements this change may causesome to question "fairness."

SkillsSkills needed to successfully function in today work team environment are somewhat different
from the past. Each person needs an awareness of the role and contributions of others on the team.
In-depth specialized knowledge must be accompanied by skill at relating various parts to the wholeand finding solutions to problems that formerly might have "fallen between the cracks" of thedifferent specialties and departments. Skills such as communications and teamwork are essential.
Unfortunately these are often given low priority during the SME&T professional undergraduate
education. Working together interdependently in a team to achieve a common goal rather than

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competitively to garner individual recognition is a very satisfying change for many, but one that
does not come easily to some SME&T graduates who have thrived in their former arena.

Personal Characteristics
Along with the organizational changes there have been changes in expected personal characteristicsof the Technical Professional workforce. Skill areas deemed important for success in the current
and future work environments include many areas besides the traditional SME&T subjects.

Technical
Sold preparation in the relevant sciences and mathematics together with their application to create
beneficial products remains the most valuable asset that a SME&T graduate can bring into our
workforce. Without this, chances of success are slim. It is particularly important to gain a broadfoundation during the undergraduate period. This will provide the means to adapt and thrive aschanges occur that impact the various applications used in the workplace.

One characteristic often missing in graduates of US SME&T programs is ability to understandsystem versus segments. Too frequently graduates who have impressive transcripts from highly
acclaimed universities exhibit limited understanding of how their segmented knowledge fits
together. An ability to understand context and to fit pieces into a larger framework are essential inworking in an integrated, multi-disciplined environment. Critical thinking has greater importancethan problem solving.

Commercial
SME&T graduates are expected to possess more commercial acumen than in the past.

The

necessity for improved financial performance has caused accountability for profit and loss to be atmuch lower levels, frequently at the work team level. A vocabulary once restricted to Business
School graduates is now routinely used by technical staff. Engineers and scientists are no longer as
insulated from accounting, financing, and marketing.

Risk management is particularly important. SME&T graduates typically are expected to define
uncertainty, develop risk assessment, and play a major role in managing risk.
While SME&T graduates are not expected to possess abilities to perform specialized commercial
tasks, they do need to understand their importance and how they must be integrated with technicalwork to achieve business success. Clearly SME&T graduates need to respect the importance ofthe commercial context of their work.

Information Technology
Without question, advances in computing and information technology (IT) are enablers for many of
the changes discussed here today. All SME&T graduates are expected to have skills that allow
application of advances in IT to their work. In fact, many technical professionals in E&P spend
the bulk of the time at work at workstations or PCs. Most are not developing new software, but
are using increasingly integrated applications systems provided by others. Major concerns are withdata management and getting work done in complex internal IT systems.

Many find theirundergraduate programs did not provide sufficient expertise in the personal productivity tools.

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This is one area in which recent SME&T graduates as well as technicians have exerted leadership.
Without their training that embraces IT as just another of the natural work tools, progress would
have been much slower.

Teamwork
All SME&T graduates must possess teamwork skills. While many factors go into developing
these, one that is partly a consequence of the undergraduate educational system stands above therest. Respect for others who have different educational backgrounds is essential.

Academic divisions between sciences and engineering and further subdivisions within each too
frequently imprint SME&T graduates with personal biases. These are obstacles to effective
teamwork.

Rivalry between academic schools, departments, and even specialties within aparticular field, create stereotyping of various groups. Academic role models that participate insuch activities are sending very wrong messages to their students.

In today§ businessenvironment, one§ leader and office mates may well be from one of the groups held in low regardby his or her academic role models. The need to respect others extends beyond the SME&T
disciplines to include those in business, humanities, and other groups such as law, which must
work together in teams.

Communication
Good communication skills are even more important today. In addition to the long-standing
expectation that SME&T graduates be able to write and speak effectively, the challenge today isthe audience. Former audiences were often composed of specialists who all spoke and understoodtheir specialties'jargon. Today an important audience is the multi-disciplined work group and its
leadership. Increasingly the SME&T graduate is also communicating with external customers andstakeholders who generally do not understand the "insider" language of science and technology.
This becomes particularly important to those working with environmental issues.

Electronic tools are playing a bigger role as a means of communication. However, the skill needed
is to understand the cycle of listening, understanding, creation and delivery of a clear message to a
specific audience. These are independent of the tools and should be incorporated into SME&T
undergraduate programs.

Leadership
More leadership skills are expected from everyone in flat organizations. Fewer opportunities exist
for formal management jobs, but there are many more opportunities for individuals to hold ad hoc
leadership roles. As mid-level managerial and coordinational jobs have disappeared, individuals inteams are doing some of the work. The leadership roles and skills are very closely associated with
teamwork rather than exercise of the power of an organizational position.

Change Management
The fmal personal skill in this list is the ability to proactively participate in the processes used tocontinuously improve. Change Management is now a part of every SME&T graduate
responsibilities. Each must acknowledge that the future is unpredictable. Major changes andretaining flexibility to alter strategies will probably be needed to survive both as business andindividuals.

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Individuals who accept personal responsibility for their own deployment and take actions to growpersonally and professionally will be more likely to succeed. The employer of SME&T graduates
is no longer providing the level of security and development direction seen in the past.

Recommendations
1.

Support programs, which are interdisciplinary and integrated. Do not restrict this to just the
SME&T fields. Opportunities for undergraduate SME&T students to become involved must
be provided.

2.

Support programs that instill rigor and breadth in BS/MS SME&T studies. Focus on teachingand shaping those who constitute the bulk of our workforce. Meaningful recognition must be
available to faculty and institutions that do this well.

3.

Support programs that provide BS/MS students with the interpersonal/organizational/
teamwork skills now essential in today§ workplace.

John Sisler is Manager of Exploration and Production Training for Shell Oil Company in Houston,
Texas. He has 36 years of varied Shell experience as a geoscientist, engineer, and manger. During his
career he has worked on domestic exploration and production projects in Alaska, California, New
Mexico, Texas, Louisiana, the Gulf of Mexico, and outside the United States in The Netherlands and Iran.

Prior to joining Shell he received a BA in geology from Rice University and a MS in geology from
Stanford University. He is a member of the American Association of Petroleum Geologists, the Society ofPetroleum Engineers, the Geological Association of America, and the Houston Geological Society.

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Testimony on the Views of Employers on Undergraduate Educationin Science, Mathematics, Engineering, and Technology'
Patrick E. White
Vice President, Strategy, Bell Atlantic Corporation
Arlington, VA

I certainly appreciate the opportunity to be here to talk to you about undergraduate needs,
particularly with regards to the telecommunications industry.

As the telephone industry evolves, one of the first things I think we need more of is engineering
programs designed to educate generalists, to produce graduates with almost the same kinds of skills
that John Sisler of Shell Exploration and Production Company was just describing.

Very frequently, the kinds of issues that at least our undergraduate engineers face requireparticipation in multidisciplinary teams, but more than that, they are often not focused on one
specific area of technology. They cover a variety of different areas. I think that a program inundergraduate education designed to produce engineering "generalists" would perhaps better matchthat need.
Our situation is analogous to the issue of the best strategy for educating medical doctors. A generalpractitioner course of study often meets the greatest need of communities for medical services.
General practitioners can be coupled with the selective use of specialists. In the past there was atendency to stress the education of medical specialists. Now we realize the importance of generalpractitioners.

We clearly do have that need for specialists in telecommunications, but for the vast majority ofjobs, a general program matches our needs much better than specialized programs. Where we doneed specialists, a bachelor's degree or even a master's degree is often not enough to cover the fieldin depth. We really need to hire Ph.D. level scientists or engineers to get the best contributions in
specialized areas.

Another aspect that I wanted to bring out is that telephone technology, like most higlech,
electronics-type fields, is undergoing pretty much a revolution. For example, just look at one
aspect of this field over the last ten years, fiber optic transmission. Ten years ago, engineers weretalking about multi-mode fiber with LEDs. That has shifted very quickly though a number ofdifferent technology stages. Today, ten years later, nobody ever talks about multinode fiber, andnobody talks about LEDs. Instead, the talk is about lasers, fiber amplifiers, and dispersimishifted
fibers. In other words, the field is moving so fast that it is pretty hard for me to imagine how theuniversities can really keep up with current technology.

In fact, if you look at most programs in engineering, you typically see that they are pretty muchcovering the same old topics, and that is surprising, given the pace at which the technology seems
to be moving along.

8 This text is an edited version of Dr. White verbal testimony to the EHR Advisory Committee on
November 1, 1995.

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I think that there is certainly several impediments or several areas within teaching that need to be
dealt with. Tenure policies, I think, need to be looked at to make sure they are really encouraging
faculty to keep abreast of technical areas, and that universities continue to hire the bestquippedfaculty or the faculty with the most knowledge in some of these new technology fields.

I also think that the types of research that are being funded also have an impact. If you pick up
almost any journal these days, I would say at least twothirds, maybe three-quarters, and in somecases even 100 percent of the selected papers seem to represent minor tweaks in insignificant
technical areas, most of which isn't all that relevant to what industry really needs in terms ofresearch.

If you have faculty who are moving in that direction, then you can easily see why there will be awidening gap between what the universities are actually teaching young engineers and what
industry needs if we are to remain at the cutting edge.
The last thing I wanted to talk about in my prepared remarks related to the plea I made at theoutset for more a general education in engineering is that I believe we should reexamine the lackof a foreign language requirement in most colleges and universities. Increasingly there is
globalization of just about every aspect of industry. Too often we go to meetings with the French,

Germans, and Japanese and find that they can speak English plus their own language. In
negotiation, I think we are at a significant disadvantage in only knowing English.

I also would put in a plea that the types of elective options that are associated with engineering,
currently drawing from a traditional liberal arts menu, might also sensibly include wider options,e.g., business-oriented courses, finance, economics, intellectual property law. These are all very
vital aspects for a young engineers education.
Patrick White is Vice President of Research and Development at Bell Atlantic Corporation. Prior to hiscurrent assignment, he was Vice President of telecommunications strategies and before that he held anumber of positions with Bell Communications Research, Inc. ("Bellcore), including Assistant Vice
President of the Network Architecture and Analysis Research Center and Assistant Vice President, New
Architecture and Service Concepts Planning. Prior to joining Bellcore in January 1984, Dr. White held
various software development supervisory positions with Bell Laboratories, commencing in 1973. Dr.
White holds a Ph.D. degree in Electrical Engineering/Computer Science from Northwestern University.
He has authored numerous technical papers and edited technical journals. Dr. White is a member of theEta Kappa Nu and Tau Beta Pi national engineering honor societies as well as a member of the IEEE andthe Association for Computer Machinery.

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Written Contributions to the EHR Advisory Committee
Social Sciences Workshop
Convened February 22, 1996
at the National Science Foundation
Arlington, VA

Participants in the Social Sciences Workshop
Convened February 22,1997
Listed alphabetically. Titles indicate the speakers 'positions at the time of the Workshop.

Andrew Abbott

Maureen Hallinan

Master, Social Sciences Collegiate Division
The University of Chicago
Harper Box 761116 East 59th Street
Chicago, OL 60637

Department of Sociology
University of Notre Dame
Notre Dame, IN 46556-5644

John Dovidio

Jill Larkin

Department of Psychology
Colgate University
Hamilton, NY 13346

Department of Psychology
Carnegie Mellon University
Baker Hall
Pittsburgh, PA 15213

Jacquelynne E. Eccles

Nora Newcombe

Institute for Social Research
P.O. Box 1248
University of Michigan
Ann Arbor, MI

Department of Psychology
Temple University
Weiss Hall, 6th Floor
Philadelphia, PA 19122

Ronald G. Ehrenberg

Neil Stillings

Vice President for Academic Programs,
Planning, and Budgeting
433 Day Hall
Cornell University
Ithaca, NY 14853

School of Communication and Cognitive Science
Hampshire College
Amherst, MA 01002

Rochel Gelman
Department of Psychology
New York University
6 Washington Place, Room 307
New York, NY 10003

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Contributions of the Social Sciences to the National Science Foundation
Review of Undergraduate Education
Overview
On February 22, 1996, a group of eight invited scholars from the social and behavioral sciences met to
discuss the improvement of undergraduate education. Joining them were members of the Advisory
Committee for Education and Human Resources at NSF, the Assistant NSF Director for Education etc.
(Luther S. Williams), the Assistant NSF Director for Social and Behavioral Sciences (Cora Marrett),
representatives from several education and policy associations in Washington DC, and NSF professional
staff concerned about undergraduate education. Over 50 people participated in this workshop during thecourse of the day. The discussions were joined by most that were present at the workshop.
The workshop was designed as part of the extensive review of undergraduate education being conducted bya Subcommittee of the Advisory Committee for Education and Human Resources, which began theprevious spring. This review is examining the status, conditions, and needs of undergraduate education in
the broad disciplines of the sciences, mathematics, engineering and technology.

The invited participants were asked to prepare short statements prior to the workshop in response to a setof questions that focused on the contributions of the social and behavioral sciences to improving ourunderstanding of how to improve undergraduate education. The questions were:

What has social and behavioral science research contributed to our understanding of how
students learn?

What are the obstacles to implementing change in curriculum and instruction in undergraduate
education? How do we overcome them?
What are the unanswered questions about student learning that research needs to address?

How does knowledge of the social sciences and of technology prepare students for the next
century?

The following is a summary of the key points made during the workshop. The comments can be organizedaround four major themes: the undergraduate learner, the teacher, the curriculum, and the institutional
context. To maintain a sense of authenticity, direct quotes from participants have been included in a
number of places.

The Undergraduate Learner
How the student learns, as well as individual and group characteristics of the learners, are importantfactors to be considered. At the beginning of the workshop, participants agreed to a basic principle: themind is active. Research in cognitive psychology indicates that "the mind always interprets," and is not
simply "a passive receiver of information that is broadcast to it" (Rochel Gelman, Department of
Psychology, New York University). Thus, the presentation of new and interesting information in theclassroom is not enough; we must also understand how the minds of students interpret and manipulate that
information.

The processing of information by students is a vital point of concern.
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Students rarely realize theapplicability of information and knowledge from one context to another, and often view information asfacts to be memorized and mechanically reproduced in an exam. In a rapidly changing world, a moredesirable outcome would be for students to possess the ability to apply abstract principles to different
situations, e.g. to "recognize situations in their own environments where the Law of Large Numbers
applies" (Neil Stillings, School of Communication and Cognitive Science, Hampshire College, Amherst,
Massachusetts).
Undergraduate students come from diverse communities and cultures with distinctive expectations about
the education process. The values, norms, and expectations of students about what to expect fromundergraduate studies in their chosen institutions of higher education are influenced by the size of theinstitution, the selectivity of that institution, and the region of the country in which it is located (Maureen
Hallinan, Department of Sociology, University of Notre Dame). Learning is inhibited when the values,

norms, and expectations of the student "come into clash with what we are at the moment doing ininstitutions" (Rochel Gelman). This point was underscored by some participants with respect to the rapid
pace of change that has occurred in some institutions. Change should proceed in an orderly fashion,
because `radical change in course design breaks an unwritten social contract between faculty and students"(Jill Larkin).

As will be developed in the remaining sections, developing educational technology has a lot of potential forstudents in higher education. However, in the short run, technology scares a lot of students (Rochelle
Gelman), and the heavy use of technology scares more women than men. "What we need from the social

sciences is some architectural perspectives on how to make technology work" most effectively (UriTreisman, Department of Mathematics, University of Texas, Austin, and member of the Advisory
Committee for Education and Human Resources).

The Teacher
Because the teacher controls both what is taught and how it is taught, the teacher is vital. Five themes werediscussed in the context of describing effective and ineffective teaching techniques.

The disadvantages of the "broadcast model of education" were discussed. Many faculty consider theprerequisites for good teaching to be met "if I know and understand my discipline, and I get up in front of
the class and give good lectures, and I give good assignments" (Jill Larkin, Department of Psychology,
Carnegie Mellon University). However, there is evidence to suggest that simply giving students more
information does not improve learning. A preferable teaching paradigm is where teachers interact with
their students and act as facilitators in the learning process.

While traditional teaching methods often attempt to counter students' misconceptions by teaching theborrect' way to think, "curricula which take misconceptions as a point of departure rather than a roadblock can be more successful" (Nora Newcombe, Department of Psychology, Temple University). New
techniques for teaching science should thus "arrange experiences in which students realize how different
aspects of their thinking are incompatible, then work to resolve this impasse" (Nora Newcombe). This will
help to counter a major problem, that many students have a "strange and impairing view of the naturalsciences and mathematics," seeing them as a collection of facts that are hard to grasp (Jill Larkin). Morestress on applied research in the classroom will also help, many agreed.

Research conducted by sociologists suggests "that working in groups in a cooperative setting produces
greater growth in achievement that straining for relative gains in a competitive environment (Maureen
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Hallinan). Thus it is important for teachers to provide students with opportunities to work in groups.

Technology, such as email and bulletin boards, provides opportunities for faculty to interact with students
at a greater frequency, while Web pages provide new information resources for students. However,technological innovation is costly in terms of the "human effort that has to go into designing it," as well as
the human investment of educating teachers to use these innovations (Neil Stillings). Evaluating theeffectiveness of new technology in the classroom is also problematic because "we dont have quality
benchmarks ... to bring these innovations together with some of our learning theories" (Kenneth Foote,
Department of Geography, University of Texas, Austin).

Improving undergraduate education by teaching faculty how to teach includes helping them to effectively
use everything from "the oldest and most transparent technology" of a blackboard, to "tens of thousands ofdollars worth of multimedia equipment" (Daniel Goroff, Derek Bok Center for Teaching and Learning,
Harvard University, and National Research Council). Improving undergraduate education entails thatteachers as well as students invest in learning new skills. It is important to use technology effectively, topromote interactions among students, faculty, and material, and to avoid using it as merely another methodof broadcasting information to passive student recipients. In learning to use technology, and use it wisely,
many older faculty are seen as irretrievably lost, while younger faculty typically recognize that print media

is losing its effectiveness (Andrew Abbot, Master, Social Sciences Collegiate Division, University of
Chicago).

Curriculum
Much of the current curriculum of the sciences, mathematics, engineering, and technology in college
courses "follows an instructional paradigm, not a learning one" (Luther S. Williams, Assistant Director,
NSF). The following themes focus on how curricula can facilitate learning by students.

Students interpret new information in the context of what they already know. However, students in aclassroom begin from different places. To promote learning in the classroom, faculty must provide"stepping stones from the minds of our students who may not overlap" with the structure mapped byteachers, "to the point where they have in fact achieved understanding that they didnt have in the firstplace" (Rochel Gelman). Thus, the content of the curriculum should be flexible enough to accommodate
students' different learning styles and starting points.

In many institutions, the majority of students fulfill science requirements through social science courses.
The "social sciences tend to be great fields for hands-on experience with science" (Neil Stillings). To theaverage undergraduate, the social sciences offer better accessibility to knowledge relative to the physicaland biological sciences. "... It very important to put students in a context where they can connect theirunderstanding of physical and biological knowledge with social life, with the life of the mind, and thatmeans we have to put them in classrooms where things about the brain and about behavior genetics arebeing taught together with things about behavior and society so that they can make that connection" (Neil
Stillings). If the study of experimental design and statistics in the social sciences are combined with topics
in cognitive science such as causal reasoning and normative models of thinking, and this is done effectively,
then greater numbers of students will achieve a reasonable level of scientific literacy by grasping thesignificance of these connections. Also, "cognitive science is a good vehicle for teaching a lot ofmathematics and computer programming" (Neil Stillings). Thus, in general, students benefit from acurriculum that has an interdisciplinary approach.
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However, 'beyond the question of the social sciences contributing to the broad issue of the learning of
science ... we have to give increased emphasis to the social sciences themselves" (Luther Williams).

Despite the promise of the social and behavioral sciences as a metaphor for buttressing student
understanding of the physical and biological sciences, there are problems specific to these fields that are
more extensive than found today in the natural sciences, namely, that passive learning is perhaps morewidespread, and basic research on curriculum and learning in these fields is considerably behind. This may
be due to the fact that a growing majority of high school graduates now attend college and enrollments inthe social and behavior sciences have been swelling. Consequently there is less introspection about student
learning than is found in the natural sciences and engineering.

To achieve significant and lasting improvements in undergraduate education, we must be able to pinpoint
whether students successfully learn curriculum content. Many students have the idea that "understanding
something is kind of being familiar with it" rather than trying "to really master something" (Jill Larkin).
From the perspective of most faculty, current forms of evaluation often mean that "we give an exam, handit back and then go on with the next lecture (Jill Larkin). This does not tell us, in general, whether masteryof the material has been achieved. Successful evaluation should include a feedback loop where faculty andstudents together can determine the extent of mastery.

Institutional Context
In order for undergraduate education to improve on a large scale, the institutional context in which it takes
place must be examined. Change is more likely to occur if it is supported at the institutional level. The
following themes suggest some ways to accomplish this objective.

The potential for systemic reform has been improved by the development of new educational technologies.
New teaching models, often incorporating some of the potential of new technology, "cut across traditional
disciplinary and really university boundaries" (Kenneth Foote). With the appearance of the Internet and theWorldwide Web, the walls of departments and universities must be permeable enough to "cultivate ... moretypes of local, regional, and national collaborations" (Kenneth Foote). Institutions that promote these kindsof new linkages are more likely to benefit from new technologies and ideas.

Cost constraints already are demanding that most universities have large class sizes, despite evidence
suggesting that smaller classes have an environment more conducive to learning. Thus, administrators of
institutions of higher education need to "start to think about how to facilitate these kinds of needs within theenvironment" of large class size that currently exists in many institutions (Rochel Gelman). Investment intechnology may allow for students and faculty to have more interaction at a lower cost by providing "otherways to communicate the same type of lecture material" (Ronald Ehrenberg, Vice President for Academic
Programs, Cornell University).
In the existing institutional context, "we dont have good integrative mechanisms for thinking about making

sensible decisions about how to affect the trajectories" or paths that students take throughout theirundergraduate education as well as after they leave (Melvin George, Chair of the Subcommittee of the
Subcommittee of NSF Advisory Committee for Education and Human Resources). We must focus on
issues of choice of major and course-taking, and pay increased attention to the high percentages of students
who do not complete their undergraduate education.

Meanwhile, the discussion continued to emphasize that though the pace of institutional change isaccelerating, it is important to retain the "human touch" of contact between faculty and students. There
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has been a lot of research on the impact of mentoring on student achievement and persistence that informs
us that careful mentoring is a powerful force. Furthermore, even modest indications of faculty interest in
their students and student learning outcomes have a big impact on student effort and persistence. For
example, faculty tend to get high marks on student evaluations even in courses with difficult material andexaminations if the faculty have demonstrated a minimal level of caring, for example, being able to call on
students by name, keeping track of class attendance, and demonstrating a willingness to discuss problems
outside of class time.

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The Social Sciences and Undergraduate Education
Andrew Abbott
Professor in Sociology and Master, Social Sciences Collegiate Division
University of Chicago
Chicago, Illinois

There are two aspects to the role of the social sciences in undergraduate education. The first is the place ofthe social sciences in the content of instruction. The second is the contribution of social science research tounderstanding the impact of undergraduate education on those who are taught.

Social Sciences in the Curriculum
Of the place of the social sciences in the content of undergraduate education there is little doubt. In the ideal
curriculum, the social sciences are both an essential, freestanding constituent of "core learning" and an
important subset of majors for upper level students. That is, the social sciences are crucial to both generaland specific education at the undergraduate level. In my own university, social sciences constitute six
courses in the required curriculum of 22 (of 42 total) quarter courses, and social science majors constitutethe plurality (about 42 percent) of undergraduate majors.

At the level of general education, the social sciences raise two kinds of issues. In our curriculum these arecontained in the two different required sequences: core and civilizations.

Our core sequences inquire into certain basic problems of social life: individual and group, freedom anddeterminism, equality and inequality, personality and culture, difference and similarity. The exact content
of our five core courses varies, although there is a tendency to focus on classic texts and on particularmodes of inquiry. What does not vary is the classroom structure and pedagogical technique. The classes are
small (maximum 25-30), are taught largely by Ph.D.-level faculty (about 75 percent), and are largely
discussion-based. This reflects our strong belief that general education is not about content but about theskill of critical reading and thinking. We aim to create citizens who can think clearly, critically, andcreatively about the social life that surrounds them. This can be accomplished only in small classes, where
faculty can intimately model the process of reflective thought, and where students' work both oral andwritten can receive the detailed comments that alone promote effective learning.
Each of the five core sequences has a number of "tracks" from five to fifteen at any given time taught
by individual faculty. Within a course, tracks share about 70 percent of their curricula, so that student
learning continues in the dormitory and lounge as students from different tracks argue about common
themes. Across tracks, faculty meet weekly to discuss pedagogy, to argue about text materials, and to plan
future curricula. Such staff meetings offer an important resource to faculty, both in terms of sharing of
pedagogical secrets and in terms of interdisciplinary learning, for the courses are generally staffed acrossdisciplines.

The five core tracks really shake down to two curricula: Plato-Aristotle-Machiavelli-Locke-Hobbes-Marx
and friends and Smith-Marx-Durkheim-Weber-Freud and friends. From time to time, we have also had acore sequence based on empirical social science, which takes students from a quarter on philosophy ofinquiry through a quarter on actual social science research to a quarter on policy. Even in such a sequence,
however, the focus continues to be on addressing basic questions; classic texts continue to provide an
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organizing role, augmented by doing actual social science research.

The other required social science sequence is civilization; a much more complicated pedagogical structure.

There are three teaching rationales behind the civilization sequences: a concern with contingency anddiversity, a concern that students contact a culture or cultures different from theirs, and a concern thatstudents truly understand their own culture, whatever that may be. Two of our civilization sequences aretaught in "core format," as just described: Western Civilization (about 40 percent of students in 16 tracks)and American Civilization (about 10 percent of the students in 4 tracks). The others are taught in the more
standard lecture/recitation format. All, however, tend to focus on classic texts. These are reviewed andupdated periodically. (Those for American Civilization are on-line, for example.)

The civilization sequences (the largest eight of them cover 95 percent of the students) generally involve
history and anthropology faculty. For faculty, the problems of curriculum planning and design again
produce the interdisciplinary contact of the core courses. For students, this interdisciplinary gives rise,again, to a complicated, nuanced approach to learning.

Beyond the required curriculum, we also have, as I noted, a steady 40-45 percent of the majors in theCollege. As in most colleges, the largest is economics, but social science in fact dominates the University of

Chicago undergraduate scene; we have four of the largest six majors (economics, political science,
psychology, and history). Extensive research, which I mention below, shows that students treat their majors
essentially as an advanced form of liberal education. Most of our students do not perceive their choice ofmajor as related to a career decision. (Two-third of our premeds major outside biological sciences, forexample.) As a result, learning in the majors is driven again by the problem of mastering a specific body ofskills and thinking, the skills and thinking of advanced inquiry in a particular field. It is this specificdiscipline, not the content that alumni report as important in their later lives.

The center of this specific learning is the B.A. paper, required in most of our majors. At its best (in our
history program), the major introduces the student to the problems of advanced thinking with a juniorcolloquium, then advances by associating paper-writing seniors with preceptors at a ten to one ratio. The
resultant papers are read and improved by faculty in their later drafts, once they have been effectively preprepared. Other majors work essentially like mini-curricula, with introductory sequences, methods courses,
and upper-level electives. In general, our majors are effective but "quick" curricula. The exigencies of thecore, the tendency of students to front-load their science requirements (we require year-long sequences in
BOTH physical and biological science), and the tendency of many students to switch into social scienceslate in their career. It means that the social science majors must move students through the discipline ofadvanced knowledge faster than is done elsewhere.

It should be noted that our curriculum assumes that the social sciences are an independent area ofknowledge, between the social sciences and the humanities. They are not a stepchild of either, but rather
proudly freestanding. In part this reflects institutional history; we are perhaps the only major university inwhich the social science departments enjoy higher national rankings than those in either humanities or
natural sciences, a situation that has persisted from the 1920s. Moreover, the curricular structure has been
etched into the internal administrative organization since 1929, when Robert Maynard Hutchins divided thefaculty into Divisions (Humanties, Social Sciences, Physical Sciences, Biological Sciences), each with a
Dean responsible for graduate teaching and general oversight and (since the end of a separate College
Division in 1963) a Master responsible for undergraduate teaching and the College's half of the personnel
jurisdiction. We have no faculty of Arts and Sciences and no overarching Dean. Divisions report to the

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Provost.
Thus a central question of this [EHR Advisory Committee] Review whether the social sciences can serve
as a vehicle for "science education" is ruled out of court. Our faculties do not feel that social sciencelearning can be collapsed into natural science learning or vice versa.

Social Science Research and the Undergraduate Experience
In the area of research on the curriculum, however, the social sciences have much to say. I here report on alarge investigation under way at Chicago with the help of the Ford Foundation.

Three years ago, the Foundation provided us with a grant for the support of social science majors at the
University. (This was part of a larger program involving a number of leading universities.) With thisfunding, I have undertaken a large body of research aimed at two fundamental questions, neither of which
has ever seen much study.
The first and simpler of these questions is that of origins. Nobody seems to have asked why we have majors
in the first place. There was one dissertation, long ago, on the subject. I have supported research into thehistory of majors with an idea to finding out the original pedagogical rationale as well as the administrative
forces driving the change. It has indeed proved that to a considerable extent we have majors because wehave departments, majors proved a way of solving the administrative problem of regulating universities
that, for the first time, had numbers of faculty concentrated in particular areas. On the other hand, majors
were also a crucial part of reining in the chaos of the electives-based curriculum of the late 1 9th century,and in that sense an alternative to the core-based programs (at Columbia, Chicago, and elsewhere) that
attempted the same structuring of the curriculum but in a different manner. Other than the conflict withcore-based curricula, there has been no serious challenge to the idea of majors in the 20th century. As withthe graduate intellectual life, however, it seems that there is much more overlap in the actual contents ofmajors than in the disciplinary origins of the faculty teaching them. On the ground, considerable
interdisciplinarity has probably been the normal state of affairs.

The second and more difficult question we have addressed is the impact of the major on the later life ofstudents. Because Chicago has had for at least twenty years a curriculum with both a serious core andserious majors, we are able to ask specific questions about the relation of these for students in choosing
Chicago, in studying here, and in their later lives. Ideally, such research should be prospective, and I would

certainly propose that for the future. But at present, we have mounted a large "synthetic cohort"examination of the problem.
This analysis includes the following components:

1. A survey of the class of 1995
300/700 responded information on parents' majors, employment, hopes for children on
respondents' aims in high school and later, choice of major, choice of career, satisfaction
with education, etc.

2. A sequence analysis of exact transcripts of 1995 class (entire) to study changing of majors,
juggling of required curricular elements, the actual "experience" of education in terms of orderand structure.
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3. A survey of all alumni who have been out 2,5,7,10,15,and 20 years 1400/3600 responded (stillcoming in)

information on parents' majors, employment, hopes on respondents' choice of major,
impact of major and of core on later occupational and intellectual experience (we have dataat the level of specific intellectual skills problem analysis, writing, creativity, etc.)

4. A diary project
ten students have kept detailed diaries of their educational experience across three years.
5. A retrospective course examination

twenty-five students (1996 seniors) will prepare essays discussing their experience inretrospect.
These data will permit us to examine the impact of different parts of the curriculum on later experience.

Our central research questions here all involve the "trajectory" of education; a topic that seems relatively
little studied. Questions include:
How are core and major related to later occupational life?
2. How is core and major related to other parts of respondents' lives? citizenship? participation in
cultural life?
3. How do students imagine their college careers?
4. How does reality cut across students'expectations and early college experiences?
5. What are the impacts of parents' hopes and dreams on students' lives? are these specific tospecific ethnic groups? occupational types?
1.

6.

Which parts of the curriculum produce or support which kinds of skills in adult life?

The underlying vision here is one envisioning education as a process and seeking the forces that channel
that process in a particular direction. My own expectation is that skills training lasts far longer into andproves more valuable for adult life than does specific content, and that the disappearance of major content
from the horizon of adult experience is quite quick. But these are empirical questions, to be addressed only
by surveying an alumni body with long-standing experience of a particular curriculum.
The University of Chicago is an elite institution. Results, and indeed research questions, will probably bequite different at another kind of university. This issue seems to me one of the most difficult facing theworkshop. I am confident we could agree more on the content of the kind of education proposed here thanwe can either on the content of other forms of education or indeed upon the idea that education for elites
and masses are likely to be fundamentally different. But the latter point the recognition that elite and mass
higher education is likely to differ seems a crucial one. Such research as we have on learning seems toindicate that amount and quality of feedback to students is the strong predictor of good education, andeffective feedback requires staff quality and intensity unreachable at most public institutions. I propose thisissue without any idea of how we should address it.
Andrew Abbott is Professor in Sociology and Master of the Social Sciences Collegiate Division at The Universityof Chicago. His current work includes a theoretical book on time and social structure as well as diverse analyses
in the methodological area of optimal alignment and sequence analysis. He is also currently writing a book on

the concept of college majors and the experience of generations of University of Chicago Students with the
UniversityJ concentration program.

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Scientific Literacy and the Social Sciences
John F. Dovidio
Department of Psychology
Colgate University
Hamilton, New YorkIn a world increasingly shaped by science and technology, a fundamental understanding of science is an
essential aspect of contemporary education. We can no longer talk of science and the liberal arts; sciencemust be an integral part of a liberal arts education. While I suspect that there will be little debate about theimportance of scientific literacy, there may be fewer consensuses about how this can be generally achieved.
The focus of this brief presentation will therefore be on question #3: In many institutions, students takecourses in the social and behavioral sciences as a means to fulfill their science distribution
requirements. In what ways can and do these courses effectively promote scientific and quantitative
literacy?
As a basis for the presentation, I will use the case study of Colgate University. Colgate is a selective
undergraduate liberal arts institution enrolling approximately 2,800 students and employing about 240
faculty members. It has a strong emphasis on majors (concentrations), as well as a distribution requirement
two courses in the sciences: social sciences, and humanities and a core general education program. Of

course, I choose this example not solely because of its representativeness, but also because of theavailability of the data I will be presenting.

Despite the increasing need for general science education, there are currently several practical barriers toachieving this objective successfully. First, although there is renewed interest in the sciences among
students compared to a decade ago, still relatively fewer students major in the science compared to thesocial sciences and humanities. Five years ago, 22 percent of the graduating Colgate students majored in
the sciences; today that figure has improved to 28 percent. Nevertheless, 33 percent currently major in thehumanities and 39 percent major in the social sciences. Therefore, we cannot necessarily depend on science
concentrations to provide a science education for students in general. The vast majority of students do notmajor in science. Second, perhaps because of lack of interest or lack of preparation, a substantial portionof students take the minimal amount of science possible within the liberal arts curriculum. As I noted
earlier, Colgate has a two-course-per-Division distribution requirement. Thirty-four percent of Colgate
students graduate with only these two science courses on their transcript (compared to 24 percent with theminimum social science and 9 percent with the minimum humanities requirements). Third, in a time ofdiminishing financial resources to higher education, the costs of traditional science education are high andare escalating. At Colgate, the average department budget allocation per faculty member in the sciences is
six times what it is in the humanities and four times what is in the social sciences. Start-up costs are tentimes higher in the sciences than in the humanities or social sciences. Because of teaching credit forlaboratories, science instructors teach only .8 of the range of courses per year as other instructors, and thesciences accommodate only about 28 percent of the total enrollments. Recently, the controversial study
from the University of Rhode Island has raised questions about the overall cost-effectiveness of pursuingresearch grants. An Important question then becomes: How can we provide a better general scienceeducation for students in the face of these barriers?

The answer I propose is that the social sciences can effectively and efficiently contribute to scienceeducation in ways that complement and support the traditional sciences. Colgate§ experiences offer some

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insights because ia unusual Division structure. The Division of Natural Sciences and Mathematics
consists of biology, chemistry, computer science, geology, mathematics, physics/astronomy andpsychology. Psychology is considered a social science on many, if not most, other college campuses. Using
the social sciences more effectively can help overcome each of the obstacles I just raised; the first issue
involves capturing student interest in courses that can potentially make major contributions to scientificand quantitative literacy. Among the seven science departments, psychology's enrollments have consistently
been the highest. In addition, unlike each of the other departments, it did not experience the dramatic
decline in enrollments of the 1980s. Among those students taking only the minimum two-course science

distribution, psychology courses are clearly the courses of choice: 73 percent of those students had a
psychology course as one of those two courses. Geology was second with 37 percent. The traditional,
central sciences, such as chemistry and physics were largely represented in these students' records (3percent and 4 percent; see Figure 2.2). The attraction of Psychology is not likely easy grades; the average
grade in the introductory psychology courses is the lowest of all of the introductory science courses. Thus,

social science courses may provide an inherently attractive avenue among students for achieving theessential goals of a general science education.
The curricula of some social science disciplines may also be particularly well-suited to developing generalscientific and quantitative literacy because of their explicit focus on methodology and statistical analysis.

Table IV.1 lists the departments in which a statistics (or mathematics course) is a required or elective
course in the major.

Table IV.1
Departments with statistics or mathematics courses as required or elective courses(science departments in boldface type).
RequiredComputer Science

Elective
Biology

Economics

Education
Geography
Political Science
Sociology

Mathematics
Physics
Psychology

The science concentrations not on this list astronomy, chemistry, and geology instead have required
instrumentation courses. Although experience with sophisticated, state-of-the-art scientific equipment may

be essential for students continuing on in science, the development of transferable quantitative andinformation management techniques may be significantly more useful to the general student who will not
pursue formal scientific training beyond graduation and can be provided effectively at a fraction of thecost of equipment, supplies, and overhead.

At the introductory course level, social science courses that emphasize the application of the scientificmethod and experimental approaches to verification can be as effective as traditional science courses inachieving essential goals of scientific literacy in a context or personal relevance to students. Figure 2[projected slide not published here] illustrates a comparison of student responses (1 = "disagree strongly"
to 7 = "agree strongly') to three statements identified by science faculty as central objectives of a generalscience education: (1) 'The course required me to engage in scientific reasoning", (2) "After taking thiscourse, I am more able to evaluate current issues and problems"; and (3) `The course improved myproblem-solving skills." The responses to these items for three traditional introductory science courses(biology, chemistry, and geology) are compared to Introductory Psychology and to an interdisciplinary
Introductory Environmental Studies course (reflecting an integration of areas of biology, geology, and

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geography). The two "non-science" courses are generally as effective
eff6ctive

and in some ways are morein achieving the general goals identified by the faculty.

Because of the hierarchical nature of science curricula, the burden of providing the prerequisite factual
information to prospective majors may interfere with an emphasis on the process of scientific inquiry that
may be an essential aspect of a general science education for non-majors. Thus curricula that offer
alternative entries to the major, rather than a strict linear sequence, may offer more opportunity forpedagogical innovation and flexibility and time to devote to an understanding of the process of scientificinquiry. Among the sciences, only geology offers multiple alternative entries to the concentration. The
majority of the social sciences (i.e., not psychology or economics) allow different entry points. Recently
Colgate has introduced a series of pilot Scientific Perspectives courses, which are staffed by social
scientists as well as natural scientists as part of the required Liberal Arts Core program. These are designed
to enhance scientific literacy, by focusing on the process of scientific inquiry with the mastery of a specificbody of factual information, as a secondary concern. The results of student responses to these courses,
separated by those taught by social scientists (economists and psychologists) and those taught by naturalscientists, are presented in Figure 3 [projected slide not published here]. These results compare favorably tothe results for the traditional science courses depicted on the previous figure. Thus, teaching introductory
science may not be the only or the most effective way to achieve scientific literacy among non-science
majors. In addition, science literacy may be achieved at least as effectively through selected social science
courses.

In conclusion, it is currently particularly important to recognize and support the role of the social andbehavioral sciences in science education. The incorporation of selected social science courses tocomplement traditional science courses in scientific education programs is valuable because:

Social science courses are currently attractive to students
the topics and issues are of immediate relevance to students
these courses may be accessible to a wide range of students because they normally do not rely
on pre-requisite high school preparation
Social science courses may provide a cost-effective alternativethese courses normally have lower start-up equipment expenses and reclaiming costs for
supplies

these courses do not normally require dedicated laboratory space; when equipment (such as
computers, network links, graphics equipment) is needed, it frequently can be used for multiple
other purposes
the skills that are acquired in laboratory experiences (e.g., computer or networking skills, skills
in information retrieval, evaluation, and management, and skills in quantitative analysis) arehighly transferable skills that will benefit students beyond graduation.
The social and behavioral sciences may offer curricular and pedagogical flexibility
this flexibility may allow the adaptations needed to meet the needs of non-science students
more flexibility in the amount and nature of information presented can permit a more deliberateand self-conscious examination of the scientific method, experimental procedures, and data
analysisthe topics of study may offer more obvious and direct connections to the use and misuse ofscientific information and technology
the use of less structured laboratories can encourage the use of a wider range of pedagogicalstrategies, such as cooperative learning and creative problem solving.

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John Dovidio is Director of the Division of University Studies, past Director of the Division of Natural Sciences
and Mathematics, and Professor of Psychology at Colgate University. He served on the Executive Committee of
the Society for Experimental Social Psychology and is Editor of the Personality and Social Psychology Bulletin

and the author of several books, book chapters, and numerous articles focusing on racism and on altruism.
Academic Press and Prentice-Hall will, soon publish two new works, Experimental Design and Statistical Methods
and Social Psychology, respectively. Dr. Dovidio is the recipient of many awards and distinctions, including theProfessor of the Year award conferred by Eta Sigma Phi, a first year students 'honors society.

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Why Study Economics? Why Teach It Using Frontier Technology?
Ronald G. Ehrenberg
Vice President for Academic Programs, Planning, and Budgeting
Irving M. Ives Professor of Industrial and Labor Relations and Economics
Cornell University
Ithaca, New York

Teaching Introductory Economics at Cornell University Using the Worldwide Web
Cornell University has revamped the way it teaches Introductory Microeconomics using Worldwide Web
technology. Partially as a result of the need to conserve faculty resources, Cornell reduced the number oflecture sections of Introductory Microeconomics that are taught throughout the University and increased
the average lecture class size by roughly 50 percent (from 250 to 380). My colleague, John Abowd, who isa continual NSF Economics Program grant winner and a former NSF Economics Program Advisory
Committee member, assumed responsibility for one of the classes. He did so motivated by the belief thatstudents at selective research universities should be exposed early on in their education to prominent
researchers and that they should be taught using frontier technologies.
Abowd course is structured as follows:
On the first day of class students are given a multiple-choice exam that tests their knowledge of, and ability
to apply, all the concepts to he learned throughout the semester in the class. Scores on each question foreach student are stored on his server for future use by him.

Students are forced on to the Worldwide Web as lecture notes for the class are placed on the Web inadvance of the professor's in-class lectures. Not surprising, attendance is lower than one observes incomparable size classes in which the lectures have to be attended to learn the professor's views. However,as noted below, Abowd can actually test if attendance, per se, improves performance.
Given the scale of his class, Abowd has enough teaching assistant (TA) resources to conduct office hours
for multiple hours each day. Cornell is located on a very spacious campus and while the TAs are physicallylocated in one room, students do not have to actually go to that room to see them. Rather, they can go to
any one of a number of locations on campus and be "connected" to a TA using a computer technology thatallows two way audio and visual contact between the students and the TA. Alternatively, they cancommunicate with the TAs by electronic mail.

Whenever a student asks a question relating to a point in the lecture notes, a star is placed on that spot on
the Worldwide Web copy of the lecture notes. By "clicking" on that star any student in the class can readthe question and see the answer. Effectively, use of the Web has multiplied the value of office hours. All
students now have the potential to learn from the questions of any one. In the language of economists,
office hours, which once were a private good, have become a public good.

Periodic exams are given in the course. Some of the questions are, in fact, identical to those given on thepretest. Thus Abowd can learn which specific concepts/questions are the ones that the students are having
the most difficulty learning. Put another way, he can learn which sections of the lectures confuse rather
than clarify things. Given the students self-reported class attendance, he can also estimate if attendance per
se influences what students learn.

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Weekly problem sets are given in the form of spreadsheets found on the web sight and answers must be
submitted over the web. While students have complained about being forced to learn a new technology thatis not essential to economics, they quickly master it and then observe how spreadsheet programs facilitate"what if'?" discussions.

This course has not been an easy one to get off of the ground in spite of the Herculean efforts of Abowd fora number of reasons. First it has required a substantial initial capital outlay for equipment, including
remote teleconference sites. Individual departments do not have the resources needed to develop such
equipment funds; the university as a whole has to at least be partially responsible for them.

Second, it has required funding for all of the Web programming for the lecture notes, problem sets andexams. While it is rapidly getting easier to translate word processor files into Web-compatible format, thisis

not something that most "mature" professors feel themselves capable of doing. Many new

undergraduates have mastered the technology and they provide the necessary labor pool for this activity.

Finally, Abowd is easily among the top 5 percent of all Cornell professors in terms of his facility with newtechnology. Once he has created the course structure, other colleagues can adapt it for their own courses.
But how many of us will? And who will pay for the extra support costs such courses entail? Our saving infaculty time is only a saving to the university if we reduce the size of the faculty and/or use the freed up
faculty type in some other revenue producing activity (e.g. off-campus learning or continuing education on
campus). So far, most faculty and universities show little inclination to do either.

The Importance of Economics in the Curriculum
Research by economists (some of it funded by NSF) has demonstrated that the likelihood that any
individual will spend his or her career with a single employer, or even in a single occupation, has declined

in recent years. To have a successful career, individuals must be flexible and adaptive to continuallychanging technologies and economic forces. Learning to become accustomed to the former while in college
may be almost as valuable to students in the long-run as the subject matter they study.

I say "almost" because I strongly believe that it is important that students study economics in college.
Economics provides a conceptual framework that they can use to analyze private and public decision
problems throughout their lives. Such basic (to an economist) concepts as demand and supply, the tendencyof markets to move towards equilibrium, maximizing behavior under constraints, marginal analyses,
externalities, opportunity costs, the prisoner's dilemma, the importance of relative prices, moral hazard,
unintended side affects of decisions, adverse selections and rational expectations provide students with"tools" to help them evaluate their own private decisions and the issues they read about in the newspapers
that policy makers continually face.

I regularly taught a course at Cornell for about 15 years called the "Evaluation of Social Programs." Forsix weeks I da77led the students with my knowledge of quasi-experimental design and Campbell andStanley "threats" to internal and external validity. Showed the students how to implement the designs in
the context of regression models and how each of the "threats" corresponded to an econometric problem,
demonstrated how to compute sample sizes needed to obtain statistically significant program effects, andfinally introduced them to benefit/cost analysis in a social context. I then spent the final eight weeks
applying these models and techniques to the evaluation of labor market programs and policies, always
using simple microeconomic models to conceptualize things. By the end of each semester I was always
convinced that I had "wowed" students with how much I knew and with how exciting social policy analysis
was.

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Several years ago I ran into one of my former undergraduate students, who by then was high up in thehuman resource department of a major corporation. He told me that my course was the most valuable

course that he had taken at Cornell and that he used concepts from it regularly in his work. I was
dumbfounded. My course dealt with social programs; he was working for a private corporation. Ultimately

I realized that he understood much better than I did what the course was really all about. Our job asacademic economists is to increase our studenth analytical abilities, not to cram them full of specificapplications that interest us. Fortunately, the tools of economists are sufficiently useful that sometimes
students understand this point, even if we don't ourselves.

Ronald Ehrenberg is the Irving M. Ives Professor of Industrial and Labor Relations and Economics, Director of
Research, and Director of the Institute for Labor Market Policies at the School of Industrial and Labor Relations,
Cornell University, and a Research Associate at the National Bureau of Economic Research. He received a Ph.D.
in economics from Northwestern University in 1970 and has authored or co-authored over 100 papers and booksin the areas of public sector labor markets, wages in regulated industries, labor market programs and legislation,
resource allocation issues in education, and the incentive effects of compensation systems. Effective July 1, 1995,
he became Vice-President for Academic Programs, Planning, and Budgeting at Cornell.

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Social Science Education, Information Technologies,
and Virtual Universities
Kenneth E. Foote
Associate Vice-President for Research
The University of Texas at Austin
Austin. Texas

I wish to concentrate on only a few of the issues that are the focus of today's agenda. My stress will be ontechnology and the way it is transforming the entire learning process, affecting our vision of how and whatto train students, and changing our repertoire of best practices. First I want to draw attention to the role ofthe social, behavioral, and economic disciplines in basic science education.
On my campus, the fact is not always appreciated that the social, behavioral, and economic sciences play amajor role in basic science education, whether measured in student numbers or innovative projects. For alarge cohort of students, basic science requirements are met by courses outside of the natural and biologicalsciences and engineering. Instead, their contacts will arise from courses in sociology, demography,
anthropology, archeology, psychology, economics, geography and the like. Even though this is the case atmany other campuses too, I realize that it is not always weighted as heavily as it perhaps should be inefforts to improve scientific literacy and the quality of the American scientific workforce. Yet within these
disciplines, faculty is clearly concerned with these issues. They are taking the challenge of scientific literacy

to heart and developing very promising models that address the broader concerns of general scienceeducation, in at least two ways.

In the first, stress has been placed on cultivating the analytical and problem-solving skills of students
through active learning strategies. Too often, science curricula seem to value mastery of content overcomprehension of the process of research and investigation. New prototypes seek to redress this situation
and reassert the importance of cultivating analytical reasoning skills in the undergraduate curriculum.
Social scientists are using small-group learning techniques and collaborative problem-solving to engage
students in active debate and investigation of pressing scientific, political, and social issues.

Second, many social scientists are attempting to span disciplinary boundaries by challenging students toconsider concepts and issues from interdisciplinary perspectives. The sense here is that conventional
disciplinary boundaries are increasingly blurred in both theory and practice and students must learn toapply conceptual and analytical skills from many disciplines, rather than those of a single field. These
projects often rely on a team of faculty drawn from several departments to address a single important andinteresting topic, such as sustainable development or environmental quality, from a variety of perspectives.
All of these projects take a fresh look at the curriculum and attempt to move away fromcompartmentalizing knowledge within time-worn disciplinary categories. Such projects are likely toincrease in number and scope in coming years as means of reintegrating specialized undergraduate
curricula.

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The Impact of New Technologies
Some of the most exciting curriculum development projects involve creative applications of information
technology. As recently as a few years ago, information technology was equated solely with the use of
microcomputers in traditional quantitative subfields such as econometrics, demography, experimental
psychology, or my own field of geographic information systems.

But it is now apparent that information technologies are rapidly and irreversibly transforming higher
education and the ways in which students and scholars learn, teach, communicate, conduct research,disseminate knowledge, and serve the public. Scholars from all disciplines are experimenting extensively
with multimedia, hypertext, Internet resources, distance learning, and many other techniques that fall underthe broad heading of information technology.

Hypermedia authoring techniques have just recently become accessible to large numbers of scholars and in
the past two years Internet and the Worldwide Web have made it possible to develop high-quality on-line
course materials. As the academic community masters these resources, experiments will go even further. It

is now easy to envision "virtual" departments, disciplines, or universities in which ready access to
educational resources of all sorts is available through an easy-to-use graphical interface. The idea of using
the Internet and hypermedia resources to link faculty and students from many departments and universities
is, in some respects, just around the corner. Such cooperative endeavors would not only expose students toa richer educational environment but also help to average out the high development costs of hypermedia
resources. This summer I am starting up NSF-funded Geography Virtual Department Project. Over the
next three years, geographers from all over the United States will gather at the University of Texas to planand develop materials to support an entire undergraduate geography curriculum on-line in the Worldwide
Web. The Western Cooperative for Educational Telecommunications has just made public a sound plan fora Western Virtual University that can begin to be realized almost immediately.

Toward the Virtual University: Needs, Requirements, and Programs of the Future
Support will be required for disciplines and entire universities as they re-invent themselves to serve new anddiverse clienteles throughout the nation and world using a new generation of learning technologies, but

how? It is not just a question of massive new investment. Change is taking place so rapidly that large
investments in unproved technologies can be very risky.

But, unfortunately, a wait-and-see attitude is just as risky. It can jeopardize the lead American universities
have assumed in cyberspace. My suggestion is to look carefully at the processes of change themselves. If
these new technologies are to benefit students and society through the educated used of information, people

and systemic reform of institutions will be as critical to the process of change as the evolution of theunderlying technologies. The "virtual university" must be viewed as the product of a process of change
across the entire knowledge base of higher education. The transformation will involve:
1.

Active collaboration of faculty, students, and staff in the development of new teaching andcurriculum models and materials that will link across traditional disciplinary and university
boundaries and result in systemic change of undergraduate and graduate education.

2.

Careful evaluation and testing of prototypes including the cultivation of new modes of peer
review, planning, and collaboration.

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3.

Comprehensive support for time invested in developing these new models including equipment,
staff, and rewards that cut across conventional distinctions among educational, research, andpublic service.

4.

Sustained support for collaborations and partnerships that will contribute to and draw upon far
broader efforts to interlink advances in K-12 and collegiate instruction at the local, regional,
national, and international levels.

This means that some traditional distinctions are gradually losing their relevance. Even the clearest divides

among disciplines are disappearing as faculty and students build intellectual bridges electronically.
Separate universities are fmding themselves no more than a click away from one another on the computer
screen. The sharp distinctions that were once made among research, teaching, and public service haveblurred substantially. The most pressing question in this situation is what can be done at the national level
to insure that these changes support the nation's lead in science education. Attention should be give toprograms that:
1.

Stress systemic reform of science education within individual institutions by reinforcing
collaborative linkages among disciplines and approaching the knowledge-base of higher
education as more than the simple sum of the social, behavioral, economic, biological andnatural sciences. A strong faculty enhancement component is essential so that faculty can gain
the skills and support needed to make a success of these efforts. American universities havenever before been asked to `Yetrain" faculty on the scale they are today. It will be very
important to adjust the academic rewards system to recognize this fact2.

Promote innovative educational partnerships at all levels to highlight the fundamental
relationship between K-12, collegiate, and graduate science education. Such partnerships mightalso benefit from close connections with business and industry. Consortia must be cultivated at
the local, regional, and national levels.

3.

Establish rigorous benchmarks for the review, testing, and evaluation of these internal linkages
and external partnerships. These benchmarks must be suited to the demands of new modes oftechnology enhanced learning and must address both the process of development and the
products that are created.
4.

These internal linkages, external partnerships, and quality benchmarks must be conceived withan eye toward broader education horizons, both temporally and spatially. What are needed aremodels and prototypes that can be scaled up to encompass the emergence of other linkages andpartnerships through time and are robust enough to be applied to many different types of
institution all across the country.
Kenneth Foote joined the faculty of the University of Texas at Austin in 1983 after training at the University of
Chicago and the University of Wisconsin-Madison. In addition to his research in cultural geography andAmerican landscape history, Dr. Foote has many years 'experience teaching computer cartography, geographic
information systems, and spatial statistics. He is the director of his departments Environmental Information
Systems Laboratory. He is now beginning the Geography Virtual Department project to interlink geography
curricula nationally and internationally using the Worldwide Web. Dr. Foote was awarded the University ofTexas Presidend Associates Teaching Excellence Award in 1992.

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Contributions to the NSF Social Sciences Workshop
Roche! Gelman
Professor of Psychology
University of California, Los Angeles
Los Angeles, California

The last twenty years or so of research on learning and cognition has born witness to a theoretical sea
change. The widespread view that the mind absorbs whatever data it is offered has given way to analternative. This is that the mind actively selects, interprets and even creates environments with reference toexisting knowledge bases.
These active tendencies of mind are pervasive; they reveal themselves as much in studies of social cognition
as they do studies of learning about mathematics and physics. When the same news clip is shown to Israelis

and Palestinians, both report that it is a biased presentation in favor of the other. When fractions are
introduced to the curriculum, children interpret them as novel examples of the natural numbers, reportingthat 114 is more than 1/2 "because 4 is more than 2" or 1/76 is more than 1/65 "because 76 is more than65." We are more inclined to attend to things we know something about; we interpret what we encounter

with reference to what we already know. These active tendencies of mind have deep implications foreducation.

Educators no longer can assume that they material they offer learners will be interpreted as intended.
Whether or not learning proceeds depends heavily on whether there is structural overlap between what isalready known and the to-be-learned body of knowledge. When there is overlap, there is a reasonablechance that students will move along domain-relevant learning paths. When there is not overlap, there is a
non-trivial chance that students will unwittingly misinterpret what they are offered, often enough in waysthat are hard to anticipate. For example, it never occurred to me that my undergraduates would "hear" Kant

as Can't. (I now write Kant's name on the board when I first introduce his ideas about knowledge andlearning).

These facts about cognition are especially relevant to our discussions for today. When our goal is to teach a
new body of knowledge to undergraduates expertise in one's discipline does not guarantee success in theclassroom. The odds are high that there are qualitative differences between the knowledge structures oflearners and teachers. Indeed, there is reason to anticipate gaps between learners and learners given ourcommitment to universal literacy be it in the humanities, social, physical or biological sciences, sciences,humanities. I will expand on this point in my remarks about the way that cognitive research can facilitate
the goals of undergraduate education.
Roche) Gelman is a Professor of Psychology at UCLA and Visiting Scholar at NYU. NSF supports her researchon the early understandings and subsequent learning of mathematical and scientific concepts. She alsocollaborates with cognitive scientists on programs designed to support the acquisition of scientific and technicalliteracy in ways that are appropriate for preschool settings, high school English as a Second Language classes,
and beginning undergraduate courses in the biological and physical sciences. She is the author of The Chita
Understanding of Number (1978) with C.R. Gallistel and the editor of The Epigenesis of Mind (1991) with Susan
Carey. Gelmang awards include fellowships from the Center for Advanced Study in the Behavioral Studies, Palo
Alto, a Guggenheim Fellowship, and ones for an Early Career Research Contribution and Distinguished ScientificContribution from the American Psychological Association.

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Social Science Research and the Learning Process
Maureen T. Ha !linen
White Professor of Sociology
University of Notre Dame
Notre Dame, Indiana

Learning is a function of student ability, motivation and effort. These three factors interact in a non-linear
manner to produce knowledge. In addition, learning takes place in a social context, which differs for each

student by their ascribed and achieved characteristics. The contribution of the social sciences, andsociology in particular, to an understanding of how to improve undergraduate education is based, in largepart, on the research that has been conducted on the various components of this learning model.

In general, psychology has led the social sciences in broadening our understanding of student ability.
Recent research on the nature of intelligence has challenged old narrow definitions of intelligence that were

almost solely related to analytical abilities and to cognitive thinking. Identifying different bases forintelligence and for understanding the world has made a significant impact on attitudes toward the learning
process and toward achievement. More research needs to be conducted in this area, both to increase ourunderstanding of intelligence and to disseminate this work to educators. The implications of this work for
curriculum content, pedagogical techniques and performance evaluation are profound.

Psychologists also have made significant advances in understanding of individual differences in learning
strategies. Their research has identified several different learning styles, such as visual learners and kinetic
learners, and demonstrated that the better the fit between a teacher's instructional techniques and thestudent's learning style, the more the student learns.

Both psychologists and sociologists have addressed the issue of student motivation. While psychologists
have been concerned about intrinsic motivation, sociologists have studied extrinsic motivation in the formof rewards and sanctions. Sociological research has examined whether students are more motivated incooperative or competitive environments and working individually or in groups. Findings suggest thatworking in groups in a cooperative setting produces greater growth in achievement than straining for
relative gains in a competitive environment.

Motivation also is affected by student interest in the subject matter.

Sociological research on theorganization of instruction in secondary schools demonstrates that the higher the quality of instruction, themore interesting the curriculum and materials, and the greater the amount of time exposed to thecurriculum, the greater the growth in achievement. The social organization of students for instruction
affects the quality and quantity of instruction. Organizational arrangements such as ability grouping andtracking at the middle and secondary levels have been shown to differentially channel opportunities to learn
to students who differ in ability. The higher the ability group or track level, the higher the quantity andquality of instruction and, even with ability controlled, the greater the growth in achievement. At the college
level, the quantity and quality of instruction also varies across courses. Access to the most favorable
learning situations varies by student characteristics, such as ability, and linkages to faculty and peers who
can provide relevant information about courses.

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Another factor affecting student motivation is the influence of peers. A large body of sociological researchdemonstrates that peer groups are a significant factor in the learning process. Students who belong to apeer group that devalues academic work are less likely to succeed academically than those who have peer
models who are serious about academic achievement. Peers affect the amount of time spent studying, thenature of non-academic activities (wholesome or dangerous), the choice of courses, educational aspirations
and academic achievement. Some studies show that school personnel can modify an anti-academic peer

culture through the creation of desired rewards and through the expansion of the bases for social
hierarchies.

Research reveals that individuals differ in the relationship they see between motivation and effort. Students
with similar levels of motivation may expend different amounts of effort to attain their educational goals.
Coleman's research identified a race effect on students' sense of "locus of control", with black students
believing that luck played a greater role in outcome than white children. Cultural differences in the value
and effects of effort also have been documented. With the increased racial, ethnic and cultural diversity ofcollege campuses, the need to take these differences into account only increases.

Other contextual variables that affect learning include the size and composition of the class. A large bodyof research demonstrates that the larger the class the slower the growth in achievement. The linkages
between class size and academic achievement include degree of student participation in class, number ofteacher-student interactions, and student self-esteem. Studies also show that the stronger the academic
climate of the class, usually related to the student distribution of achievement, the greater the effort andachievement. Here, the mechanism connecting academic composition to learning involves role models andsocialization.
In addition to the contextual variables that affect the dynamics of learning depicted in the learning model,
individual ascribed and achieved characteristics affect learning. In a recent article in The Chronicle ofHigher Education, Jerome Kagan cites studies showing that the components of self-esteem differ by thehistory and cultural background of the individual.

Similarly, the way the components of the learning model interact to produce knowledge differ by thegender, race, ethnicity, socioeconomic status and age of students. They also differ by family characteristics

and by school factors. This is undoubtedly true at undergraduate institutions as well as primary andsecondary schools. A better understanding of these interconnections will provide better direction toeducators who design and implement college curriculum and instruction.

Maureen Hallinan is the White Professor of Sociology at the University of Notre Dame and President of theAmerican Sociological Association. Her research interests are in the area of sociology of education. She iscurrently studying the effects of tracking on mathematics learning.

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The Social Sciences Contribution to the EHR Undergraduate Review:
Comments on Guiding Questions
Jill. H. Larkin
Department of Psychology and Center for Innovation in Learning
Carnegie Mellon University
Pittsburgh, Pennsylvania

Background
Personal experience underlies many of the following comments. Therefore, I provide here a brief summaryof the most relevant experience.

The Carnegie Mellon Center for Innovation in Learning

Carnegie Mellon University provides funds for a center with a charge to use research results,
experimentation, and technology to improve education at Carnegie Mellon. Four tenured faculty, as well as
one senior scientist, have full- or part-time appointments within the Center. Other faculty may apply for
one-semester sabbaticals at the center. During this time they work to improve one or more undergraduate
courses, and gain general expertise in the science of education, which they can continue to apply to theirwork and share with others in their department. These faculties remain associated with the Center as"affiliates" and have desk and computer space to continue to work there when they wish.

The center also supports graduate students and post-doctoral fellows who work jointly with CIL faculty
and an outside faculty member to apply scientific education to improve a target undergraduate course.

Applying Cognitive Science to Pre-College Education
For six years I headed the James S. McDonnell Foundation's Program in Cognitive Studies for Educational
Practice. It provided good support ($300,000/yr for three year terms), for cognitive researchers to begin
to move research results towards pre--college classroom applications. The program produced somestunning examples of how well this approach can work. (See, Bruer, J. and McGilley, K.)

Developing an Innovative Introductory Course in Cognitive Psychology
Over the past 12 years I have taught an increasingly innovative course which provides an introduction tocognitive psychology. I organize the course around three main models appearing in modern cognitive
psychology (network models such as ACT, rule models such as Soar and CAPS, and neural or paralleldistributed processing models).
The student body is diverse, including students from all four years and all five of the "colleges" of Carnegie
Mellon (Humanities and Social Science, Fine Arts, Engineering, Mathematics and Mathematical Sciences,

Computer Science). Thus there is an enormous range in type of interest and ability to handle thequantitative aspects of the course. I have experimented extensively with technology use, and with various
pedagogical methods.

At this time, I believe the course is a cognitive success, with highly mixed sociological and motivational
results. By the end of the course, most students can solve problems, write essays, and answer a special kindof very challenging multiple-choice question indicating understanding of the three model-types, and ability

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to apply them to a variety of data and every-thy situations. However, as indicated by course evaluations
and student comments. Many students do not "feel" they have learned much, and are others dissatisfied
with the course format.

What other research efforts in the social and behavioral sciences inform us about thelearning process?
Social Psychology
Social psychology has had little attention from scientific educators with consequences that are now
becoming obvious. Everyone I know who dramatically restructures an undergraduate course initiallyexperience hostility and unhappiness from the students. (A recent report in Science dramatically documents
this effect for NSF sponsored introductory calculus courses.) However good the instructional design, andeven the instructional effectiveness, unhappy students are undesirable. Ultimately courses that students
don't like are not viable.

We need to understand how school-sophisticated undergraduates' view their "social contract" with aprofessor. What should and should not happen and why? Can we work with students' expectations insteadof against them? Can we exploit other features of the student-professor relationship in achieving goodlearning outcomes? This is uncharted territory, and crucial to continued success in applying results of
behavioral science to improve instruction.

Applied Research
The McDonnell Program (briefly described above) was successful because it recognized an area ripe for
exploitation and provided realistic funds to attract first-rate scientists to attack the problems of doing the
exploitation. Research results do not jump to classroom application without several years ofexperimentation, and trial and error. Prototypes must be expanded to coherent curricula. Materials
appealing enough in the laboratory must now catch and hold attention of more varied students in anenvironment with many distractions. New methods, practical for groups of students must be developed.
Through this process, one wants to avoid simply trying to make a curriculum, but to maintain a goal of
keeping the instruction tied to learning principles. Without this, the result is merely one more curriculum,and not a contribution to the science of education.

Meta-Knowledge of Science
Students have well-known misconceptions in both physical and behavioral sciences (e.g., the so-called"cognitive illusions" in probability). Less well documented, but apparent to all thoughtful teachers, arestudents' misconceptions about the goals and nature of science. Most students believe science is a collectionof facts and rules, and that their learning task is to memorize some of this collection, perhaps along withsome straightforward ways to apply the rules.
The behavioral sciences can, in my view, provide a particular opportunity for teaching how science works.
Introductory physics (for example) teaches a well-developed theory that has been stable for many years. It
may look to students like immutable fact, unconnected with human enterprise. In contrast, the younger
behavioral sciences involve smaller scale models, which are regularly challenged and modified as newexperimental evidence appears. Most students fmd this sequence baffling at first. (But in Chapter 3, theysaid...!) But this confusion gives an entree to discussing science as a process for better describing
observations.

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Most students lack the ability to construct a scientific argument, including data, theoretical statements, andlinks between them. We have repeatedly observed students' omitting any or all of these components in both
history and psychology.

General learning skills
Just as students lack knowledge of the nature of science, and often have misconceptions that interfere witheffective learning, there are parallel problems in students' knowledge and beliefs about learning.

Passive Learning
Many students see learning as a passive process. They attend lectures, read assignments. Study consists of... "sitting somewhere comfortable, preferably in bed, and paging through notes and textbook" quote froma parent. The idea that learning requires active practice seems often entirely foreign. "It's a strange thingwith this course. 1 don't understand what's going on until after I've done the homework and taken the exam"
email from a student in my psychology course. "I've learned twice as much in class as in the other two
Psychology courses combined. The reason is that this is a hands-on course. Here I've done things"
paraphrase of a comment from another student in the same course. Students' model of understanding often
seems to be mere familiarity with the terms and phrases.

Failure to Learn from Errors
Students too rarely have the ability (or the motivation) to use mistakes as an opportunity for learning. For
example, in my course, if a student believes there is a correct explanation for a multiple-choice answer
graded as incorrect, sending me an explanation by email produces either a grade change (if I agree with thestudent) or a careful explanation of where the student's thinking is wrong. About 30 percent of the students
never use this opportunity. The answers I've heard to the question, "Why not?" include: "I didn't really
understand that I could do this. It's so firm in my head that an exam is an exam, and you get the grade, andthat's that." "Arguing with the professor is for grade -grubbers and poor students." I did so poorly I justdidn't want to think about it any more."
Although my particular treatment of tests is unusual, these quotes illustrate clearly that many students do
not use test results as an opportunity to learn. (See also Gagne, E., Cognition & Instruction) We need toteach students how to use errors as a cue to their own misunderstandings, and how to work towards
detecting and preventing similar misunderstanding in the future.

Lack of Even Primitive School and Learning Skills
Colleagues who regularly visit many classes at Carnegie Mellon tell me that 40-50 percent attendance iscommon, and that of those present, there are still the sleepers and the note-passers in the back. I havereluctantly developed a system of requiring and checking attendance (collecting a class assignment in eachlecture). Many students have great difficulty taking notes, especially on class discussion. And, as reflectedby some of the previous comments, many have little idea how to study.
Specifically, I believe that many of my students have no idea how to study "actively." I suggest repeatedly
a technique of working either with oneself or a partner to generate and answer questions about the material.
I show a method for generating such questions. We maintain a bulletin board where students post questions
they can't answer. Sometimes other students answer. Ultimately I either endorse some students' answers, orprovide comments of my own. But, as indicated by some of the comments quoted above, this is clearly notan activity many students use.

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The difficulties are almost certainly both cognitive and social or motivational. The methods of effective
study are certainly as difficult as the methods of psychology or physics. We need to analyze them and teachthem effectively. But, even more than subject-matter procedures, these must be procedures students are

motivated to use. Thus again, I emphasize the need for more social psychology to use as a base inimproving instruction.

In many institutions, students take courses in the social and behavioral sciences as ameans to fulfill their science distribution requirements. In what ways can (do) thesecourses effectively promote science and quantitative literacy?
Difficulties
1.

Traditional teaching methods (lectures & reading)
The student is passive, except for one or two exams, and perhaps a term paper.
There is no weekly homework, often any regular discussion sessions. If there are discussion
sessions, the teaching assistants may receive little or no training or guidance.

2.

Little background of basic research
There has been little research in cognitive processes in these arenas (and little financial support
for such work). Thus we must translate from research in other fields (e.g., physics,
mathematics), and begin some basic research in these areas.

3.

Current textbooks

Textbooks (at least in psychology) usually have a historical organization, and do not
integrate material so as to make it easier to learn.

Worse, textbooks often make integration especially difficult for students. For example,
introductory psychology textbooks universally refer to experiments by authors'names andpublication date. Since few students know automatically what Posner and Boyes did, if

they wish to integrate, they must go to the author index, and then back to the page
describing Posner & Boyes'experiment. Use of mnemonic titles for key experiments could
solve this whole problem.

Opportunities

2.

Modern social science is highly quantitative.
Therefore perhaps we can transfer approaches similar to those effective in the physical andmathematical sciences.
There are educational journals in this area, which may contain useful lore to use as guidance.

3.

As the behavioral sciences mature, it becomes possible to better integrate the material we1.

teach. (See, for example, my comments on structuring cognitive psychology.

What are the ways in which technology is being incorporated into courses in the social
and behavioral sciences to enhance learning and the curriculum and also to promotetechnological literacy?
The notes below summarize how I use technology, or have seen it used effectively.
Presentation software: sideshows, animation, integrated video material.
2. Visualization: before presenting formal models, I use animation to show how the model works
qualitatively.
3. Interaction software: class response systems (Classtalk) bulletin boards; Web.
1.

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4.
5.

Computational instruction: computer-assisted learning, tutors, hypertext.
Commercial software: spreadsheets, graphs, outlining, and writing.

Public domain research-level models. Increasingly researchers make available their modelcode.
7. Data analysis: Many commercial packages aid in qualitative and visual as well as quantitative
data conceptualization.
8. Distribution: Material placed on the web often gets a lot of access from surprising places.
9. Evaluation: (See appended essay by F. Reif.) In my course, using some computer-assisted
grading, three people grade roughly 100 exams (half essay, half multiple choice) in one
afternoon.
6.

What can the social and behavioral sciences recommend that will enable faculty tomeet the challenges posed by a student body that is increasingly diverse with respect
to level of academic preparation and cultural background?

Long-term stable effort
Many of these issues are addressed above. A central remaining issue is how more effective practices canbecome available to a wider group of faculty.
The central issue, I believe, is that most faculty have a 'broadcast" model of pedagogy. That is, a professor
who knows the subject matter, lectures clearly provides good assignments, grades well, etc. this professor
teaches well, and the rest is up to the student. Shifting to a model of analyzing the learning task, and asking
how to facilitate that learning in a particular course this is a difficult shift of view. Once the shift is made,then there is a large body of knowledge about learning mechanisms and how teaching can make use ofthem. This needs to be mastered, at least in a form relevant to the professor's own teaching. We believe that

this process takes at least one semester of dedicated effort, and therefore provide the one-semester"sabbaticals" at the Center for Innovation in Learning.

What are the obstacles to determining, implementing, and evaluating 'best practices"?
Evaluation
I have appended an essay by Frederick Reif discussing possibilities for evaluating instruction in physics.
There has been far more work in physics education than in the behavioral sciences (and far more financial
support of such work). Thus the behavioral sciences may or may not be ready for such an approach.
However, an effort such as Reif describes could aid in better defining reasonable learning goals, a crucial
step towards improving instruction.

Collegial support(Quoted from an abstract for a talk by Herbert A Simon) One striking contrast between our research lives
and our teaching lives are that research is a highly social activity, teaching most often a solo performance.
Research is carried on with colleagues, local, national and international; It's products are widely published;
it is constantly judged by peers and sometimes rewarded. Typically there is little intellectual interchangewith colleagues about teaching, and few of our thoughts about it or its products are communicated.
Thesis: To give teaching the same intellectual excitement as our research (if it doesn't have it already), andequal claims on our attention, we must convert it into a collegial activity like research.

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New talent
Other than the new and small effort at Carnegie Mellon, and a slightly larger effort (aimed at technology) at

Georgia Institute of Technology, there are (to my knowledge) no locations for training new talent in
instructional research, application, and innovation at the undergraduate level. NSF could have a big
influence by providing relatively long-term training grants to establish or support centers that could train
the new young talent desperately needed if we are to address any of the issues discussed above.

Jill Larkin has joint appointments in the Psychology Department and in the Center for Innovative Learning at
Carnegie Mellon University, where she also has a courtesy appointment in the Computer Science Department.
Her research has demonstrated strategic differences in problem solving between physics students and expert
physicists, and has elucidated how diagrams and displays function in supporting effective reasoning. Theseobservations have been part of the research base used to develop an introductory physics course that raised
students 'scores on comparable final exams from averages in the 6W to averages in the 80.§. For six years
Professor Larkin directed the McDonnell FoundationS Program in Cognitive Studies for Educational Practice.
During this time a number of cognitive scientists, using results from cognitive science, produced new learning
results in a variety of pre-college classrooms.

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Appendix
To be published as a "guest comment" in the American Journal of Physics.

Standards and Measurements in Physics:
Why not in Physics Education?
Frederick Reif
Center for Innovation in Learning and Department of Physics
Carnegie-Mellon University
Pittsburgh, Pennsylvania

Standards and measurements have played a centrally important role in the development of physics.

They have yielded reliable data based on accurate and reproducible observations. They havefacilitated meaningful sharing of results among different scientists. They have allowed
unambiguous checks of theoretical ideas and have thus led to cumulative improvements of valuableknowledge. For these reasons physicists have, throughout history, expended considerable efforts on
refining their standards and measurement methods.
The situation has been quite different in physics education, although the needs are no less. There, alack of reliable standards and measurements has made it difficult to assess the efficacy of different

instructional approaches. Although it is easy to proclaim the virtues of various innovative
curricula or teaching methods, how do we really know in what respects one teaching method ismore effective than another? Or how do we know whether a teaching method, seemingly effective
in helping students acquire some abilities, does not fail in helping them acquire other abilities thatare even more essential?

Can we expect to achieve much progress in physics education (both in understanding of the basic

issues and in practical efficacy) if we lack at least reasonably reliable common measurement
standards? Could we not perhaps develop and use better standards? The following comments
explore these questions in the hope of stimulating more serious consideration of them.

Formulating basic standards
Scientists, concerned with accurate measurements, who sometimes officially meet to arrive at aconsensus reflecting their best judgments, establish standards in physics. Standards in physics
education would similarly need to be formulated by a careful process leading to a consensus among
knowledgeable workers in the field.

Better standards might perhaps most usefully be developed for the introductory college-level
physics course for physical science or engineering students. Not only is this an important course
faced by many instructors and students. Physicists would probably also find it easier to agree
about the aims of this course than about courses intended for biology majors or non-scientists.

The first need would be to agree about what the standards should specify. The aim of any
instruction is designed to endow students with new capabilities enabling them to cope better withlater courses, jobs, or other tasks in their lives. Mere specification of a syllabus, listing the topics

to be "covered" in a course, does not indicate what students actually learn. Accordingly,
educational standards need to be performance standards specifying what students should actually
be able to do after completing a course.

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One should, at least, be able to agree on some minimal performance standards. e.g., on a half
dozen or so kinds of basic capabilities expected of all students emerging from a one-semester
course. One might perhaps hope that students learn more than that. But any course in which
students fail to acquire these basic capabilities could then be clearly judged a failure.

The mere discussion of basic standards would force physicists to examine more closely theirteaching goals and to specify the actual capabilities expected of their students. I am sure that there
would be heated debate reflecting diverse points of view and previously unexamined assumptions.
But the debate would be very healthy in confronting issues that are often not explicitly addressed.
For example, should students rely on various memorized formulas or be able to reason from a few
basic principles? Should they be able to solve problems mathematically or should they also be able
to do qualitative reasoning? Should they mostly engage in numerical manipulations or also be able
to obtain algebraic results that they can examine for their qualitative implications? Should they justbe able to obtain answers or also be able to articulate well-based scientific explanations?

Operational specification of standards
Operationally meaningful standards need to be accompanied by procedures specifying how they
can be determined by actual measurements. Some detailed work would, therefore, need to be done
to design questions or tasks exemplifying the basic capabilities specified by these standards. There
would also need to be agreement that a student's ability to answer such a question, or to perform
such a task, would provide good evidence that he or she possesses the specified capability.

The Hestenes tests" provide good examples of questions designed to assess one basic kind of
capability desired of students in an introductory physics course. However, other basic capabilities
important in such a course would also need to be specified (e.g., the ability to apply Newton's laws
to solve simple mechanics problems).

Utility for assessments. Suppose that consensus had been reached on a few basic performancestandards in a course and that each were accompanied by a set of N questions designed to assessachievement of the specified performance. These N questions (where N might be about 30) should
be approximately equivalent and could have been empirically tested to ensure that they are ofcomparable difficulty.

One could then construct an assessment instrument (e.g., a final examination) by selecting at
random one question for each of the specified kinds of performance. No one, including the
instructor teaching the course would know beforehand, which of these questions would be selected.
Hence one would eliminate the dangers of bias, e.g., of deliberate or inadvertent teaching directed
at particular questions on the test. (If the number N of possible questions is large enough, trying toteach students to answer all of them would pretty much ensure that students have attained thedesired competence.)

Persons interested in assessing instructional effectiveness would then have available measuring
instruments allowing them to determine more reliably in what ways a teaching method used one

Halloun, I.A. and D. Hestenes, 1985. The initial knowledge state of college students. American Journalof Physics. 53:1043-1055. Hestenes, D. and M. Wells, 1992. "A mechanics baseline test." The Physics
Teacher. 30:159-166. Hestenes, D., Wells, M. and G. Swackhamer, 1992. "Force concept inventory," The
Physics Teacher. 30:141-158.

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year is more effective than another one used previously or more effective than another method
used by others willing to use the same measurement methods2.

Purely individual efforts might help to achieve some of these aims, but would suffer from someinsurmountable limitations. In particular, there would then be no assurance that measurements
made by one individual would be deemed legitimate or significant by others. Even more important,
there would be no meaningful ways to compare the efficacy of instructional interventions devisedby different people. Good standards and measurements in the domain of physics education, as wellas in physics, necessarily require the collaborative efforts of the community of workers in the field.

Practical realizability
The preceding proposals are not beyond the bounds of realistic feasibility, especially if thefollowing points are kept in mind: 1) These proposals aim to improve the present situation inphysics education, but do not pretend to achieve perfect standards. However, even modest
improvements could be quite valuable; 2) Standards are not to be cast in stone, but can beperiodically reexamined and modified. (Even in physics standards get periodically refined or evenredefined.); and 3) There is no compulsion forcing anybody to abide by any formulated standards.
However, such standards could be used to good advantage by people interested in more reliable
assessments of instructional effectiveness. Furthermore, the very existence of these standards could
beneficially influence teaching practices.

Well-specified performance criteria in any field help to avoid fruitless debates and wasted efforts.
When the goals are clear, it becomes much easier to decide the merits of alternative approaches andto ensure cumulative progress. It will probably always be more difficult to specify standards andmeasurements in physics education than in physics, but it seems possible to do significantly better
than is currently the case.

2 Some statistical sampling issues would need to be addressed in these measurement procedures, but theywould be less severe than those prevalent at present.

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Contributions of Cognitive Science to Undergraduate Education
Nora S. Newcombe
Department of Psychology
Temple University
Philadelphia, Pennsylvania

Cognitive science is an interdisciplinary endeavor involving cognitive and cognitive developmental
psychology, computer science, and the neurosciences. The aim of cognitive science is to understandthe workings of the mind/brain.

Hence, its insights are basic to the development of anunderstanding of human mastery of mathematical and scientific material and habits of thought. An
emerging subdiscipline within cognitive science aims explicitly to develop knowledge relevant tolearning and instruction. (For a readable and eloquent summary of this movement, see John Brueit
1993 Schools for Thought). This emerging sub-discipline can be seen as reinventing, or at least
reshaping, traditional educational psychology.

Educationally oriented cognitive scientists have worked on several problems whose solution isnecessary to effective teaching of mathematics and science. In this short paper, to give participantsin the Social Sciences Workshop a sense of the potential for cognitive scientists to contribute to theimprovement of undergraduate education, I discuss two problems which cross cut various
mathematical and scientific fields, and two developments with specific relevance to the teaching ofcertain fields (physics and geometry). Thus, this paper is mainly addressed to answering the firstquestion posed to the Workshop ("What are the implications of cognitive research for anunderstanding of how students learn?'), although I also touch on issues of promoting flexibility
and life-long learning (question 6), issues of diversity (question 5) and what is needed in terms of a
research agenda (question 8).

Transfer of learning from one context to another
One issue basic to effective education is devising conditions under which students will showtransfer, or generalization of learning. That is, having learned a skill in one context (e.g.,mathematical operations of compounding in the context of calculating compound interest), we wantpeople to be able to apply this knowledge in a different context (e.g., velocity problems). Transferof skills and knowledge from domain to domain will likely be increasingly important, as we moveinto an era in which workers will need to adapt flexibly to changing technology and to different

work situations.

Unfortunately, the cognitive literature shows that people are frequently

distressingly narrow and rigid in their transfer, realizing the applicability of existing knowledge andskills only when its relevance is explicitly pointed out to them.

At the same time, there are beginning to be demonstrations that this narrowness and rigidity can beovercome. Teaching needs to be aimed at producing decontextualization, while at the same time
not itself being decontextualized. That is, people learn best when they study a problem in context,
motivated by interaction with physical materials and relevance to real-world problems. But theyalso need to encounter multiple instantiations of underlying principles, each in context, but with the
deeper similarities a focus of instruction. For example, students appear to learn compounding in amore generalizable fashion in mathematics classes, in which they encounter a variety of problem

types, than in finance or in physics classes, in which the domain of application is narrower.
Teaching based on the principles of contextualized instruction with a range of domains of

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application can help students learn general principles and procedures, whose relevance to newsituations they can see spontaneously.

This newly achieved understanding of the nature of the instruction, which is necessary to result intransfer, and generalization presents a research opportunity to NSF. Cognitive scientists can buildon their understanding of when transfer is and is not achieved to work in partnership with
instructors of specific mathematical and scientific disciplines to devise curricula which will
maximize deeper understanding (and hence transfer) of an identified number of basic principles.
Facilitating interdisciplinary research partnerships involving the mathematical and scientificdisciplines with cognitive sciences should be an important priority for NSF.

Student diversity as related to patterns of cognitive ability and learning styles
As we all know, undergraduate student bodies are increasingly diverse in cultural background, age,and level of academic preparation. This fact is sometimes interpreted as implying that instructional
styles need to be correspondingly diversified, to accommodate the different patterns of intellectual
strengths and weaknesses seen in different groups and to accommodate what is conceptualized as
different learning styles shown by different groups. However, while appealing, research support forthese assumptions is largely lacking.

One subtopic in this general realm of discourse concerns visuospatial ability, generally agreed to
be one of the two most important components of general intelligence, the other being verbal
intelligence. Certain types of visuospatial ability show fairly sizable sex differences. There arerecurring attempts to link this fact to sex differences in mathematical achievement and torecommend that different instructional strategies be used with males and females because of thisdifference. However, such recommendations are shortsighted. There is compelling evidence thatvisuospatial ability is underdeveloped in both men and women and extremely responsive to training
and instruction (see review by Baerminger and Newcombe, 1995). There is a need for research on
the benefits of linking interventions designed to maximize the spatial potential of undergraduates tofacilitating their mathematical and scientific learning.

Second, diversity is frequently conceptualized in terms of hypothesized differences in learning
styles across populations. However, the cognitive literature is not encouraging of thisconceptualization. To be useful, learning styles would need to be operationally definable, reliably
assessed, show long-term stability, and, most importantly, be related to instructional style so thatparticular types of instruction could be paired with particular students. The search for such
aptitude-treatment interactions has been an active one, but few have been found.
There is a possibly interesting exception to this rule, however, in recent work by Robert Sternberg
at Yale University. Sternberg has reported reliable and valid assessment of analytic, creative andpractical intelligence, coupled with maximization of learning in an introductory psychology course
when instructional styles are matched to student learning styles. Following up on this finding inteaching mathematical and scientific content represents another example of a research opportunity

for NSF in efforts to pair cognitive scientists with instructors m mathematical and scientificsubjects.

Changing student misconceptions about physics
Cognitive scientists have documented that students, even at the college level, frequently haveintuitive notions of physics which are fundamentally different from physics the way physicists

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think of it. College students may predict that balls shot out of curved tubes will follow curved
paths of motion after release, or think that a heavier object dropped from a tower will hit the
ground before a lighter one dropped at the same time from the same height. Such misconceptions
may appear discouraging to instructors. Or, instructors may simply attempt to contradict these
beliefs, lecturing on the "correct" way of thinking about these problems. Unfortunately, traditional
teaching techniques are frequently ineffective. For instance, students are prone to predict a curved
path for the ball shot from a curved tube even after taking a college course covering mechanics.

Curricula, which take misconceptions as a point of departure rather than a roadblock, can be more

successful. A program developed for a high school physics course by Jim Minstrell, in
collaboration with Earl Hunt, a cognitive scientist at the University of Washington, is frequently
cited as an example. The Minstrell approach takes students' thinking about physical phenomena asa point of departure, working to arrange experiences in which students realize how different
aspects (or facets) of their thinking are incompatible, and then work to resolve these impasses.
Teaching through impasse resolution is slow, but effective. Impasse resolution approaches could
easily serve as the basis for college curricula as well. The research challenge for NSF is again tocommission interdisciplinary groups of cognitive scientists and mathematicians/scientists to work
together on curricular developments suggested by cognitive science.

A technology-based program of geometry instruction
Students frequently dislike geometry, and relatively few master the skill of constructing geometricproofs. John Anderson, a cognitive scientist at Carnegie-Mellon University, has devised aninteractive computer program, which can impressively increase high school students' ability to do
proofs. The approach taken in building the program is one that does not necessarily depend on
technology. Teachers also could learn to teach using the ideas, which the program uses, such as
those experts frequently approach proofs by trying both to reason forward from the givens andbackward from the desired conclusion. Again, the research challenge is implementation.

Conclusion
This short paper was aimed to give workshop participants a sense of the relevance of cognitive
science to instruction by presenting four examples. Much has been achieved, but basic research isfar from over. For instance, there is still considerable controversy about how one can maximize
transfer in problem-solving situations, and several competing models of the process exist (seereview by Reeves and Weisberg, 1994).
NSF could contribute to improving undergraduate instruction by supporting cognitive science in

two ways. First, funding is needed for basic research in cognitive science on topics witheducational relevance. While there are, theoretically, existing funding mechanisms within NSF forsuch research, in actuality the SBER programs such as Human Cognition and Perception
frequently look askance at educationally-oriented proposals and the EHR programs may findcognitive-science proposals too theoretical and too far removed from the field. Joint programs
would be helpful, in which the announced goal is to fund proposals in the intersection of the two
research domains. Second, funding is needed for the research/practice collaborations necessary toeffective implementation of the insights and achievements, which already exist. There are manydifficult steps between scientific understanding and widespread adoption of specific curricula andpractices. Detailed recommendations, along these same lines, are elaborated in a report written on
an NSF-sponsored conference on a very similar topic, namely the contributions of cognitive science
research to K-12 mathematics and science education (Hawkins and Newcombe, 1994).

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Nora S. Newcombe is Professor of Psychology at Temple University. Her research is on cognitive
development, and concerns spatial processes and also early memory. At Temple, she is working with theCenter for Excellence in Teacher Preparation, a project to improve the ability of K-12 teachers to
educate children in science and mathematics.

References
Baenninger, M.A and Newcombe, N., 1995. Environmental input to the development of sex-relateddifferences in spatial and mathematical ability. Learning and Individual Differences. 7:363-379.

Bruer, J.T., 1993. Schools for thought: A science of learning in the classroom. Cambridge, MA:
MIT Press.
Hawkins, J. and Newcombe, N., 1994. Developing a new research agenda to facilitate innovationin the teaching and learning of science and mathematics. Report to the National Science
Foundation.
Reeves, L.M and Weisberg, R.W., 1994. The role of content and abstract information in analogicaltransfer. Psychological Bulletin, 115: 381-400.

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Cognitive Science and Undergraduate Education
Neil Stillings
Cognitive Science Program
Hampshire College
Amherst, MA

The primary purpose of this paper is to address questions 3 and 6 in the guide to the workshop
discussion from the perspective of the cognitive sciences. From this perspective, question 3 asks
how introductory undergraduate courses in the cognitive sciences effectively promote scientific andquantitative literacy. Question 6 asks how knowledge of the cognitive sciences prepares students tomeet the challenges of the 21st Century. I will also address the research and development efforts(Questions 7 & 8) that are needed to realize the potential of cognitive science as an area of
undergraduate science instruction.

Undergraduate education in cognitive science
Cognitive science is the science of intelligence in humans, other animals, and artificial systems. It
includes the study of perception, learning, memory, knowledge, meaning, reasoning, language,attention, affect, consciousness, and the control of action. In undergraduate curricula, the field isoffered both as a new scientific discipline that emphasizes computational models of cognitive
processes and as an integrative interdisciplinary field that draws together insights from several
traditional disciplines, including psychology, biology, computer science, linguistics, philosophy,
and anthropology. In the context of the present workshop, it should be pointed out that cognitive
science highlights the somewhat arbitrary nature of traditional distinctions between physical,
biological, and social sciences. Cognitive science has significant social, behavioral, biological, andeven physical (e.g., psychophysical studies of sensory systems) dimensions. Stillings (1995) is a
recent report on the current status of undergraduate education in cognitive science. Stillings et al.
(1995) is a survey of the field.

Scientific literacy and the social sciences
Before answering Question 3 for the cognitive sciences, the larger context of the question should beconsidered. We should not assume that the typical undergraduate science distribution requirement

could effectively promote scientific literacy, if only the mix of physical, biological, and social
sciences were optimal. Undergraduates may not be taking enough science, and the science that theytake may not be taught effectively. Empirical research, of the kind described by other participantsin this discussion, is required to assess the effectiveness of and to improve college-level science
instruction.

We should also not assume that instruction in the physical and biological sciences alone provides,

or is even capable of providing, a superior or sufficient path to scientific literacy. For theforeseeable future, many policy issues that will concern a scientifically literate citizenry fall at least
partly in the domain of the social and behavioral sciences. Furthermore, as I will suggest below, thesocial and behavioral sciences are equal, and in some cases superior, to the physical and biologicalsciences as arenas for general science education.

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How courses in the cognitive sciences can promote scientific and quantitative
literacy
The contributions of courses in the cognitive sciences to science education fall into five areas.
First, cognitive science provides a scientific approach to a distinctive set of questions that is ofgreat interest to contemporary undergraduates: What is the nature of meaning? What distinguishes
perception from knowledge objective? What is the relationship between mind and brain? What is
consciousness? Cognitive science§ empirical approach to such questions can bring science to a
new group of undergraduates, and it can show them the connections between science and areas oflife and academic pursuit that can seem distant from science. Cognitive science can also play a
crucial role in helping students to critically understand mind-brain-behavior relationships in an eraof rapidly expanding knowledge in neuroscience and behavior genetics, as well as in cognitive
science.

Second, cognitive science is a superb field for giving beginning and intermediate undergraduate
students hands-on experience with science. Instrumentation costs, even for sophisticated original

research, are generally low, and many currently active research questions are accessible toundergraduates. Often, a personal computer can serve as the student's laboratory. A wide range ofcognitive psychological experiments on perception, memory, language, thinking, and motor control

can be run and analyzed on unmodified desktop computers. Students can both replicate
experiments and work with high-level software that allows them to design and run original
experiments. Artificial intelligence and cognitive simulation software that is powerful, flexible
enough to support original research, and usable by undergraduates can also be run on personal
computers (e.g., Anderson, 1993; McClelland and Rumelhart, 1986).

Third, students can study reasoning, critical thinking and the scientific method in a context where
normative conceptions of rationality are compared with empirical research on human thought. Thisnaturalistic approach to epistemology allows the student to see the motivation for normative
conceptions and to learn to recognize situations in which biases and heuristics in everyday thinking
lead to sub-optimal conclusions. Recent research suggests that it is possible to train people to apply
abstract rules of reasoning more successfully in varying real situations (Nisbett, 1993), and thisresearch is finding its way into curricular materials on critical thinking (e.g., Halpern, 1995a,
1995b). A more naturalistic epistemology can also provide a realistic appreciation of the special
strengths of scientific reasoning to students who have lost, or perhaps never possessed, an
uncritical faith in science (Giere, 1988; Thagard, 1988).

Fourth, cognitive science is an excellent field for attracting students into an encounter with formal
mathematical intellectual disciplines. Within the context of attractive questions about the mind andbrain, the student can encounter such disciplines as experimental design and statistics, probability
and decision theory, formal logic, the theory of algorithms, and the theory of dynamical systems.
Students who become fascinated with artificial neural networks as freshmen, for example, discoverthat they must take calculus and linear algebra to pursue their interest further.

Finally, cognitive science is being applied in important areas of public policy and technology.
Cognitive scientists are pursuing issues in human-computer interaction, workplace organization,
reading remediation, mathematics education, cognition and aging, and the reliability of traumatic
memories, among many others. Increasingly, some familiarity with cognitive science will be a
condition for informed citizenship.

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Not all courses in the cognitive sciences have all of the characteristics mentioned. The range ofcourses that possess at least some of them is fairly broad, including courses in cognitive science,courses in constituent disciplines of cognitive science such as psychology or psycholinguistics,
courses in overlapping disciplines such as psychology or neuroscience, or special interdisciplinary
topics courses such as critical thinking.

Considerable faculty development and research on and development of instructional approaches
and materials are also needed to fully realize the potential just sketched.

How knowledge of the cognitive sciences helps prepare students to meet thechallenges of the 21st Century
The characteristics of the cognitive sciences discussed above are equally relevant here. The
cognitive sciences can engage students in science. They are a context for learning critical thinking
and formal quantitative and scientific methods. They are critical to the understanding of many
emerging public policy issues.
Students who major or minor in cognitive science tend to have a broad intellectual base and strong
analytical and writing skills. Many of them, of course, go on to graduate work in the cognitive
sciences, computer science, neuroscience, medicine, or education. There are also anecdotal reports
from faculty members involved in cognitive science programs that their students are successful inthe job market upon graduation. They have skills in computer programming, research design, data
analysis, and writing, and they have knowledge of human cognition that is of value in the rapidly
growing information-intensive sectors of the economy.

Research and development in cognitive science instruction
The potential for undergraduate instruction in the cognitive sciences has not been fully realized.
The improvement of undergraduate programs in cognitive science and their curricula for majors are
addressed in Stillings (1995).
The potential of the cognitive sciences to contribute to scientific and quantitative literacy in nonscience majors would be enhanced by targeted support for the development of new instructional
approaches and materials. The analysis above suggests three particularly promising areas forfunding.

The first area is the development of critical thinking courses that blend the cognitive psychology ofreasoning and decision making with training in normatively correct reasoning that is based onrecent research in transfer of training and skill decontextualization (see Nora Newcombe'scontribution to this workshop). Such courses might blend material in deduction, causal reasoning,
experimental design, probability theory (particularly reasoning with conditional probability andBayes§ theorem), and topics in elementary statistical inference, such as the law of large numbers
and statistical regression.
The second area is the development of introductory courses that give students significant hands-on
experience with cognitive science research, either by running original experiments or by performing
original simulations.

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The final area is the development of courses that explore public policy issues that have significant
cognitive science content. Such courses could be taught in a way that focused on the learning oftransferable critical thinking skills as well as on a particular content area. Such courses also offer
many avenues for collaboration between the cognitive sciences and other disciplines. For example,
a cognitive scientist, an economist, and a philosopher could jointly develop a course on cost-benefit
and risk-benefit analysis.
Neil Stillings is Professor of Psychology in the Cognitive Science Program at Hampshire College. He is
the editor and first author of Cognitive Science: An Introduction, 2nd edition, MIT Press, 1995. He hasorganized national workshops on cognitive science education for the Sloan Foundation and the National
Science Foundation.

References
Anderson, J.R., 1993. Rules of the Mind. Hillsdale, NJ: Erlbaum.

Giere, R.N., 1988. Explaining Science: A Cognitive Approach. Chicago: University of Chicago
Press.

Halpern, D.F., 1995a. Thought and Knowledge: An Introduction to Critical Thinking, 3d Ed.
Hillsdale, NJ: Erlbaum.
Halpern, D.F., 1995b. Thinking Critically About Critical Thinking. Hillsdale, NJ: Erlbaum.

McClelland, J.L. and D.E. Rumelhart, 1989. Explorations in Parallel Distributed Processing: A
Handbook of Models, Programs, and Exercises. Cambridge: MIT Press.
Nisbett, R.E., 1993. Rules for Reasoning. Hillsdale, NJ: Erlbaum.

Stillings, N.A., 1995. Undergraduate education in cognitive science current status and future
prospects. Final report of a planning workshop for the National Science Foundation.
Washington, DC, May 21-23, 1993. Available on the Worldwide Web at
http: //hamp. hampshire .edu /--nasCCS /nsfreport.html.

Stillings, N.A., Weisler, S.E., Chase, C.H., Feinstein, M.H., Garfield, J.L. and E.L. Rissland,
1995. Cognitive Science: An Introduction, 2nd Edition. Cambridge, MA: MIT Press.
Thagard, P., 1988. Computational Philosophy of Science. Cambridge, MA: MIT Press.

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Section IV:

Findings from the Focus Groups Conducted During the
Review of Undergraduate SME&T Education

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The following section presents excerpted portions from the SRI (Stanford Research Institute) report on
the Focus Groups conducted by the EHR Advisory Committee on Undergraduate Education (published
24 February 1997). Details on the full text, including the methods and presentation of the analysis, may
be obtained by contacting the Division of Undergraduate Education of the National Science Foundation.

Introduction
Overview of the Focus Groups
As part of the year-long review of the condition and needs of undergraduate education in the United Statesin the areas of science, mathematics, engineering, and technology (SME&T), SRI International, undercontract to NSF, conducted a series of 32 focus groups over an eight month period (beginning in November
1995). Six types of stakeholder groups were included, which together represented approximately 200
individuals:
General employers (SME&T and nonSME&T)
Teacher employers
Teacher graduates (SME&T and non-SME&T)
Current students (SME&T and non-SME&T)
Recent graduates (SME&T and non-SME&T)
Parents of current SME&T students.

The focus group methodology was well suited for eliciting the opinions and recommendations of individuals
regarding SME&T preparation. The groups were set up so that individuals within constituent groupsinteracted with others from the same constituent group, and the opinions of all participants in a grouprelated to one particular institution' Groups were replicated to improve the validity of findings. The
focus groups were audiotaped, allowing analysts to work directly from transcripts of the sessions.

NSF identified four types of institutions of higher education from which to select participants: two-year
community colleges, liberal arts colleges (including one historically Black college or university [HBCU]),
comprehensive universities, and research universities. In consultation with NSF staff, two institutions werechosen in each of four regions (the West, Midwest, South, and East).

Highlights of the Meetings
Summarized below are focus group findings that cut across the six constituent groups. The findings aregrouped into two categories: (1) aspects of SME&T preparation that participants generally viewed asstrong, and (2) aspects of SME&T preparation that most participants thought should be changed or
improved.

The Boston employer group was organized differently than the other groups in the study. Employers in thatgroup recruited from a broad range of colleges and universities in the Boston area, rather than one specific college
or university (as was the case in the other employer groups). Quotes taken from Boston group participants are
identified as `northeastern college/university," since multiple types of institutions were represented.
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Strong Aspects of SME&T Preparation
General Quality of SME&T Preparation Undergraduate programs generally do a good job of
preparing SME&T majors. Employers are satisfied with the depth of SME&T programs but
generally favor more breadth. In general, most SME&T students feel confident that they will dowell when they transfer to the next level, whether to a four-year institution, graduate school, or the
workplace.

Recent SME&T graduates were very pleased with the quality of the SME&T

education they had received. One of the most valuable aspects of a SME&T education is that itteaches students problem-solving skills that are highly valued by employers.
Quality of SME&T Instruction Students and recent graduates from two-year, comprehensive, andliberal arts institutions were more positive than those from research universities regarding thequality of undergraduate instruction. Students enrolled in these non-research institutions saw theirinstructors as more caring and motivated to teach, and as more accessible and willing to provide
help outside of class. Students from Historically Black Institutions were the most positive withrespect to the quality of instruction they received.
Introductory versus Advanced SME&T Courses Students found the pedagogy and content ofadvanced SME&T courses (including laboratory work) to be stimulating and to reinforce priorlearning in the area. These courses had a strong conceptual emphasis and smaller class sizes, andthey promoted more interactions between students and between students and the instructor. In
general, students recommended this approach to be used whenever possible in introductory courses.
Students felt that the best introductory courses struck a good balance between facts and concepts,
and provided a meaningful context for learning the material.
Access to SME&T Preparation Women and underrepresented minority students reported goodaccess to SME&T programs. On the other hand, women and minorities continue to face barriers inpursuing SME&T careers.
Work Experience Students and employers were very supportive of work experience. Recent
graduates felt that work experience facilitated transition to the world of work because it helped
them to better understand their SME&T course work and better define their interests, and it
provided a reality check on their expectations. Employers valued work experience because it gavethem a chance to "try out" employees before formally hiring them. However, students acquire thisexperience infrequently.

Aspects of SME&T Preparation That Should Be Improved

More than any other aspect of SME&T, students targeted
SME&T introductory courses as being in need of improvement. They found that such courses

SME&T Introductory Courses

often were not geared to their individual ability level, were boring and difficult to follow because of
the large lecture format, and were taught by instructors who seemed to care little about the subject
matter or student learning. They recommended that introductory courses be taught more likeadvanced SME&T courses, which they generally valued highly.

SME&T Laboratory Sections

The relationship between the lecture portion of courses andsupporting laboratory work is weak. Additionally, some students found laboratory experiences tobe mechanical, with little connection between tasks and scientific concepts, and they found little
support from faculty or teaching assistants while in the lab setting.
Experience of Non-majors

Many non-science majors with an initial interest in SME&T drop out(or are "screened out') of undergraduate SME&T courses because of the large lecture format

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typical of introductory SME&T courses. Early negative experience with SME&T courses is amajor barrier to pursuing further studies.

Teacher Preparation Because of the current design of undergraduate SME&T courses, many
new K-12 teachers enter school systems under-prepared to teach science and mathematics, andtherefore lack the confidence and ability to engage their students in understanding scientific andmathematical concepts. Faculty often actively discourages SME&T majors from becoming K-12
teachers, seriously interfering with the recruiting efforts of teacher preparation programs.
Workplace Readiness

SME&T graduates enter the workforce ill prepared to solve real problems

and to apply the interpersonal skills most desired by employers. Employers put a premium on
students with technical competence who also have social skills, a broad knowledge of different
subjects, skills in synthesizing and communicating information, and the ability to work as part of ateam. Many SME&T graduates lack these critical characteristics.

Partnerships Linkages among institutions and with industry are poor. For example, manyteacher preparation programs do not work with K-12 systems, and there are too few examples ofstrong university-industry partnerships. Further, interdisciplinary collaboration within institutions
is limited.
Technology Access to technology varies greatly across campuses. The fact that, in general, nonresearch institutions have much more limited access to current technology was a major concern forstudents. There was also general agreement that many instructors are "behind the times" when it
comes to their knowledge and application of technology.

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Summary of Employer Focus Groups
Together, the employer focus groups included 35 employers: 23 participants represented SME&T
employers, and 12 participants represented non-SME&T employers. The majority of participants was in
the human resources departments of their companies and had responsibility for recruiting from college
campuses. Participants from small or start-up firms were often the owners or CEOs of their firms.
Summarized below are their opinions about the skills and attributes desired in recent graduates, diversity
issues considered by employers, quality of SME&T preparation, and the need for industry/higher education
collaboration.

Skills and Attributes Needed by Employers
The focus groups generated especially rich data with respect to what employers look for in new employees.
We organized their input into five clusters:
Interpersonal skills and teaming
Proactive approach to work
Technical competenceExperience in the workplace
Basic skills.

Employers participating in focus groups repeatedly mentioned these five clusters of skills and attributes.
The initial focus group findings were summarized and presented to thOnal group (the Boston group).
Participants in that group were asked to rate individual skills/attributes on a five-point scale, from 1,"factor not considered at all in recruitment/hiring," to 5, "upper-most factor considered." All of theindividual skills/attributes were rated 3 ("moderate consideration') or higher. The ratings from the Boston
group were used to order the discussion of the clusters, beginning with those rated as most important.

Participants were especially eager to share their views, opinions, and experiences with respect tocharacteristics of "successful" and "unsuccessful" employees. Much of what they had to say focused onparticular skills or attributes within the clusters. However, the following two quotes, the first provided by a
SME&T employer who recruited SME&T graduates primarily from a research university and the second
offered by a non-SME&T employer who focused her recruitment on a two-year college in the same region,
provide a flavor of the desired "mix" of employee characteristics:

Sherry, regarding a research university: "We go in looking for students that are above average,
with some basic qualifications, but then what welt really searching for is someone who has thosebasic qualifications and then has the communication skills, some kind of relevant technicalexperience, and has leadership skills and can really communicate ... Theyfe screened out initiallybased on their technical experience, their grade point average, and technical ability... the two things
that draw the line would be their communication skills or the fact that they dont have experience.
They dont have internships."

Wendy, regarding a two-year college: "The ideal candidate for us, at least for the training
position, would have at least an associate degree ... What I look for most of all is the personality
and the oral and interpersonal skills. Do they express themselves well? Do they have energy; do I

see a spark upon that person eyes? Are they vibrant? Are they well spoken? Are they dressed

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appropriately ... Major doesnt really matter. Well have majors in history, psychology, sociology,

engineering, technical, and computer, because if they are interested in going to college, we seesome interest in higher education, which we prefer. There§ some ethic there in studies and somebelief in getting some kind of course work completed, and the effort of going to school is a plus forus, regardless of the degree."Interpersonal Skills and Teaming
The attributes included in this cluster were interpersonal skills, or "people skills," and the ability to work as
a productive member of a team.

Interpersonal skills, or "people skills."

Participants could not say enough about the importance ofinterpersonal skills (e.g., 'human relations skills," 'knowing how to deal with people," "getting along withothers') in the workplace. Given a choice of technical skills or interpersonal skills, employers invariably
said they would opt for interpersonal skills. Employees who lacked interpersonal skills either did not lastlong in an organization or presented problems to their managers, who had to spend an inordinate amount oftime working with them to develop such skills. Many employers voiced the concern that interpersonal skills
cannot be "taught," as other skills can, and doubted whether colleges or universities could do anything topromote their development.
Ability to work as part of a team. Being a successful team member depends on strong interpersonal skills.
In the workplace of today, teamwork is the norm. As one employer pointed out, "The R&D function has

traditionally always been teamwork." Recruiters are so sensitive to this issue that they probe for it inscreening interviewees.

Although the above quote was taken from an employer of an international high-tech firm, the concept ofteaming applies to non-SME&T employers as well:

Johnnie, regarding an historically black liberal arts college: "... what is important in thisinstance is how well you can interact in a team environment, because I dont care what yourscenario is, you have got to be a team player and you are not going to find that out until you
actually get somebody in the job and see how they react in an adverse situation."
Several employers had ideas of what colleges/universities could do to promote this skill:
Emulate the MBA model of team assignments.
Designate that project work be done in teams.
Use cooperative learning techniques in instruction.
Do group performance assessment.

Such activities teach students about sharing the workload and depending on others for results.

Proactive Approach to Work
Prospective employees or new employees who demonstrated a proactive approach to work were highly
attractive to employers because, according to participants, this type of individual tends to have good
problem-solving skills, takes initiative, is capable of independent and self-motivated learning, and has
leadership skills

all characteristics that relate to success in the workplace.

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Ability to solve problems. Unfortunately, employers noted that they encounter many graduates, even from
top-notch schools, who do not demonstrate good problem-solving skills. One employer said, "I think a lotof people dont know how to attack a problem." They related this deficit to the concomitant lack of
critical-thinking skills they see in SME&T graduates.

One employer noted a particular school in the area that required seniors to do outside projects. Students
were required "to go out and ask for help talk to people, get answers and that is a skill in itself. And
when you interview: Tell me what your senior project is."He said that in interviewing candidates about
their senior projects, it was interesting what valuable information he could pick up about their problemsolving skills.

Initiative. Taking initiative seems to go hand in hand with problem-solving capabilities. Employers put ahigh value on employees who can analyze situations and take steps to address a problem on their own.

Another employer, one who recruited from two-year colleges, said that she can tell from the interview
process whether candidates have initiative and hence will be successful in her firm: "It really starts in theinterview process. You can see it. They have the ability to inject themselves into the company, and they
can articulate. Okay, here is how I see myself contributing to the company.' Here is what I can do."Independent and self-motivated learning. Employers stressed the importance of employees' taking
responsibility to learn what they need to know on their own because their academic preparation often does
not prepare them for what they eventually do for a living. Technology and the needs of the workplacechange so rapidly that no one, no matter how up-to-date he or she may be at graduation, can afford not tocontinue to learn and adapt as situations demand.

Leadership skills. Leaders must be able to solve problems, take initiative in their workplace, and seek out

information that will help them make sound business decisions. Technically prepared graduates are
particularly vulnerable, probably because their training is narrowly focused on specific SME&T skills.
Some firms have addressed this issue with internal management training.

Technical Competence
When discussing "technical competence," employers talked about specific technical skills related toprogramming, hardware or software applications, academic course work (major concentration or field ofstudy), and (to a lesser extent) GPA. Although employers valued technical competence, many took it for
granted that by the time candidates were undergoing the interview process, their technical competence had
been established. Several employers said that technical competence was relatively not as important as thecapacity to learn, because in-house training would supplement whatever technical skills were lacking.
Specific technical skills. Technical skills desired by employers varied according to their industry segment.
The SME&T skills discussed by our employers ranged from the highly technical to general. As indicatedby these two excerpts, one from a high-tech employer who recruits from the best technical research
universities and one from a scientific staffing firm that seeks two-year graduates for entry-level positions intechnology firms.

Many employers, especially large, high-tech firms, look at the number ofgraduates in particular technical fields (e.g., computer science, electrical engineering, mechanical

Academic Course Work.

engineering) as a guide to focusing their recruitment resources. Although academic course work is clearly

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a factor that is considered seriously by employers, one informed participant suggested that it may not be asimportant today as it was just a short while ago:

Dennis, regarding a research university: "You know what is going on right now in Silicon Valley
is that it doesnt matter what they graduate in. The companies are dying for people to do certain
types of software, and they will just take anything technical and say, Come on in and we will
figure out how to get you to be productive.' So, that is a big message that schools need to hearright now, and I do not know how long this is going to last."
Importance of GPA. Several employers said that they still relied on GPA as the first screen in weeding out
candidates. But many others, SME&T and non-SME&T alike said that their firms are trying to get awayfrom depending so heavily on GPA and cited shortcomings of that approach.

Experience in the Workplace
Judging from the sheer volume of discussion around particular topics, job experience would appear to be
the most salient factor to employers. However, the quantitative ratings from the Boston group showed that
it was perceived by employers as somewhat less important than interpersonal skills, having a proactive
approach, and technical competence. Employers discussed three related characteristics with respect towork experience: specific job-related experience, understanding the work environment, and the ability toapply academic preparation to the workplace.
Specific job-related experience. Students often picked up job-related experience via internships, coops,

work-study, and prior employment. The fact that there did not appear to be standardized definitions of"internships" or "coops," even within schools, was confusing to employers as they discussed the various
work experiences they were familiar with. But, no matter what the specific structure of job-related
experience, all employers agreed that it enhanced a candidate§ chances of being hired and being successful

on the job. Job experience helps the candidate really find out what his/her interests are; it provides"cultural exposure"; it helps students understand the work environment; it helps them have realistic
expectations about work; it helps students "grow up"; and "it gives them confidence."

Understanding the work environment. Job experience is particularly useful in exposing students to theculture and norms of the workplace environment. Norms and expectations vary from company tocompany, but there are certain basic "rules" that most employers expect, such as taking direction fromsupervisors, acting in a professional manner, showing up for work at the correct time, dressing

appropriately for work, etc. Employers noted that unsuccessful new employees often did not 1pick up on"
the informal (often unspoken) rules of the workplace. Coops and internships give students firsthandexperience in the work environment, which helps them transition more smoothly from college life to theworking world.
Ability to apply training to workplace. There is no substitute for actual job experience in helping students
to apply what they have learned to the workplace. A good coop or internship will show them the appliedside of the theory they learned in their course work. One employer said that she gets consistent feedback
from managers that undergraduates "lack the ability to look at the problem and create the appropriate
application from all their theoretical knowledge."

Basic Skills
When employers referred to 'basic skills," they included oral and written communication skills, reading,simple mathematics skills, and rudimentary computer skills.
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Many employers that recruit fromcomprehensive and research universities assume that, with the exception of communication skills,
candidates possess such basic skills. Basic skills seemed to be more of an issue for employers who recruitfrom two-year colleges. Communication skills include oral and written communication, public speaking,and listening skills.

Other employers mentioned the necessity of basic math skills and basic computer skills, as the following
quotes illustrate:
Cathy, regarding a comprehensive college: "I think math [is important] I mean being able to do
the metric math, especially in the medical fields, if you cant do the metric math you are going tokill somebody bottom line!"

Dennis, regarding a research university: "Oh, I think math is essential!

I think I mean,
employers today are looking for people who can do the basics, and...you would like to assume thatpeople coming out of college could do that. So, math and speaking ability and listening ability arevery important."
Cecil, regarding a historically black liberal arts college: "Everyone is going to need to know
something about computers. ... learn a software program. Learn [a leading word processing
system] or anything."

Diversity Issues Considered by Employers
Many of the employers in the focus groups noted that they considered diversity when recruiting graduates.
Some employers focused their recruitment on colleges and universities with relatively high proportions ofminority students and females, especially in the technical fields. Other employers were more proactive inlooking for underrepresented graduates and had put in place collaborative programs with particularcolleges/universities to ensure diversity in their hiring. Other employers were not as concerned about
bringing in underrepresented candidates, but they had programs in place to support them once they were
hired.

Several employers discussed issues that they ran up against in their efforts to recruit a diverse workforce.
One problem was obtaining the appropriate legal clearance to use foreign-born graduates at the bachelor
level because, compared with those who had advanced degrees, it was harder to make an argument that
there were no available U.S. citizens with the required skill set. Another problem employers ran into

related to poor English-speaking ability among foreign-born graduates and the lack of other essential
workplace skills.

Quality of SME&T Preparation
In general, employers were satisfied with the technical preparation of graduates of liberal arts colleges,
comprehensive colleges, and research universities. They were less satisfied with the job readiness ofcandidates and noted that they often lacked good communication skills. Employers who dealt with twoyear colleges had mixed opinions about the technical skills of graduates; some thought they were adequate,
while others did not. Many had serious complaints regarding these students'readiness for employment.
Depth versus breadth of SME&T preparation. Employers at all levels generally favored breadth overdepth, but they were sensitive to the fact that breadth often meant limiting technical competence in a

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specific area. Employers recognized the advantages of a liberal arts education that naturally included morebreadth.

Current Technology. With respect to the status of technology at the undergraduate level, most employers
felt that it was not up-to-date (especially at two-year colleges) but that this did not represent a criticalproblem for them. They expected to have to train graduates in whatever technology they used. As long as
the student had some interest and understanding of technology, they were not concerned. At the rate thattechnology is changing, they felt that it was unrealistic to expect colleges and universities to keep pace.

Need for Collaboration between Higher Education and Industry
Employers were in agreement that higher-education/industry collaboration was needed and that an activerole on the part of employers was appropriate. Two aspects of collaboration were addressed in the focus
groups: work opportunities for students and higher-education/industry partnerships.
Coops, Internships, Summer Work Opportunities. As mentioned earlier, work opportunities take a variety
of forms and vary from company to company and from university to university. Employers concurred thatwork opportunities of any type had benefits, not just for students (see work experience section above) but
for employers also. A principal benefit was cost savings in the hiring process. Work experiences gave
employers a chance to try out students as potential employees and lowered the risk that the new employee
would leave or be asked to leave after a short time because of misperceptions about the nature of the job.
As noted above, one employer said that her high-tech firm uses the coop program as a feeder program andsubsequently hires half or more of coop students. Employers pointed out that there were costs associatedwith sponsoring work opportunities in terms of additional time and effort on the part of employers.

Higher-Education/Industry Partnerships
All employers who participated in the focus groups recognized the value of building stronger highereducation/industry partnerships and the value of more frequent communication between the sectors. Amongthe many advantages of partnerships, the following were brought up most frequently:
keeping the university in touch with industry and in touch with the workforce;
keeping universities technology focused;providing more opportunities for students in terms of donated state-of-the-art instruments andcomputers; andfacilitating work opportunities for students.

Several of the participants in our employer groups had direct experience working with university staff andSome arranged for equipment to be donated. A recruiter who sought out underrepresented
students worked with heads of departments at Historically Black Institutions and gave them continuing
feedback regarding how they need to strengthen the preparation of their students. Another employer was onan academic advisory board at the local university that included both people from academia and industry.
Their charge was to outline needs for new course work, lab work, and internships. This individual noted,"You know, it takes time and resources to go out and make those connections, do the networking, set up theliaisons and arrangements and working relationships." Another participant was a member of a panel of
employers that talked to classes of graduating seniors about their organizations and career opportunities.
Other participants took the initiative in contacting universities and volunteered to give talks to classes andvarious student groups. One participant invites students and faculty to come to the company and havelunch with employees who were graduates of the same school and talk about their experiences with thecompany. They follow the lunch with a tour of the company.
faculty.

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Summary of Teacher Preparation Focus Groups
Forty-four participants were included in the eight teacher preparation focus groups (three were teacher
employer groups, and five were recent teacher graduate groups). Participants in the teacher employer
groups included district administrators (e.g., an assistant superintendent for human resources, a curriculum
director, a director of human resources) and school principals; participants in the teacher groups weremainly elementary and high school teachers, with lower representation of preschool and middle school
teachers.

This section summarizes participants' input related to the supply and demand for K-12 SME&T teachers,
attributes/skills sought by K-12 employers, and teacher preparation.

SME&T Teacher Supply and Demand
K-12 employers noted a critical shortage of SME&T teachers, particularly in the physical sciences at the
middle and high school levels. As one Western administrator who recruits from a research university said,"There simply is a higher demand for physical science, chemistry, and physics than there is a supply."
Employers of K-12 teachers were frustrated with this situation, also noting that there is a pool of potential
SME&T teachers in industry that cannot be used because of credential requirements.
These administrators recognized that the shortage of SME&T teachers is in some part due to the fact thatpromising SME&T students, particularly minorities and females, are discouraged from pursuing teachingcareers by well-intended SME&T faculty. Not surprisingly, administrators bemoaned the shortage offemale and minority SME&T teachers who could serve as role models for future female and/or minority
scientists, mathematicians, and engineers. One participant remarked that talented individuals fromunderrepresented groups 'just have a lot of other options now." Participants also stressed the need formale SME&T teachers.

From the students' perspective, money is also an issue, in terms of both the additional cost of a two-year
master program (required to teach at the secondary level in some states), which keeps them out of theworkforce, and teachers'relatively low salaries compared with those in industry.

In keeping with the current trend of high attrition in the first five years of teaching, some of the recent
teacher graduates we spoke with said that they did not plan to remain in teaching for long. They cited thelow pay and the lack of resources and supplies. Despite their frustrations, nearly all expressed an attitudeof "loving teaching."
Administrators also discussed the problem of high attrition of beginning teachers. One pointed out that thecommon practice of giving new teachers the most difficult assignments (e.g., remedial classes, heavy course
loads, extracurricular duties) is one thing the profession could change to limit attrition.

Skills and Attributes Needed by Teacher Employers
K-12 teacher employers articulated a wide range of attributes and skills they look for in hiring new teachers
for SME&T teaching assignments. This summary first addresses characteristics specifically related to

SME&T and then covers characteristics desired for all types of teachers, including those who teach
SME&T subjects.

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Attributes/Skills Specific to SME&T Teachers
School administrators sought teachers who had a strong grasp of SME&T content, both in depth and inbreadth. When asked to describe attributes and skills of ideal science and mathematics teachers, they
stressed the importance of a solid academic background in math and science, as indicated by grades and thenumber of SME&T courses on the applicant§ transcript. Elementary teachers were viewed as far more
deficient in SME&T areas than were high school teachers.
The issue of depth versus breadth was seen as particularly relevant at the high school level. Single-subject
majors with a rich background in a particular SME&T field generally do very well teaching in their field ofspecialization, according to participants, but are often out of their element when required to teach out offield (which many are). The importance of breadth is illustrated in the following comment by a biology
major with a master§ degree in education:

Beth, teacher, about her student experiences in a research university: "I think the area I wasnt
prepared for was earth science. In biology, Iht perfectly fine, but when I started teachingenvironmental science, I hadnt had a geology course or an earth science course since high school.
And, yet I had to teach this stuff; so right before I have to teach it, I have to learn it. And thathwhere I did not have a very strong confidence level. Because I have to learn this stuff and then I
have to turn around and teach it! I definitely think I was not prepared to teach that course at all."On the other hand, participants felt that depth is still critical for top-notch teaching in a subject area. A
teacher with a physics major and master§ degrees in both mathematics and education had this to offer:

Lawrence, teacher, about his student experiences in a research university "Obviously, you wantas much depth as possible in the subject youle going to teach, because you start seeing new
I knowconnections that way and you start saying, Well, oh, I see what this thing is goodin my own teaching of the kids, seniors who are going to be college students next year, if you coversomething superficially, their ideas that they come out with are mush. So trying to get that breadth
really doesnt work unless you go into some detail that sort of solidifies it in their mind or links it
to something. Otherwise, it just you might as well not teach it at all."

Despite the fact that a solid background in SME&T was viewed as extremely important by K-12 teacher
employers and teacher graduates alike, other skills and attributes were seen as just as important, if not more
important. This finding parallels that of the general employer group, that technical skills are important, but
relatively less so than interpersonal skills.

General Teacher Attributes/Skills
K-12 employers discussed many different skills and personality characteristics as desirable in a teacher
candidate. Those discussed most often were:
Ability to relate to students

innovative teachingclassroom management skills
technology skills
willingness to learn
ability to apply knowledge /skills in the classroom
communication skills.

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Ability to relate to students. In the educational context, being able to relate to people means relating tostudents a wide diversity of students and to their parents. This was the most frequently discussed"desired attribute" across the K-12 teacher employer groups and prompted many participants to speak up
in favor of teacher preparation programs that introduce prospective teachers to the classroom as early as
their freshman year, to ensure that they have adequate exposure to children and to what school settings arelike today. K-12 teacher employers recognized the value of experience working with children from urban
as well as suburban settings, being familiar with cultural factors that could influence teaching and learning
styles, and feeling comfortable in school settings that include highly diverse student populations.

Innovative teaching. K-12 teacher employers were interested in teachers who were prepared to teach ininnovative ways, such as using hands-on experiences in instruction, differentiating instruction to fit thediverse needs of learners, teaching and encouraging critical thinking, and using an interdisciplinary
approach.

Classroom management skills. K-12 teacher employers pointed out that new teacher graduates are
generally unprepared in classroom management.
K-12 teacher employers blamed teacher preparation programs for not addressing classroom management
more directly. As a middle school principal put it, "I will say unequivocally, education courses do amiserable job in behavior management for teachers." This issue is addressed further in the section below
on teacher preparation programs.
Technology skills. For the most part, K-12 teacher employers felt comfortable with new teachers'
technology skills and ability to integrate technology into instruction. With very few exceptions, the teacher
graduates we spoke with felt well prepared in technology and ways to integrate technology in instruction,
but they noted that they were generally the exceptions in their schools. Many experienced teachers
apparently either do not use technology at all, or use it for classroom management tasks, such as keeping
track of students' grades.

One of the participants graduated from a master program that specialized in educational technology. She
noted that she was considered an expert in her own school, where she now teaches high school biology andmath. She said: "I think not only is it being comfortable with computers, but it having a certain attitude
that you te not afraid to not know everything, because the students know more than you do. The students
know more about computers than I do, than I think probably all of us." Technology changes teachers'roles in a number of ways they have less traditional "control" of the classroom, they act in the role offacilitator more than information provider, and they must often defer to students' more advanced
technological skills.

One administrator pointed out the importance of not only being "technology literate" but being familiar
with a range of technology and software, including the use of multimedia technology.
Willingness to learn. Given that students, schools, theories of learning, teaching strategies, and technology
are rapidly changing, administrators looked for evidence that teacher candidates would be willing to learn
and have the flexibility to respond to ever-changing situations and demands.

Ability to apply knowledge/skills in the classroom. K-12 teacher employers, particularly for SME&T
teachers noted this as a problem.

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Communication skills. K-12 teacher employers agreed with SME&T and non-SME&T employers that
communication skills were critical for the teaching profession. Administrators and principals frequently

use teacher applicants' résumés to evaluate their writing skills and the job interview to gauge theircommunication skills. The following story is a sad testimonial on the lack of good communication skills
among some teacher candidates:

Rick, administrator, regarding an historically black liberal arts college: "[Here is] one of thethings that bothered me this past summer when I needed a teacher: I went to the personnel file andchecked the references of persons, and...then I went to the personnel file and pulled out theapplications and I ... read over the applications. I was extremely disappointed because the [written
responses to] questions ... the manner in which they expressed themselves ..., the written
communication skills were very disappointing, and I said to myself, how could that person havereceived a degree and not know how important the application was ... . And I was very
disappointed, because I wanted to hire those persons."

Quality of Teacher Preparation
Inputs regarding the preparation of preservice teachers are organized in four sections: preservice training,
student teaching, beginning teacher support, and higher-education/K-12 collaboration. This organization
flowed naturally from participants' comments.

Preservice Training
K-12 teacher employers felt that preservice teachers are generally being adequately prepared in the
SME&T content areas but not adequately prepared for what they face in the classroom. Recent graduates,
too, generally felt well prepared, with the exception of those single-subject teachers who were required toteach out-of-field at the high school level.

The key shortcoming of teacher preparation programs from the perspective of both K-12 employers andteacher graduates was that they do not give preservice teachers practical skills to apply to classroom
teaching. Participants suggested that teacher preparation programs should focus more on application in theclassroom relating subject matter content to teaching, and focusing more on teaching methods thaneducational theory.
With respect to general teaching methods, classroom management was singled out as an area in particularneed of an applied approach. An elementary school principal recommended that preservice teachers shouldhave "more experience with classroom management techniques and not just from a textbook ... Because itis real different, and ... new teachers have said that when they get in the classroom, things that they thought
would work, often do not. They need experiences with children to know what works and how to manage aclassroom."
Participants recommended that teacher preparation programs put more emphasis on dealing with diversity
in the classroom and on urban school issues.

Student Teaching
Recent teacher graduates' student teaching experiences varied from very useful to horrific!

The two

excerpts below illustrate the range of the continuum from positive to negative.

Stacy, teacher, regarding teaching experiences in a comprehensive college program: "Well, I
had a really good [student teaching experience]. I had the [sixth grade] math teacher, and she had
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her room set up into groups. She had great kids. It was great! She wrote me notes all of the time.
We had a ... journal book where we would write notes back and forth to each other. We would sit
down during planning time, and she would always check and see what I wanted to do and what I
was doing and stuff like that. The kids were very well behaved. I had a great experience, and mysupervisor was also real supportive and really good, and they actually hooked up, and they got
along real well, so it was kind of like a threesome and everything just tied in. I wish I had themstill!"

Jerry, teacher, regarding teaching experiences in the same comprehensive college program:"My cooperating teacher was, at the time, 4 or 5 years from retirement, and he gave me classes
two days. The third day I was there, he gave me all of his classes and he would sit in the back of
the room and start snoring.... I am the student teacher trying to explain balancing equations and I
hear this snoring. He would write me up for something when he wasnt even there and I did it, or
when he was asleep, so it was interesting. I wanted to get somebody who could do cooperative
learning, and he says he does cooperative learning, but it is more: Here is the book, here is thething; now you guys go and teach yourself how to do it,' instead of a designed kind of thing. In
middle school, you can either do cooperative learning well or really bad. It is very little in the
middle, and I was very interested in that. I could do what I wanted; it was a lot of work and it
turned out well; it's just that I received very little feedback. I latched on to another teacher who
was there who seemed interested, and she helped me a lot."

As indicated in the excerpts above, the value of the student teaching experience is related to the quality of
involvement and feedback on the part of the cooperating (or master) teacher. The match between theteaching methods the student is learning (and wants to practice) and the way the cooperating teacher
teaches, and the extent to which university supervision is integrated and consistent with input from thecooperating teacher. Some administrators felt that universities did not make enough effort to place theirstudents with good cooperating teachers.

Two other factors were discussed as integral to the value of the student teaching experience: the amount oftime spent student teaching and the diversity of placements. Both recent teacher graduates and K-12
teacher employers discussed the need for longer student teaching experiences. Preservice teachers needtime to put into practice what they have been taught.
The participating administrators believed that not only should preservice teachers spend more time student
teaching, but also they should be exposed to children and schools much earlier in their programs. They
noted that this would not necessarily mean student teaching; it could be time spent observing classrooms
and being around children, perhaps in the context of one-on-one projects with children. Administrators
generally supported the move toward five-year programs because they give students the opportunities tostudent teach for a full year. From their point of view, students with more student teaching experience"tended to be stronger." Commenting on a program that put students in the classroom for two years (firstobserving, then teaching), an administrator noted: "The difference in their ability to go in and take over aclassroom is remarkable."
The second factor that affected the value of student teaching was the diversity of placements. Students who
had had two different placements valued both their experiences. As noted in the above section, exposing

student teachers to students from diverse backgrounds makes them more attractive new hires.

Anelementary school principal stressed the value of having students placed in both an inner-city school and a
suburban school.

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Beginning Teacher Support
Teacher graduates' descriptions of their first day of teaching would make good material for a new sitcom.
Nearly all of our participants had not only a bad first day, but also a very difficult first year of teaching.
These new teachers'experiences were typical:

Stacy, teacher, and graduate of a historically black liberal arts college: "And in this particularclassroom the students were wild, I mean, they werewild, because so many substitute teachers
were in and out. I started right after winter break in January. I didnt have anything prepared, ofcourse. My room was not decorated, and I was not happy about that, and because the kids were
not in a stable [environment] they were behind their work, so I was hysterical. I do agree with her[another participanth horror story]. I feel like I got a very good education here at [name ofprogram], and I really feel they prepared us for the classroom. However, once you walk into theclassroom, it§ a totally different ball game."

Jerry, teacher, graduate of a comprehensive college: "My favorite expression that really helped
saw I wasme relax in my first year of teaching was from the department head who came inreally worried about something I dont know what it was and said, Dont worry about it; yourfirst year is a waste anyway. We dont expect you to do anything.' Just learn how to teach during

your first year, and in your second year, you better know what you are doing ...

[anotherparticipant interjects: "Survival.] Yes. la like she just said, Hang on and do the best that you
can and dont worry about it.' Everyone knows your first year [can be problematic] you will dogreat sometimes, and then sometimes you just go flop, and you just get used to it."

K-12 teacher employers pointed out that their districts were aware of the need for beginning teacher
support. They described a range of support programs, structured mentor programs that paired beginningteachers with experienced teachers for both instructional and moral support, regular support meetings for
new teachers that provided opportunities to share experiences and discuss problems, and new-teacher
orientations that gave beginning teachers a "head start" on the school year and an introduction to theschool procedures. The various support programs described received mixed reviews from both teacher
graduates and administrators, although the majority of both believed that such support programs werevaluable.

Higher-Education/K-12 Collaboration
Throughout discussions of teacher preparation, administrators consistently pointed out the need for moredialogue and sharing between the faculty of teacher preparation programs and K-12 school staff. None of

the administrators felt that the current level of interaction between their districts and local teacher
preparation programs was adequate. Administrators and teacher graduates also voiced the need for teacher
preparation faculty to spend more time in schools.

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Summary of Student Focus Groups
Nine student focus groups were conducted at seven different institutions across the county'. This section
summarizes the perceptions of 69 students with respect to different aspects of their SME&T courses,
SME&T laboratories, the value of work experience, and diversity issues in SME&T preparation.

SME&T Courses

Introductory Versus Advanced Courses. Both SME&T and non-SME&T students often targeted
introductory SME&T courses as a major barrier. They discussed problems with their difficulty level (tooeasy or too hard); their traditional lectures format, and disengaged instructors.
Introductory SME&T courses for nonmajors were generally perceived as "watered-down science." As one
student put it, it frustrating because in high school, even if it was hard, at least it was interesting. Here,it§ really easy, but it really boring." Introductory SME&T courses for majors were viewed as very
challenging, often serving to "weed out" less capable and/or less prepared students. Non-SME&T students

at a large research institution recognized the need for intermediate-level courses targeted somewhere
between these two extremes.

Students from two-year colleges and comprehensive universities brought up problems related to the way
introductory SME&T courses were taught to accommodate the wide range of student abilities represented
in their diverse student populations.
Toby, enrolled in a two-year college: "I know there§ a lot of people in the class; I mean... there§
such a mixture of types... from just straight out of high school to those with two or three previous
science courses. And I know the instructor is trying to teach [to] the middle or the lower middle,
but sometimes it just gets so slow! ... I would have the instructors go down to a high school to see
what they teach, and then dont teach that again. See their labs at high school, but dont do thoselabs again."

Attrition rate estimates among potential SME&T students soared at one research university, mainly
because of the introductory courses. Students there estimated that at least 80 percent of potential SME&T
majors either change their major or decide to leave their course of SME&T study in the first couple ofyears of school. At one of the two-year institutions, many advanced courses were reported to have a 50
percent dropout rate. Some students believed that the system was designed that way to eliminate some of
the SME&T students. They agreed that "you have to be really motivated to stay in a science major."

Both SME&T and non-SME&T students objected to the large lecture format often used in introductory
courses. In worst-case scenarios, some of the introductory courses disintegrated into video presentations ofmaterial. One introductory chemistry class reportedly had an enrollment of approximately 600 students
and was described as a "horrendous experience."

2 One of the student groups consisted of chemistry majors who had participated in the Discovery Chemistry
Program, an innovative, NSF-funded chemistry program at a northeastern college.

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A frequent student perception was that professors did not want to, or had been forced into, teaching
introductory SME&T courses. Students imagined certain faculty members saying, "Oh God, I have to goteach this 101 course now."
Students from both comprehensive universities and two-year colleges recognized that part-time instructors
taught many of the introductory courses. These instructors are often brought in at the last minute byadministrators to fill a course request. Some students were critical of many of these instructors; otherstudents preferred part-time instructors, especially if they were from local firms.

SME&T students frequently praised upper-level classes as wonderful alternatives to the stressful, lesspersonal introductory classes. They found the pedagogy, content, and format of advanced courses to be
stimulating and reinforcing. These courses had a strong conceptual emphasis, had smaller class sizes, andpromoted more interactions among students and between students and the instructor. In general, students
recommended that this approach be used in introductory courses whenever possible.

Older SME&T students in the focus groups often reassured younger students that there would indeed comea day when it all would make sense. In a number of different instances, students told stories in which lightbulbs" went on inside their heads and much of the SME&T material that they had been studying for years
really began to make sense.

Quality of Instruction/Assessment
There was consensus among students that the quality of instruction, not the subject matter, usually
determined the value of a particular course. In general, students in two-year, comprehensive, and liberalarts institutions had slightly more positive attitudes about the quality of SME&T instruction than did
students in research universities.
Students discussed many different skills and attributes as desirable in a teacher, but three characteristics
came up in nearly every student focus group. The abilities most sought in a professor (and some examples)
were:Tailoring instruction to the learner
Making connections to the real world and other disciplines
Being accessible and caring

Common complaints about "bad instructors," especially from students in research universities, were thatthey knew their subject matter but did not knowhow to teach and/or that they were difficult to understandbecause English was not their first language. Many students, especially those from research institutions,asked for more frequent and varied types of assessment to better determine students'understanding and tohelp students stay on top of material.
Group work was often a popular element of both SME&T and non-SME&T courses. It tends to work bestwhen responsibility is built in for all involved partners. Otherwise, according to students, group work candisintegrate if each person involved does not have a specific role, or if the method is used too frequently.

Technology/Technical Currency
The state of technology varied widely across campuses. Research universities and one of the liberal arts
institutions had good access to the Internet and e-mail. "Chat rooms," a new resource at one research262

university was very popular among SME&T students, especially as a way of sharing information about
courses and instructors. Two students gave their impressions of this new technology:

Betty, from a research university: "We used the computer [connections] ... you can go to acomputer anywhere and you can see what the professor talked about in the lecture, and you canpost notes; he can post old exams everybody can look at."Sue, from a research university: "... and you can be sitting there and it§ like, oh, there§ anotherstudent on the program, too. Do you want to talk to them? And you can talk to them. And you
can rag on the professor and..."Other students were excited about new technology being used in their SME&T courses, realizing that
exposure to technology would help them in the job market and lack of exposure would hurt them. On theother hand, some computer science majors complained that they would probably be hurt in the job market
because they had not learned current programming languages (e.g., C, C++).

Unfortunately, several of the student groups noted that their institutions lacked resources to keep
technology up-to-date or to purchase enough hardware or software to serve students adequately.

Competitiveness in SME&T Preparation
Some students said that the structure of SME&T programs and SME&T courses fostered competitivenessamong students, especially at the introductory level. They viewed this as a barrier to learning and anegative aspect of the SME&T experience. This competitiveness was most apparent at research
universities, where admittance to higher-level SME&T courses was contingent on high grades inintroductory courses. Students also felt pressure to compete for limited openings in medical schools andother types of SME&T graduate programs, and noted that SME&T programs tended to be less competitiveat the advanced stages.
SME&T Labs
Most students criticized SME&T labs as being mechanical, predictable exercises that lacked meaning or
connections to science concepts. They often felt frustrated because there was no instructor or informed TA
to answer questions during the labs. Students felt that their creativity was being stifled when they wereforced to follow a "cookbook" type of lab.

Students noted that labs improved in their more advanced courses. Aspects they valued in a lab were
teamwork, real-world scenarios, freedom in design, and interesting analysis.

Nancy, from a comprehensive college: "But in upper-level courses it is [much better]. ... Inadvanced organic, in the lab, we had certain problems that we had to find solutions for, and wewere in groups. Like, one group was the spectroscopy group; one group was the wet chemistrygroup, so we would have to go and get another group to do certain things if we didnt have the time
to do it. ... That is the real world, and that was a phenomenal experience. And then the other lab
that I really got a lot out of...was a 6-hour lab, and you decided what you wanted to make, how
you wanted to make it. You went in there and you made sure earlier in the week that the chemicals
you needed were available, and you synthesized your own reactions and it was good."

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One SME&T laboratory program that addresses the problems noted above and promotes student learningin ways generally associated only with advanced SME&T courses is NSF-sponsoredDiscovery Chemistry
Program, which was the topic of a special student focus group.

Work Experience
Coops, Internships, or Current Work Experience. All SME&T students recognized the value of work
experience such as coops or internships during their schooling. They noted that such experience helped
them to better understand their SME&T material/course work and/or helped bridge the technology gap
between university and the workplace.

Future Job/Graduate School/Transfer Prospects. Most SME&T students appeared comfortable about
their impending job or graduate school search. The two-year students were fairly confident that they could
either find work or transfer to four-year institutions. Although they believed that work experience would
help with any type of transition, students especially hoped it would facilitate an easier transition to graduate
school or the work world.

Diversity Issues in SME&T Preparation
Students at institutions with diverse populations viewed diversity as a positive aspect of their experience.
Some minority students reported involvement in minority alliances and targeted programs as helpful.
Others were frustrated by their institution lack of commitment to diversity. Most students acknowledgedthat women and minorities face more barriers than do men or non-minorities in pursuing SME&T.
Students discussed three types of bias: ethnic/racial bias, gender bias, and age-related bias.

Responding to a point made by fellow students that Black students tended to drop out of SME&T
programs, a Black female student responded this way:

Annabelle, regarding a Midwestern research university: "Ith a mentality and, like I said, a lot of
it starts before college. ... fin still dealing with it I cant think of an appropriate word for it,
but, I mean, as an African-American woman and as a female, fin always told that, "Youte goingto get lower scores and you le not as capable as a white male". It§ like a self-fulfilling prophecy,
if you let it be. I vehemently struggled with my freshman and sophomore year. I remember thissummer; I was presenting research at a conference; I was presenting my research ... And, I mean,
for the first time, ever, I wasnt the only Black person in the room, and more importantly; I met
another Black woman who was brought in there, but she didnt want to talk to me. [Laughter] But
I saw her, and it was so shocking. I mean, I went and I called my mother from a pay phone... I
mean, when people are coming up to you [at the conference and saying], Oh, Ilu so impressed.
fin so impressed.' Okay, are you impressed because Itn first author on this? Are you impressed

because of my research? Are you impressed because you dont ever see Black women inchemistry? And it just something that you deal with each and every day."Students who had chosen to attend an Historically Black Institution generally felt that they had made theright decision, but almost all were ready to move out of the all-Black environment by the end of theirschooling.

One woman was angry about the loss of a talented female professor at her institution and felt that itreflected poorly on the program:

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Paula, regarding a research university: "As of last spring, one of them [a female professor] left,
and the reason was she wanted to spend more time with her kids and they wouldnt let her teachpart-time. Now, when they lost her, I lost a lot of respect for that department, a whole lot of
respect. Because, you know, they keep trying to encourage us, you know, to get more women into
the field, yet... they pull this kind of crap, you know, and it makes me mad."Other students, mostly those at the two-year colleges and comprehensive universities, accused some
SME&T professors of "age bias" (i.e., favoring older students). At these institutions, it is not rare for 18year -olds to be mixed with reentry students who are sometimes over 50 years of age.

26.5

Summary of Recent Graduate Focus Groups
Six focus groups of recent graduates were conducted, which included a diverse mix of 36 individuals who
had completed their undergraduate education within the last three years. Recent graduates had much to say
about their experiences in SME&T courses as undergraduates, transition to the workplace, the value of

SME&T preparation, skills and attributes needed by employers, and diversity issues in SME&T
preparation and the workplace.

SME&T Courses
The findings on SME&T courses are divided into four sections: introductory vs. advanced courses, qualityof instruction/assessment, technology/technical currency, and competitiveness.

Introductory Versus Advanced Courses. Recent graduates agreed with current students that introductory
SME&T courses were problematic. Their main concern centered on the large sizes of these courses, aswell as the lecture format. Graduates who had taken SME&T courses with smaller class sizes (i.e.,
students in two-year colleges, liberal arts colleges, and comprehensive universities) usually had better early
SME&T experiences. They did not "have to go through those large, weed-out courses that will kill you,"as one graduate put it. To these students, a very important feature of smaller courses was the opportunity
to have a more personal relationship with the professor. Two graduates compared the quality of instruction
in small versus large classes, in this case courses at comprehensive colleges versus courses at research
universities:

Roger, regarding experiences at a comprehensive college: "... and at [name of larger research
university], Physical Chemistry was the weed-out class ... and he [the professor] was having 55 to
60 students in a class, and half of the class was failing and that sort of thing. Here [at the college]
we had seven or eight students who were very, very supportive, [and the professor was] holding
your hand the whole way through it and she said I want you to learn this ..."
Katherine, regarding experiences at a comprehensive college: "But I think they kept the classes
small enough where they could really concentrate on the personal problems, issues, concerns,
whatever it might be. That is one thing, whether it be computers or history or economics, whatever
it was, the class was never too large where you really got consumed by a bunch of people aroundyou.... It was really personal a personalized approach, and I think that is what makes this college
more successful than, say, a [larger, nearby research institution] in a big lecture hall. With thisone, you can go right up to the teacher, and you know where they are."Like current students, recent graduates also enjoyed their advanced courses more than their introductory
courses. Two-year graduates were very pleased with the practical applications provided in much of theirsecond-year course work, and research graduates said that the advanced courses were excellent because
they emphasized the understanding of concepts more than memorization of facts. Advanced SME&T
courses were described as more intensive, directed, personal, group oriented, challenging, and tailored to
the learners.

Graduates of liberal arts colleges noted a special problem pertaining to the availability of advanced
SME&T courses. Some graduates of two-year and comprehensive universities also remarked that theavailability of certain courses had been a problem during their course of study, especially if a required or

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prerequisite course was offered every other year. In one extreme instance, a graduate felt that it had cost
her dearly:

Rhiannon, regarding experiences at a comprehensive college: "... that was a requirement, not anelective that I had a choice with, and it was actually a prerequisite to other things, which was a
problem for me. I graduated a year later than I really had to because they only offered certain
courses every other year.

Quality of Instruction/Assessment
Graduates seemed relatively pleased with the quality of instruction they received, even though most of theircourses had been lecture based. The types of professors that SME&T graduates valued most wereapproachable, affable, helpful, familiar with their students'knowledge base, and willing to let them makemistakes in order to learn.

According to recent graduates, students can (and do) play active roles in ensuring that they get top-notch
instruction by talking with other students about their experiences with particular instructors. Graduates
had complaints about some SME&T instructors who did not seem to care about teaching. Faculty tenuresystems were discussed as one reason why professors do not focus more of their time and energy onteaching. Some of the more savvy graduates realized those tenure systems usually reward research overteaching ability. One graduate of a comprehensive institution, where teaching is supposed to be more of a
focus, remarked that professors should be treated like teachers, not publishers."
Recent graduates also complained about foreign-born teachers or teachers who had problems with English.

They said SME&T courses were difficult enough without language barriers. Graduates had mixed
responses concerning the types of assessment they encountered in their SME&T courses. Some thought
they should have had more regular and varied assessments to keep them up-to-date in their studies (as did
current students); others thought that it was the responsibility of the student to stay on top of the material.

Technology/Technical Currency
Like current SME&T students, graduates reported that technology often helped them better understandcertain concepts in the laboratory. One student said that the lab techniques he had been using at his liberalarts college were so up-to-date that he was using some of them in his current research:

Elvis, regarding his experiences at a liberal arts college: "A lot of the techniques that I used in
the labs are the techniques that I use to do the research now."
However, some two-year college and liberal arts college graduates complained that instructors needed tobetter integrate technology into their classrooms and make more of an effort to keep up with the rapidchanges in technology. There was general agreement that many instructors were often "behind the times."
Some graduates also complained about a lack of computer hardware at their schools.

Some graduates echoed current students' concerns about not being as marketable because they had notbeen exposed to the latest computer languages (they mentioned C and C++ specifically). These graduates
had completed their schooling a few years ago without learning either language. They considered taking
the languages in their spare time away from their jobs, but thought their colleges should have made theselanguages a requirement for majors. These same graduates also recommended that colleges provide
courses on computer hardware with "real-life applications."

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Competitiveness
Unlike current students, graduates reported little competitiveness among classmates during their SME&T
preparation. It may be that they remember their more recent years of college better, when, according tocurrent students, there tends to be less competition.

Transition to the Workplace
Recent graduates recognized the value of coops or internships in helping them find jobs after graduation,
often with the company they worked for during their coop or internship. Graduates also said that work
experiences helped them define what it was that they wanted to do. Other students noted the "catch 22" thatwithout any job experience, it was difficult to find a job.
Some graduates did have problems finding jobs. Graduates from comprehensive institutions reported themost difficult time with their transitions and remarked that they did not receive help from their career
placement centers or school-sponsored job fairs.
Graduates believed that more industry/higher-education partnerships would help student transition fromschool to the workplace. Such partnerships could also potentially enhance the undergraduate experience bybringing employers into the classroom.

Value of SME&T Preparation
In general, recent graduates were quite pleased with the value of the education they had received. Many
graduates (especially research university and liberal arts college graduates) agreed that one of the best
qualities of a SME&T education is that "it teaches you to think in a certain way." The following comments
were in response to a question asking graduates whether they would recommend SME&T study to an
incoming student:

Christina, regarding a research university: "As far as the technical area [goes], I'd definitely doit because I think your job prospects are almost unlimited when you have a technical degree,compared to some other nontechnical degrees."
Nicole, regarding a research university: "I also know employers, I think, look at you with more
respect if you have that background, because they know it§ not an easy program, and they alsoknow, whether or not you realize it, [that] you have that very logical thought process that you use
every single day ... It§ a very solid background."Keith, regarding a research university: " the whole beauty of the SME&T education is being
able to learn how to logically solve a problem. The logical pursuit of answers."

David, regarding a liberal arts college: "I consider [it] in more of laying a foundation in yourmind how to think logically and attack problems."
Other graduates believed that the SME&T preparation they had received was valuable despite the fact that"what you really need to know you will learn on the job." They believed that it is critical for graduates tobring basic scientific abilities to the job.
Some graduates noted that there was a "ceiling" on the value of an undergraduate SME&T degree, as thesecomments by students with engineering degrees indicate:

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Keith, regarding a research university: "If you want to live in the United States, you cant reallymake a very good living as an engineer because businesses dont respect engineers. It§ more or
less, you get out as an engineer and then youll make youll get raises up to about the $50,000-ayear level and youll stay there."

Christina, regarding a research university: "When you look at the starting salary for engineerscompared to other folks... it§ wonderful, but within a couple of years, there really is not that muchgrowth."Another graduate agreed that technical careers do flatten out and felt that if he wanted to advance, he would
have to develop his business skills.

Skills and Attributes Needed by Employers
Recent graduates thought that the following skills were most desired by employers: technical competence ina subject area, writing and communication skills, flexibility (e.g., a willingness to turn to management andother areas for advancement), and business skills. Like employers themselves, graduates repeatedlycommented that employers were looking for well-rounded individuals who would fit well into their work
climate. Liberal arts graduates felt particularly well prepared in terms of breadth and were satisfied with
their choice of undergraduate institution. Graduates of research universities generally did not feel asbroadly prepared and faulted their SME&T programs for not giving them much flexibility in selecting
courses and for not requiring language arts courses.

One research university graduate disagreed that SME&T preparation should focus on breadth, such ascourses in teamwork or communications skills, versus depth in SME&T preparation:
Nicole, regarding a research university: "Employers, I think, need to be careful. You can teachsomeone in a seminar better speaking skills. You cant send someone to a weeklong seminar inphysics. You [the student] are paying a lot of money. We have a great amount of expertise; [Iwould rather they] teach me the engineering skills. Also, just on a personality level, if someone isextremely introverted, you can send them to three different classes but guess what? they are notgoing to be an inspirational speaker. So, it is good to round yourself out, but I think there are otherways you can do it, rather than spending your tuition dollars in your very short time here indeveloping those skills."
Most recent graduates agreed that, although it might be good to have a broad/general undergraduate degree,
it is better to be prepared in some sort of SME&T specialty, if possible. The liberal arts graduates knew
they were at a distinct disadvantage due to the limitations of their course offerings.

Diversity Issues in the Workplace
All recent graduates agreed that women and minorities need more role models in science and that there are
far too many obstacles in the way of underrepresented students who want to succeed in SME&T. One

young woman§ experience demonstrates the persistence of gender bias and the lack of role models in
SME&T fields:

Nicole, regarding a research university: "I was in a facilities and services department, comprised
predominantly of engineers. The only female role model we had, did very well for herself, she was
the director of HR. What I have also seen are some women who are doing very well. Their

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careers are undermined, because their competition is thinking, She got the job because she isfemale, not because she had the same skill set and just beat me out, or she had the same skill set
and they were looking at numbers, so she inched me out."
She went on to say:[When] `4you graduate as a female with an engineering degree, entry-level opportunities are there.
... When you get into the working world, senior management is making decisions on your career,
and they are older, they dont have exposure to female engineers, and it is a very difficult concept
for them ... it is a culture change for them ... "Other recent graduates related stories of female SME&T graduates not getting certain jobs or promotions
that they deserved. Males, who generally agreed that women had a tougher time of it at work, reported
many of these anecdotes. Some of the graduates worked for government subcontractors who were forced toconsider diversity in hiring to meet certain quotas. Often, this resulted in overworking the limited numberof female employees, who commonly were assigned to multiple projects.

Some underrepresented graduates said that they benefited from both formal and informal mentoring
programs sponsored by their employers. Female graduates felt that having a mentor was important for a
successful professional life.

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Summary of Parent Focus Groups
Composition of Groups
Thirteen parents participated in the focus groups. The parents tended to focus on aspects of college lifethat were important to them as parents (e.g., safety, living arrangements, and peer support for academic
success). For example, when asked to make recommendations about how to improve the quality of the
program at her daughter§ institution, one parent said:

Michael, whose daughter attended a comprehensive college: "I cannot really tell them how to
improve, because I am satisfied and I am not in a position, really, because I was too much removed
from her experience here to really honestly answer that question except more parking, parking,parking!"

Parents were also less informed than other focus group participants regarding the quality of SME&T
education. Thus, the number of parent groups was reduced from the planned number, and the number ofother groups increased to maximize the cost-effectiveness of the study.

Quality of SME&T Preparation
With just a few exceptions, most parents were very pleased with the quality of the general preparation theirsons and daughters received at the undergraduate level. However, they had little to say about SME&T
preparation specifically. Their impressions of quality were based primarily on the reputation of theinstitution as a whole. Parents could offer very little feedback with respect to whether an institution§technology was up-to-date. When asked about quality, parents had this to say:

Dawn and James, regarding a research university: "So far, I think [the quality of education] isgood. We have had other relatives who've gone here before, so, based on that wele seeing qualitythat has lasted over 20 years. My brother went here, and he now a physician and he doing quite
well."
Carlette, regarding a research university: [Name of school] "Engineering has an excellent record,good reputations of different professors. At my daughter§ graduation speech (she wassalutatorian), a couple of faculty came up to her and said That§ a top program over there at[Name of school]."

Laura, regarding a research university: "People will ask where my son went to school, and I will
say he goes to [name of school], the cash signs go into their eyes. I keep telling my son that if you
walk out of the [name of school] campus with a degree in engineering, you are going to be making
such and such. The outside world is telling them, if you get a degree from [name of school], you
are going to make mega bucks!

Transitions
Unlike other groups, parents tended to discuss "transitions" in terms of the move from high school to higher
education, rather than the move from higher education to employment. In the former case, they expressed a
general concern (not focused on SME&T) that colleges should do more to facilitate the transition from high

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school to college (e.g., special summer programs to teach "survival skills" to underrepresented entering
freshmen).

Nancy, regarding a comprehensive college: [With respect to transition from high school tocollege] "It is a form of orientation, but it is more of a career orientation ... It helps you decide
where you are going and what you are doing and why you are doing it. Everyone is required totake it."Parents in both groups strongly supported work experience opportunities because they believed that
SME&T education should be linked to the application of knowledge (this was their one criticism of
SME&T preparation). They also felt that work experience increased their students' chances of finding a
job and being successful in the work environment.

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250

3.

Because a college education now confers a major advantage in lifetime earnings, there aresome public officials who think that public subsidies of higher education should not grow.

4.

However, there is growing pressure on family budgets as a consequence of rising levels oftuition (in response to the rising costs of higher education).

5.

Institutional differences in resource expenditures per undergraduate student have grownconsiderably in recent years.
Public higher education competes for funds with public K-12 education and other demands forstate resources. The increased expenditure of state-level resources on K-12 education during
the 1980s has tightly constrained most states' capacity to fund transitional resource needs inhigher education to accelerate their adaptation of new practices and educational technology.
7. Federal funding for science and engineering education, research, and facilities are concentrated
6.

in the hands of a relatively small number of institutions, while the distributions of SME&T
majors and other students taking SME&T courses are widely spread over a large number of
institutions differentiated by size and type.
8.

9.

The type and size of SME&T classes appear to be influenced by type of institution anddiscipline, suggesting that there is a need for a variety of approaches to improved
undergraduate instruction.
There are a variety of faculty practices that would assist students in mastering basic concepts
and materials. However, the extent of their use is often far from universal, indicating that
more needs to be done to encourage faculty to adopt or adapt improved teaching practices.

10. A number of large employers have voiced dissatisfaction, in recent years, about the lack of
broad skills evidenced by many recent college graduates in certain key areas. Improvements incurriculum and pedagogy would help to develop many of these skills.

11. The rising tide of educational and learning technologies threatens legions of faculty andstudents who are not familiar with much of it.

II. A Look at Some Basic Data and Information
A. Education Concerns

1. Student Achievement - International Perspective Some of the latest data on comparative
achievement in mathematics and science in the U.S. (including the state level) and foreign nations

can be found in The Learning Curve; What We are Discovering About U.S. Science andMathematics Education (NSF 96-53, January, 1996). This report shows, for example, that thePlains states of Iowa, North Dakota, and Minnesota had mathematics achievement scores foreighth grade students, on the National Assessment of Educational Progress in 1992, on par with the

13-year olds in the highest scoring other nations (Taiwan, Korea, The Soviet Union, andSwitzerland). (See page 9.) However, the U.S. as a whole ranked substantially below these four
nations and nine others on this test of proficiency.

2. Teacher Preparation in Mathematics and Science Secondary teachers active in teachingmathematics and science are under-prepared in these disciplines. Consider the education
credentials in academic year 1990-91 of those public secondary school teachers whose mainteaching assignment was mathematics or science. Only 52 percent of those teaching biology, 35

percent teaching chemistry, 26 percent of those teaching physics, and 23 percent teachingmathematics had earned a baccalaureate (or higher) in the corresponding science discipline.
Minors in the same discipline were earned by another 13 percent teaching biology, 25 percent
teaching chemistry, 15 percent teaching physics, and 7 percent teaching mathematics. [Source:
1990-91 Schools and Staffing Survey, as reported in U.S. Department of Education, National

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Section V:

Background Data and Information Influencing the Conclusions
and Recommendations of Shaping the Futureby Staff of the Division of Undergraduate Education

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2O

Section V:

Background Data and Information Influencing the Conclusions
and Recommendations of Shaping the Futureby Staff of the Division of Undergraduate Education
Numerous changes of some significance have occurred, since 1980, in the fabric of influences
affecting higher education. The cumulative impact of these changes has important implications forundergraduate education. Attention has been focused on entering students, mission priorities,
faculty practices, technology, and needed skills.

I. Overview of Developments
A number of key concerns and promising developments were identified in the first volume of thisreport, Shaping the Future: New Expectations for Undergraduate Education in Science,
Mathematics, Engineering, and Technology (NSF 96-139), influencing its recommendations. In
this overview, these are summarized briefly. In the following section, each of the points listed
under A and B are discussed and some of the data and information are provided in summary form
(often in charts and graphs).
A. Education Concerns
1.

Over the past 20 years, evidence has mounted that public, K-12, mathematics and scienceeducation in the U.S. is far from the best in the world. (In particular, see the next three items.)
Too many K-12 teachers are inadequately prepared in mathematics and science to properly
teach these subjects.
3. Measured educational progress of gh grade and 12th grade students indicates a decline over the2.

high school years in the fraction who can perform at least at basic levels of proficiency inmathematics and science. It also indicates that only a small fraction of 12 grade students are
fully prepared to undertake college level studies in mathematics and science.
4.

Measured educational progress, in mathematics and science, by underrepresented minority
students in the 8th and 12th grades is often significantly below average.

5.

6.
7.

Nevertheless, there has been a steadily rising percentage of high school graduates entering
undergraduate programs; more than 60 percent of high school graduates were entering college
in the early 1990s.
The situation described above has fueled a growing awareness of the importance and enormityof the task of recruiting and educating future K-12 teachers in mathematics and the sciences.

Focus groups have indicated that the majority of undergraduates in the early to mid 1990s
were often dissatisfied with their experiences in lower division courses in the sciences,mathematics, engineering, and technology (SME&T).

8.

Following the peak reached in 1986, a declining percentage (and number) of students were
earning bachelor§ degrees in many disciplines in the natural sciences, engineering, andtechnology.

The evidence also supports the claim that improvements have been achieved in our educational
system. The following kinds of improvement were examined during the review of undergraduate
education that preceded the drafting of Volume I °Shaping the Future.

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Improvements at the K-12 Level
1. On average, more course work in grades 9-12 is now taking place in subjects that constituteimportant building blocks for college studies, including mathematics and science. Advanced
placement courses have become increasingly widespread. These data were reviewed in Volume
I of Shaping the Future.
2. Average student achievement levels in mathematics and science in the`14 8th, and 12th grade
have been improving since the late 1970s, particularly among African American and Hispanic
students.
3. A number of standards have been developed for mathematics and science learning during theK-12 years, including those of the National Council for Teachers of Mathematics, the National
Research Council, the National Science Teachers Association, and the American Association
for the Advancement of Science. These help to focus attention on needed minimum levels ofachievement and help guide educators in incorporating new course materials and laboratory
approaches to meet those standards.
4. A growing number of states have instituted higher standards for high school graduation.
5.

Within the U.S., some states were achieving high levels of performance on the National

Assessment of Educational Progress in 1992 [on par with the best foreign nations]. This fact
informs us that there are high achieving school systems to examine, replicate, or improve upon
for implementation in other settings.
6. The inflation adjusted pay of teachers and faculty has been improving since 1980, thereby
aiding the effort to attract good students to teaching careers.
7. Attention to needed improvements in the preparation of K-12 teachers of mathematics andscience has grown considerably in the 1990s.
Improvements at the Undergraduate Level
1. A large portfolio of highly promising educational practices and materials has been developedfor undergraduate education over the past decade. These practices and materials werediscussed in a generic way in Volume I ofShaping the Future. Some of these approaches arenow starting to spread into wider use.
2. Faculty and college and university administrators have become ever more aware that there area variety of pedagogical practices that can yield improved student learning.
3.

Federal agencies have increased their support of innovative activities aimed at improving
undergraduate education in SME&T disciplines. They often play the role of "venture
capitalists," financing new national models of learning that are too expensive for individual

schools, school districts, colleges, and universities to develop.
4. Systemic efforts to improve K-12 school systems are helping us to understand the challenges
and potential in adapting comprehensive approaches to reforming education in institutions ofhigher education. NSF is starting to assist model institutions to develop comprehensive
improvements.
5. Educational technology promises to provide attractive learning dividends when it is developed
and applied correctly.

B. Important Changes in the Social, Economic, Political, and Technical Environment
1. There are pressures on colleges and universities to reconsider their mission priorities following
the declining military imperative for scientific research and the rising tide of criticism about thecost and quality of undergraduate education.
2.

The status accorded to teaching and student advising by faculty at many colleges anduniversities is increasingly perceived as being low.

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Center for Education Statistics, The Condition of Education 1995, NCES 95-273, pages 419422.]

In 1993, 72 percent of the science teachers had science baccalaureates (or higher) as measured by
the less strict credential of countingany field of science, including science education. Similarly, 63
percent of the mathematics teachers had baccalaureates (or higher) as measured by the standard ofmathematics or mathematics education. [Source: I.R. Weiss, M.C.Matti, and P.S. Smith, Reportof the 1993 National Survey of Science and Mathematics Education, Chapel Hill, NC: Horizon
Research, Inc.] For elementary teachers with teaching assignments in science and mathematics,
typical preparation is still overwhelmingly in pedagogy rather than subject fields. (The importanceof this fact is discussed in number 5 below.) There has been modest improvement in teacher
credentials during the past 10 years.

3. Educational Progress in High School This progress has continued over the past decade, butevidence suggests that substantial additional progress is vital. One source of evidence for basicachievement in mathematics and science of 13-year olds (typically' grade students) and 17-year
olds (typically 12th grade students) is the test known as the National Assessment of Educational
Progress (NAEP). The "anchor point" of basic proficiency for 13-year olds is a NAEP score of
250. Proficiency at this level in mathematics means that students have an initial understanding of
the four basic operations. They are able to add and subtract whole numbers in one-step word
problems and money situations. They can find the multiplication product of a 2- and 1-digit
number. They can also compare information from graphs and charts. [See: US Department of
Education, National Center for Education Statistics, National Assessment of Educational
Progress, Trends in Academic Progress: Achievement of U.S. Students in Science, 1969 to1992;
Mathematics, 1973 to 1992; Reading 1971 to 1992; Writing, 1984 to 1994.] However, fully
successful 13-year old achievement in mathematics would be reflected in a score of 300 or higher,
the anchor point level of basic proficiency for 17-year olds.

At the 300 level, students can compute with decimals, fractions, and percents. They can identify
geometric figures, measure angles, calculate areas of rectangles, interpret simple inequalities, andsolve simple linear equations. However, students taking mathematics each year have been exposed
to most of this knowledge by the grade, and full mathematics proficiency for 17-year olds
planning on earning baccalaureates and studying mathematics (and other quantitative subjects) for
another year in college would be demonstrated by a NAEP score of 350 or higher. At this level,
students can solve a variety of two-step problems using variables, identify equivalent algebraic
expressions, and solve linear equations and inequalities. They are developing an understanding offunctions and coordinate systems.

The achievement data in the table below indicates several trends. The good trend is that in allcases, the fraction of students demonstrating achievement at the 250, 300, or 350 level has been
rising. The negative trend is a little more difficult to see. In both mathematics and science, thefraction of 17-year olds scoring 300 or higher (or 350 or higher) is less than the fraction of 13-year
olds scoring 250 or higher (or 300 or higher) in the same discipline four years earlier. In this senseof maintaining measured progress, students appear to be losing ground during the high school
years. The amount of ground lost appears to be greater in mathematics, where there is moreground to lose because the fractions of 13-year olds scoring 250 or higher is greater than the
counterpart fraction in science.

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264

Fractions of a National Sample of Students Scoring Above Key Anchor Points in
Mathematics and Science on the National Assessment of Educational Progress [NAEP]
Percent in 1990
Percent in 1992
Percent in 1986
13-year Olds
250 or higher in math300 or higher in math
250 or higher in science
300 or higher in science

73%
15%
53%
9%

75%
17%
57%
11%

78%

17-year Olds
300 or higher in math350 or higher in math300 or higher in science
350 or higher in science

Percent in 1986

Percent in 1990

Percent in 1992

52%
6%
41%
8%

56%
7%

59%
7%
47%
10%

43%
9%

19%
61%
12%

A key observation is that only small percentages of 1' grade students score 350 or higher (7percent in mathematics and 10 percent in science in 1992). Yet more than one-half of thesestudents will shortly enter college.

4. Minority Achievement Although minority achievement has improved for years, it has far to go.
Using the anchor points for basic achievement on the NAEP test in 1992, 85 percent of eighth
grade white (non Hispanic) students scored 250 or higher in mathematics, compared to 63 percent
of Hispanic and 51 percent of African American students. [US Dept. of Education, National
Center for Education Statistics, The Condition of Education 1995, NCES 95-273, pages 216218.]

At the 12th grade level, 66 percent of twelfth grade white students scored 300 or higher inmathematics, compared to 39 percent of Hispanic and 30 percent of African American students. In
comparing basic achievement in mathematics in the t grade and 12th grade, we see not only the
decline in the percentage of students in each demographic category able to achieve minimum basic
proficiency for their age level, but also a growingrelative gap on the basis of race and ethnicity.
The fraction who demonstrated at least basic proficiency in mathematics declined from thAto
the 12th grade by 22 percent for white (non Hispanic) students, 38 percent for Hispanic students,
and 41 percent for African American students. The pattern of NAEP scores in science is similar.

5. Rising Rate of College Attendance The percentage of students continuing their schooling after

high school has risen steadily. Undergraduate enrollments rose throughout the 1980s, andcontinued to rise in the 1990s through 1992, along with the annual expenses paid by students toattend college, indicating a strong growth in demand for college education after 1980. One
important indicator of this rising demand is the growing percentage of high school graduatesentering four-year institutions without interruption (e.g., June graduates entering college in Augustor September). The percentage of female high school graduates attending four-year institutions
within a few months of graduation rose from 33 percent in the early 1980s to 41 percent in early
1990s. Similarly, the percentage of male graduates rose from 31 percent in the first half of the
1980s to 38 percent in the second half of the 1980s, fluctuating slightly after 1990 in the 35 to 38
percent range. Including matriculation in two-year colleges, nearly 67 percent of female highschool graduates and nearly 60 percent of male high school graduates entered post secondary
education within a few months of graduation in 1992. Another 10 to 15 percent will enter college a265

few years after graduating from high school, or after leaving high school and earning their generalequivalency diploma. College attendance has become a nearly universal rite of passage into theworkforce in the 1990s.

Another perspective is provided by the rise in percentage of U.S. residents of college age enrolled
in school in October of selected years. As the following chart indicates, at each age in the spanfrom 17 to 24 years old, this fraction has risen since 1980. This fact has had a large impact onundergraduate enrollments, which have continued to rise through 1992 despite a drop in thenumber of high school graduates after 1988.

Percentage Enrolled in School* in OctoberAges 17 to 24 In Indicated Years
100%

0 1980 0 1985 0 1990 0 1993
80%

60%

40%

20%

0%
17

18

19

2

22

2

23

24

Age --->"School" means Secondary schools and 2 and 4 year colleges, but not vocational institutes.

Source: US Department of Commerce, Bureau of the Census, October Current Population Surveys
6. Importance of Recruiting and Preparing K-12 Math & Science Teachers Starting at least withA Nation at Risk (National Commission on Excellence in Education, 1983), educators and policy
makers began to give teacher preparation high priority, particularly after the decline in the qualityof K-12 schools was linked to declining economic productivity irrime for Results (National
Governors' Association, 1986), and we collectively began to realize that school reform would not
succeed without programs to improve the quality of teacher education. [See, for exampleThe
Preparation of Teachers: An Unstudied Problem in Education (Sarason, Davidson, and Blatt,1986).]The evidence of need for improvement has grown considerably, and the total body of evidence now
indicates that it would be hard to overstate the size of this problem. In his studyreachers for our
Nations Schools (1990), Goodlad measured the magnitude of the problem of achieving meaningful
an approach that is now
reform and explained the need and value ofsystemic approaches
embodied in NSF State, Urban, and Rural Systemic Initiatives for K-12 education,
Comprehensive Partnerships for Mathematics and Science Achievement, and th ollaboratives for
Excellence in Teacher Preparation Program.

Researchers and educators believe the most effective teachers are those who (1) are lifelong
learners who regularly update their subject and pedagogical knowledge; (2) are willing to learn

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from others, including students; (3) have a vision of how they want to change, spend time reflecting
on their own teaching strategies, and devise strategies that are effective in addressing the diverse
learning styles that their students exhibit (which they comprehend through skillful observation of
students learning processes).

Increasingly, we want that knowledge to include a knowledge ofand a comfort withmathematics and science. Even though, as a nation, we are making progress, elementary teacher
candidates can still receive a bachelor§ degree without ever learning content approaching the depthof understanding expected of mathematics and science majors. Instead, subject matter knowledge
is transmitted through mathematics and science courses tailored to education majors. Some states
do not require elementary majors to have taken any mathematics or science content courses.
What does the evidence indicate about the value of subject matter training in mathematics andscience? Evidence from the National Education Longitudinal Study of 1988 (NELS:88), a national
study of 24,599 students in the eighth grade and their teachers, indicates that students of thoseteachers who majored or minored in science and mathematics performed significantly better onachievement tests. The following summary deals with direct effects only, leaving out indirect
effects and associative effects (such as giving the best teachers the best students). The results are
reproduced below in Panel A (mathematics teachers) and Panel B (science teachers).
Student achievement scores rise for each descending step in each column:

A. Mathematics

Teachers Mathematics PreparationandNo courses in math (low frequency)
Math at calculus level or lower; no math education
Math at calculus level or lower and math education
Math above calculus level; no math education
Math above calculus level and math education

Teachers Math GPA'
2.5 or lower
2.5+ to 3.0

Above 3.0

B. Science

Teachers Science Preparation

andTeachers Science GPA
2.5 or lower
2.5+ to 3.0

No science courses, orsci. ed. only (low frequency)
Science andsci. ed. courses ( <41 credits)
Science courses only (< 41 credits)
Science andsci. ed. courses (> 40 credits)
Science courses only (> 40 credits)

Above 3.0

A brief summary of the impact of teacher preparation in subject area and pedagogy on student testscores indicates that:
There is no pattern based on teachers'highest academic degrees.
Mathematics scores are higher if teachers majored in mathematics.
Science scores are higher if teachers majored oiminored in science, and somewhat higher yet if
teachers majored in science as graduate students.
Training in pedagogy helped only if the teacher had training in subject area too.

283

BEST COPY AVM LA LE

267

7. Student Dissatisfaction with Lower Division SME&T Courses Seymour and Hewitt large
study, Talking About Leaving (1994), produced findings that are very critical of faculty teachingpractices. They conducted a large ethnographic study over a three-year period (1990-93) with 335
students, majoring in the natural sciences and engineering (NS&E), drawn from seven campusesthat were among the most productive contributors to the nation§ flow of new baccalaureates inthese fields. Most data were gathered by personal interview. Some data were obtained in focus
groups of three to five students. An additional 125 students took part in focus group discussions
on six other campuses. One-half of the students were in the biological sciences, physical sciences,and mathematics. The other half were in engineering. All of the students had SAT mathematics
scores above 649 and, thus, were prepared to undertake NS&E studies in college. The student
sample was designed to include slightly more students leaving (55 percent, all juniors or seniors)
than remaining in NS&E majors (45 percent, all of whom were seniors). Underrepresented groups
were over sampled.

Generally poor teaching by the science and engineering faculty was by far the most common
complaint of able students. Nine out of ten one-time NS&E majors who switched to a non-NS&E
major, and three out of 4 who persevered, described the quality of teaching as poor overall. The
next most frequent complaint of non-switchers was inadequate advising by the faculty, mentioned
by more than one-half of these successful majors.

Students were very clear about what was wrong with the teaching they had experienced. Theystrongly believed that faculty do not like to teach (especially lower division courses), that faculty
do not value teaching as a professional activity, and that they lack incentive to improve. In their
explanations for the poor teaching they had experienced, students constantly referenced faculty
preoccupation with research as the overt reason for the failure of faculty to pay serious attention to
the teaching of undergraduates and for specific inadequacies in attitude or technique. (Student

perceptions of faculty research activities changed considerably, however, when students wereallowed to observe or participate in that research. The few students who had this experience werepleased with the pleasant and open way in which faculty treated undergraduates in a research
relationship, compared with their apparent indifference to them in a teaching context.)

The perceived dislike displayed by the NS&E faculty for pedagogical contact with students cannot

be simply explained by a greater interest in research, or by the bias of departmental rewards
systems, according to Seymour and Hewitt. Students offered many examples of non-NS&E
faculty who evidently enjoyed teaching, saw it as an integral part of their work, and took thetrouble to do it well. Important elements in what students saw as good teaching were openness,
respect for students, the encouragement of discussion, and the sense of discovering things together.

Student comparisons of NS&E teaching styles with those in other classes are permeated withstrong contrasts including:coldness versus warmth,
elitism versus democracy,
aloofness versus openness, andrejection versus support.

The distancing of the NS&E faculty from students was sometimes increased by sarcasm andridicule, which created an atmosphere of intimidation and had the effect of discouraging voluntary
student participation in classroom discussions.

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268

The focus of student criticisms were the following:

There was a lack of student-teacher dialogue, which was also thought to reflect faculty
indifference. Classes like this were one-way lectures and contrasted poorly to the high school
experiences of many students, where there was considerable dialogue.
Faculty were evidently poorly prepared for lectures, indicating to students that faculty weredisinterested in student learning. Students were particularly frustrated by faculty who seemedunable to explain their ideas sequentially or coherently.

Students also wanted (but typically did not find) many illustrations, applications, anddiscussions of implications. Nevertheless, students did not believe there was anything
intrinsically dull about any NS&E class material, even though student interest in many classes
began to flag when faculty failed to present material in a stimulating way. Many students
made reference to the "monotone" voices and dry recitations of their instructors'lecturing.
Class tedium grew in instances where faculty were "over-focused" on getting students tomemorize material.

Turning briefly to the findings derived from focus groups of students convened for this study,
covering a broader cross section of undergraduates than those participating inTalking About
Leaving, it is noteworthy that the students' opinions about introductory courses are similar.
(These findings are reviewed in substantially greater detail in Section IV of Volume II, pages 243
to 270.) In the focus groups for this study, students identified introductory SME&T courses as amajor barrier. Many students majoring in other fields who were interested in improving theircompetence in SME&T fields were discouraged (or screened out) from pursuing further studies.
SME&T majors found their introductory courses very challenging and often described them as"weed-out" courses.

All types of students objected to the large lecture format often used in these courses. Students
from two-year colleges, Historically Black colleges, and comprehensive masters institutions were
not as negative about these courses as those from research and doctoral universities, which havethe largest classes. Even the recent graduates had no difficulty recalling the generally unpleasantexperiences they had in introductory courses. In particular, students singled-out the practice insome large lecture classes of using television monitors in separate rooms to serve students who
could not fit into the lecture hall as being very discouraging. The perception of many students wasthat the faculty did not want to teach these courses. In addition, a significant number of students
objected to the competitive atmosphere in introductory SME&T courses, calling it a barrier tolearning. Students also found considerable fault with introductory lab courses and sections. Somefound them to be mechanical exercises that were seemingly unconnected to concepts of science.
Lack of faculty or teaching assistant expertise on site in the labs was cited as another weakness.

8. Declining Baccalaureate Degrees in SME&T Disciplines Starting pay for graduates inengineering, the computer sciences, the mathematical sciences, economics, and the physical andenvironmental sciences has remained higher than in the social and behavioral sciences, thebiological sciences, and most other non-SME&T fields. (The exceptions are accounting, finance,
and a few other fields.) Yet, students have tended increasingly to major and earn bachelor§degrees in these lower-paying fields. The higher-paying SME&T fields jointly accounted for 19
percent of all bachelors in 1985, but bachelor§ degrees awarded in this group fell by nearly 20
percent during 1985-1993, while total bachelor§ awarded in all fields rose by almost 20 percent(reducing the proportion of bachelor§ in the high-paying fields to 13 percent during 1993 - 95).

85
269

In the more frequently used subtotal of NS&E, degree awards have declined from 215,000 in 1986

(21 percent of total bacheloit) to 175,000 in 1991 (15 percent of total bacheloit), recovering
thereafter to 201,000 in 1995 (16.5 percent of total bacheloit) due to growing interest in the life
sciences. Changing student interest in the life sciences accounted for only about 5 percent of thedecline in NS&E bachelor awards during 1986-91, but more than 90 percent of the rise in theseawards during 1991-95. Associate of Arts degrees in these same disciplines exhibited the same
pattern to a more limited extent. These trends are shown in the following charts.
Bachelors Degrees Awarded in Science, Engineering, & Technology Fields
Number of Bachelors
100

Only the life sciences have gained considerably
75

0
50

cn

25

0

85

86

87

88

89

90

e Physical & Geo Sci

93

94

95

* Computer Sci

c.' Life Sci

Ef Engineering

92

91* Technology*

Mathematics* Technology includes science, health, and engineering technology
Percent of All Bachelors
8%

6%

4%

2%

0%

I

85

I

I

I

I

I

I

I

I

I

I

86

87

88

89

90

91

92

93

94

95

Source: U.S. Department of Education, National Center for Education Statistics, IPEDS (Integrated Postsecondary
Education Data System) and HEGIS (Higher Education General Information Surveys) surveys of U.Spostsecondary
institutions.

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270

One concern that derives from these trends is that there may be similar declines at other levels oflearning in the SME&T disciplines, such as a reduced number of minors elected in NS&E, or
reduced percentages of students taking introductory courses in these fields. Unfortunately, nationaltime series data to track these concerns are not available.

There are a variety of hypotheses for the decline in "popularity" of SME&T majors. One is thepoor preparation of many high school graduates to succeed in NS&E courses. Although this is stilla sizable problem, it is important to observe that, by all national quantitative measures, it has
diminished during 1985-95.
Associate of Arts Degrees Awarded in SME&T Fields
Number of Associate Degrees
100
80

Increase due to 75% increasein.tuaalth-technologies.1.990-95.
20
0

85

86

87

88

89

90

91

92

93

94

95

93

94

95

Percent of Total Associate Degrees
20%

15%

10%

5%

0%

85

86

87

88

89

90

91

92

Source: U.S. Department of Education, National Center for Education Statistics, IPEDS (Integrated
Postsecondary Education Data System) and HEGIS (Higher Education General Information Surveys)
surveys of U.S. postsecondary institutions.

It is possible that the growing number of older and part-time students include many whosemathematics skills and basic science preparation have become rusty from disuse, precluding the
choice of an NS&E major. For example, data from the High School and Beyond panel surveys
indicate that, from the perspective of 1993, nearly all of the baccalaureates in NS&E earned by
students who were high school sophomores or seniors in 1980 were earned within six years by
students who persisted with, at most, relatively short periods of absence from their studies.
B. Important Changes in the Social, Political, and Technical Environment for Higher Education

1. Pressures on Public Institutions to Reexamine Their Priorities. The Pew Higher Education
Roundtable ("To Dance with Change,"Policy Perspectives, Vol. 5, No. 3, Section A, April, 1994)

87271

found that:
There is less inclination to trust government to establish public services or define publicpriorities. It is part and parcel of the general inclination to resist new taxes from theconviction that individual consumers make better and more appropriate choices than any

government can (page 5A); ... There is real anger at higher education ... from thegovernors, legislators, regulators, heads ofmakers and shapers of public policy
public agencies, and surprisingly, an increasing number from the world of private
philanthropy. ... Many ... believe that colleges and universities have become too isolated
from the economic pressures that are forcing most other American enterprises to rethink
purpose and mission ... (page 6A).

The Pew Roundtable traces this anger to two concerns, both of which are central to this Review.
The first is the growing unease in recognizing that higher education has far to go before it fulfills
the promises that have often been the implicit basis of its funding, namely the creation of a skilled
citizenry, buttressed by the improved access of underrepresented minorities, leading the way toeconomic development for states and regions. The Roundtable claims that there is a growing sensethat too many institutions frequently confer academic degrees on students who have notdemonstrated sufficient skills to be effective workers or informed citizens. The best graduates areoften seen as "exhibiting a self-centered aggressiveness rendering them incapable of working withothers." [Page 6A] This situation is seen as the consequence of excessive academic competition
for the best students and competition within classes.
2. Status of Faculty Teaching and Advising. The Pew Roundtable (in the same 1994 publication)
also reported a public perception that academic institutions 'have become havens for a privilegedclass." [Page 6A] Some states are actively pursuing (and others are considering) legislatively
mandated requirements to increase faculty teaching. Statements, from state officials, that the
principal job of the faculty is to teach students are increasingly common in the news media. Now,
let us examine the faculty perspective.

Data on faculty teaching and research activities, taken from the 1993 National Survey ofPostsecondary Faculty (NSOPF-93; US Department of Education, National Center for Education
Statistics), indicate that most faculty must teach. Nearly 80 percent of these taught primarily

undergraduates in 1992, with another 6 percent teaching both undergraduates and graduate
students. Even in Research Universities, 50 percent of the teaching faculty taught primarily
undergraduates, with another 16 percent teaching at both the undergraduate and graduate level.
Primary Teaching Level of Sci & Engineering Faculty
All Institutions(79.3%) Undergrad(14.1%) Grad

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272

Not surprisingly, the fraction of faculty teaching primarily undergraduates rises as the researchintensity of the institution drops. [See the following two charts.] A less obvious fact is that sizable
proportions of the faculty who teach primarily undergraduates are also engaged in research. Morethan 50 percent of the Amdergraduate" faculty in Research universities (and nearly 30 percent of
the undergraduate faculty in Doctoral universities) are principal or co-principal investigators or
included on externally funded research projects. These data suggest that student perceptions thatfaculty attention may often be focused on their research may be on target, but they also indicate thehigh potential for allowing students to observe or participate in faculty research.

S&E Faculty Teaching: Primary Level of Students
by Type of Institution
100%
80%
60%

40%
20%
1

0%

Research

Doctoral

Masters

Bachelors

Public 2-Yr

0 Undergrad 0 Graduate 0 Both

Percentage of S&E Faculty Teaching Primarily Undergrads
by Type of Institution & Extent of Involvement in Research
100%

80%

117117

60%

40%

20%

0%

......a.ummalitli1Research

Doctoral

Masters

0 Funded as PI or Co-R 0 On Funded Project

Bachelors

Public 2-y

0 Doing Unfunded Res

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273

What were the faculty preferences for altering the distribution of their 1992 work efforts inteaching, student advising, and research? This is, in a sense, the faculty side of Seymour and
Hewitt profile of SME&T education. In every type of four-year institution, much greater
percentages of faculty want to devote less time to teaching (40 to 50 percent) and more time toresearch (again, 40 to 50 percent) than would prefer spending more time engaged in teachingactivities (10 to 15 percent) or less time doing research (8 percent or less). Despite widespreaddissatisfaction of students with the quality of faculty advising, only 20 to 25 percent of theundergraduate faculty said they were somewhat or very dissatisfied with the (little) time available
for student advising. The reasons faculty expressed these preferences are not available. One may
speculate whether the reasons include a dislike for teaching by those who are not very good at it,
ignorance of students' preferences due to inadequate contact between students and faculty, or areward system that frequently favors successful research over successful teaching.
O Less for Res

S&E Faculty: Percent Who Want More or Less Time

0 More for Tchg

for Advising, Teaching, or Research

0 More for Advising

0 Less for Tchg
60%

60%

0 More for Res

40%

40%

20%

4111..

20%

I

0%

Resea chDoctoralrBachelors

Masters0%

Public 2-yr

3. Public Attitudes About Public Subsidies. Among the sources of revenue for undergraduate
education, public (chiefly state-level) sources have collectively been the most important. However,the share of total cost derived from this sector may be in long-term decline. According to the Pew
Higher Education Roundtable (1994), a major force reshaping American higher education is theincreased substitution of market revenues for public funds:

Having heard the message that a college degree translates into the higher earnings thatcome with a good job, the conclusion being drawn is that a college education in fact
contributes more to individual advancement than to the nations social fabric. The
result is that students at public institutions everywhere are being asked to pay for anever greater share of the costs of their higher education (page 4A); ... There are newadherents to the proposition that appropriations for public higher education,

particularly at flagship institutions, amount to a public tax for the benefit of theeconomically advantaged, whose children neither need nor deserve such subsidy for theircollege education. (page 5A)

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274

Turning to data on the sources of employment growth and the effect of education on
unemployment, there is ample evidence that college does confer important advantages on job
holders and seekers. In the early 1980s, the following chart (based on employment data publishedon the Web Page of the Bureau of Labor Statistics (BLS) of the U.S. Department of Labor)
indicates that job losses were occurring disproportionately among those who were not college
graduates (in each of three separate categories). By the early 1990s, employment of workers withless than high school diplomas had shrunk from 21 to 13 percent of the total, and employment of
those with some college and a college degree each rose by 4 percentage points of the total. The
growth in the pool of workers with "some college" and with college degrees was evidently large
enough that job losses in the early 1990s were disproportionately higher among workers withomecollege than among those with less than a high school education. Workers with college degrees
were still experiencing the lowest frequency of job losses.

Distribution of Employment & Job Losses by Level of Education
for the periods 1981-83 and 1991-91

0%

10%

20%

30%

40%

Ftt Employed: 1981-83

IFitt of Jobs Lost: 1981-83

Ftt Employed: 1994-93

Itt of Jobs Lost:

Not HS Grad50%

11991-93

HS GradSome ColCol GradSource: U.S. Department of Labor, Bureau of Labor Statistics data reported in theNew York Times on March 3,

1996, page 27.

4. Rising Per-Student Costs in Higher Education. Undergraduate education is part of the academic

enterprise which spans graduate and professional education, research, and service to thecommunity. Expenditures by this combined academic enterprise have grown rapidly for decades,
funded by revenues from a variety of sources. Even though precise estimates of expenditures bytype of activity (e.g., undergraduate education) are lacking because key resources (e.g., faculty) areshared by multiple activities, we can still infer valuable information from examining expenditures
Because academic institutions are nonprofit organizations, trends in expendituresdata.
approximate trends in resource costs.
The unit costs of undergraduate education have been rising, at least since 1980, although it is hardto measure these costs with precision. An explanation is offered in the following text box. National

02919

275

estimates depend on financial data from the HEGIS and IPEDS surveys conducted by the U.S.
Department of Education, National Center for Education Statistics. (Extensive documentation isavailable at http://www.ws.gov.edu/NCES/...) The following chart indicates that the unit costs ofeducation rose during 1980-85 in each type of institution represented, but that thereafter theyleveled off in public two-year colleges and public Masters I institutions. (This chart does not cover
all types of institutions, but the included types cover the entire range of unit costs.) The high level
formerly known asof expenditure in the highly selective private Research I and Bachelors I
institutions is due in large measure to higher resource levels per student. These
Liberal Arts I
greater resources include substantially larger expenditures on "student services."
How do you measure the unit cost of undergraduate education?Estimates of thetducational and general expenditures" per undergraduate student full-time equivalentrequire some understanding of differences in education costs by level, because these
expenditures are reported for undergraduate, graduate, and professional students combined.
If all post-secondary education students are counted equally and total instructional costs are
divided by the sum of all FTE students, the resulting calculated unit cost would overstate thelevel of expenditure per undergraduate in Research and Doctoral institutions and also theincrease in this unit cost (because graduate and professional enrollments have been risingmore rapidly than undergraduate enrollments). We do not know the exact nationwide"weights" to give graduate and professional students compared to undergraduates. However,specialized studies of individual institutions and programs have shown that graduate or
professional students require at least twice (and often much more) the value of resources
used to instruct undergraduates. In the fourth chart, unit undergraduate costs have been
estimated, counting graduate and professional students as three times as costly to educate as
undergraduates. This ratio was selected because it is representative of cost studies and bringthe unit costs in private research universities into close proximity with unit costs in
Bachelor I institutions (formerly called selective Liberal Arts Institutions).

Current Expenditures Less Internal Scholarship Aid per FTE Student
Exp's in '93 Dollars Net of Pell Grants, Sponsored Research, & Pub Service
16

FTEs Measured in Undergraduate Equivalents:
1 Grad Student Counted as 3 Undergraduates
14

a- Priv Res U's
12

0- Priv Bachs I-A- Pub Res U's
10

Riv Masts I & Doc U's.0- Rib Masters I
8

Rib 2-Yr Cols

6

80

83

86

92

89

292

276

Also note that the rate of increase in unit costs in public Research and private Doctoral and
Masters I universities slowed appreciably after 1986. Also a factor in explaining the higher levelof unit costs in these two groups and in public Research universities ("flagship public institutions')is the much higher average compensation of their faculty. In fact, growing faculty compensation
during the 1980s is the most important cause of growth in resources expenditures per student inacademic institutions during that period. For example, according toGetz & Siegfried (1991, page300), the rapidly rising prices of instructional inputs accounted for about 75 percent of the 2.7
percent per year increase in academic "education and general" expenditures per studentover andabove the general rate of price increase of GNP during the 1980s.

The values in the previous chart should be compared to those in the chart below to illustrate thepoint that the rise in costs per student (unadjusted for the mix of student types) was partly aconsequence of growing proportions of graduate students in research and doctoral institutions. In
particular, the large and growing difference in unit student costs by type of institution is partly a
result of the growing proportions of graduate students.
Current Expenditures Less Internal Scholarship Aid per FTE Student
Exps in '93 Dollars Net of Fell Grants, Sponsored Research & Pub Service
FTEs = Simple Sum of All Students
at All Levels

1412

4- Pub Res Univs
10

Ftiv Masters I & Doc

B- All Bach, Mast & Doc-e- Pub Masters I

8-A- Pub 2-Yr Cols

6

4

80

83

86

89

92

These estimated costs per student, unadjusted for the mix of undergraduate and graduate students,
indicate a widening of unit costs in different types of institutions that took place during the 1980s
and the early 1990s.

5. Impact of Growing Differences in Per-Student Costs. The cessation of growth in externallysponsored support, in combination with reduced or tightening state budgetary support (which is
discussed in the next section) has likely had some impact on lower-division courses in NS&E

within universities with externally supported research faculty and doctoral students.

The

replacement of retiring faculty has not been complete during the 1990s. Faculty retirements areoften being used as a source of academic downsizing, which puts increasing pressure on existing

293

277

These reductions in faculty
larger classes,
resources for instruction have created pressures within undergraduate courses
less variety, more incentive for hiring inexpensive teaching assistants or part-time adjunct faculty.

faculty to raise external grant funds and teach more students.

Average class size rose throughout the 1980s Getz & Siegfried, 1991, page 391).

Thesedevelopments may have reduced the opportunity to try innovative approaches to offering courses
and curricula in these institutions at the same time that it has increased the need for productivity
enhancing improvements.

However, it is also important to realize that these data indicate a wide difference in institutional
capacity to finance faculty release time. Such release time is valuable because it allows older
faculty to engage in teaching enhancement workshops and seminars and to retool their teachingskills by studying the growing body of material and approaches to successful undergraduate
education (and adapting those that best fit their needs). For national programs focused on
improving the quality of undergraduate education, such as those found irNSB Directorate for
Education and Human Resources or in the Department of Education§ Fund for the Improvementof Postsecondary Education (FIPSE), the challenge and need are to ensure that all types of
institutions participate in these programs.

6. Pressures on Sources of Revenues. Public expenditures per pupil in grades K-12 began to rise
shortly after the publication ofA Nation at Risk (National Commission on Excellence in Education
1983). This increase is likely to have resulted from a growing awareness generated by this anda conscious parallelism ofother studies of the need for substantial improvements in quality
action by many groups. The following chart indicates that the cumulative rise during 1983-1993
was large.

Public Education Expenditures Per Student
K-12 and Higher Education [Constant 1994 Dollars]
5500

Higher Ed
5000

4500

4000

3500

3000
1970

c

1980

1975

1985

1990

1995

School Year Ending [1975 = 1974-75]

Source: U.S. Department of Education, National Center for Education Statistics,The Condifon of Education 1994,
NCES 94-149 pp. 148, 149, 325 - 328.

There has been a growing fiscal reliance on state governments to fund public education in grades
K-12 during 1970-1990, as real expenditures per pupil were rising. This has constrained state-

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276

level funds for higher education. States provided 40 percent of public revenues for K-12 in 1970,
47 percent in 1980, and nearly 50 percent in the second half of the 1980s. During this period,
public expenditure per student in the higher education sector did not grow in real dollars, although
it has remained a constant 1 percent of Gross Domestic Product (GDP). (See the following chart.)

Public Education Revenue as a Pct of GDP
K-12 and Higher Education

Higher Ed
0%
1970

1975

1980

1990

1985

1995

School Year Ending [1975 = 1974-75]

Source: U.S. Department of Education, National Center for Education Statistics,The Condition of
Education 1994, NCES 94-149 pp. 148, 149, 325-328.

Undergraduate Enrollment in 4-Year Instns: Fall 1992
Distribution by Type of Instil and Enrollment Status
40%

40%

30%

/

Part-Time30%

Full -Time

20%
20%

Al

10%

10%

0%

Lium Ams

0%
Research Univs

Doctoral Univs

Lge Masters Instns

Small MA & BA Cols

Source: U.S. Department of Education, National Center for Education Statistics,Enrollment in Higher Education:

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279

Fall 1994, NCES 96-440 and detailed data runs using the NSF CASPAR data system. Enrollment data are collected
as part of the IPEDS and HEGIS surveys.

And, as was discussed in Sections 4 and 5 above, graduate student enrollment in Research andDoctoral universities was increasing more rapidly than total undergraduate enrollment during thisperiod, so public funds available for undergraduate students were declining in real dollars.
Public expenditure per undergraduate and graduate student dropped briefly during the 1978-1983
period as the rate of growth in undergraduate enrollments finally dropped after several decades ofhigh levels. As it increased once again, it coincided with (and helped to cause) an increase in the
inflation-adjusted compensation of the faculty, noted above in section 4, which experienced acumulative growth of about 25 percent during 1980-1992.
Undergraduate Enrollments by Region
by Institution Type & by Control

South
Includes MD, DE, DC; TX, OK

IPrivate 2-Year Colleges

Northeast

Public 2-Year :alleges

3 _.

I

2

a

22

3

Small Prow Masters& Bachel ars

Small Pu a masters& Bachel )rs

2
VI

C

III
Large Priv ale Masters.

Large Public Masters
1

Priv ate Reset rch & DoctoralI

Public Research & Doctoral

I

0

0

80

82

84

86

88

90

92

80

82

84

86

88

90

92

West

MidwestExcludes TX, OK

44----------------- ..... ----

Priv ate 2Ye tr Colleges
Public 2-Year Colleges(I)

Small Pry Masterse22& Bachelors

1/)

g

.

ISmall Pb Masters& Bach ors

I

Large Priv ate Masters
1

Large Pub c Masters
IIII

Pnv ate Reset rch & Doctoral
111

Public Research & Doctoral

0

80

82

84

86

88

90

92

I

0

80

296

280

82

84

86

88

90

92

BEST COPY AVAILABLE

7a. Distribution of Undergraduates and SME&T Courses. In this section, we examine the
distribution of undergraduate students and SME&T courses and the headcount of undergraduates
enrolled in those SME&T courses. Undergraduates are found in a large variety of institutions.
Within four-year institutions in 1992, about 37 percent were enrolled in Large Masters Institutions(more than 2,000 undergraduates), compared to 29 percent in Research universities, 18 percent insmall Masters and Bachelors colleges, and 16 percent in Doctoral universities. This distribution
does not include other four-year institutions, such as Religious colleges, Business schools, and Art
institutes, which were excluded from the chart because they do not have science and engineering
degree programs.

Two-year institutions accounted for 46 percent of all undergraduates, counting part-time and fulltime students equally, and the excluded four-year institutions would add about another 5 percent to
the 4-year total. As the set of four regional enrollment charts indicates, community colleges areeven more important as educators of high school graduates in the West and South. Large public
Masters institutions are well-represented in all four regions, but most prominently in the Northeast.
Large private Masters enroll considerably more students in the Northeast than in any other region.

And, in general, all types of private institutions are proportionately most prominent in the
Northeast and least prominent in the West. Finally, public Researchand Doctoral universities
enroll more undergraduates in the Midwest and the South.

[These data were obtained from the NSF CASPAR data system, now available to the generalpublic from a web site supported by the NSF: http://caspar.qrc.com. This system obtains its datafrom the U.S. Department of Education surveys known as HEGIS (or Higher Education General
Information Surveys) and its successor IPEDS (Integrated Postsecondary Education Data System).
Special tabulations were made because the standard tabulations available inEnrollment in Higher
Education: Fall 1994, NCES 96-440 do not use the same institutional categories.]
Compared to two-year institutions, four-year institutions have a larger share of SME&T courses
than total undergraduates. [The information about SME&T courses was derived from datacollected through the 1993 National Survey of Postsecondary Faculty, NSOPF-93; US
Department of Education, National Center for Education Statistics.] (See the charts on thefollowing page.) But within four-year institutions, the distribution of SME&T courses ismoderately less concentrated in Research and Doctoral universities than the distribution ofundergraduate enrollment. Compared to these distributions of SME&T courses by type of
institution, the distribution of students enrolled in SME&T courses is moderately more
within 4-year institution
concentrated in four-year institutions than in two-year colleges, andmore concentrated in Research universities than in Masters and Bachelors institutions.
groupsOverall, about 500,000 SME&T courses were taught for credit and about 17,000,000 students
were enrolled in these courses. (Many students were enrolled in two or more courses.) On
average, the enrollment in SME&T courses averaged 1.3 courses per undergraduate student.

In a number of disciplines at the lower-division level (freshman and sophomore level), morecourses were taught in two-year colleges than in four-year institutions. In descending order, these

disciplines were the mathematical sciences, computer and information sciences, engineering(including engineering technologies), psychology, agriculture, and the biological sciences. In
mathematics, computer science, and psychology, there were also a larger number of enrolled
students in two-year colleges compared to lower-division students in four-year institutions.

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281

In the aggregate, including all disciplines and institutions, there were more than twice as many
lower-division courses as upper-division courses, and almost three times the number of students
Pct Distribution: Students & SME&T Courses
4-Year Vs. 2-Year Institutions
BO%

60%

40%

20%

0%

2-Yr Colleges

4-Yr Institutions

All Students, FT & PT
0 SME&T Courses
0 Student-Hrs in SME&T Courses

Pct Distribution of All Undergrad Students & SME&T Courses
by Type of 4-Year Institution
40%
30%.............. = .... . .......

20%
10%
0%

Lge Masters

Resea chDoctoral

Sm Masters & Bachs

Mathematics is the discipline most oriented

enrolled for credit in the lower-division courses.

towards lower-division courses and students, followed by the physical sciences and the biological

SME&T Course Count: 4-Year and 2-Year Institutions
60

40

0

.c

20

rh-rl

0

Phys'cal Sc'
Engineer ng
Bio Science
Math Sciences
Social Sciences
Psychology
Agriculture
Computer Sci

D 2 -Year Colleges

CD 4-Yr lnstns, Low er Div 1=14-Yr lnstns, Upper Div

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282

sciences. Engineering is the most oriented towards upper-division courses. This pattern ofenrollment indicates the importance and strategic value of ensuring that students in lower-divisioncourses are served with effective course designs and good teaching practices and ensuring that twoyear colleges are included whenever possible in efforts to improve student learning in SME&T.

Estimated Enrollment in SME&T Courses
2000
1500
13
co
cn

1000

ern0

O

500

r 11110

EngineeringPhys'cal Sci
Bio Science
Social Sciences
Computer Sci
Psychology
Agriculture

Math Sciences

04-Yr Instns, Lower Div 04-Yr Instns, Upper Div

02-Year Colleges

Finally, we turn to the distribution of Federal funds for Science and Engineering (S&E) in
academic institutions, a category of Federal support that includes research and development (thelargest category), equipment and facilities for S&E (the second largest), and education and training
in S&E (the smallest). The Federal Government (which includes NSF) is by far the largest externalsponsor of academic S&E.

7b. Distribution of Federal Obligations for Science and Engineering Federal funds are highly
concentrated in a number of ways. First, within each institutional category, research funds arehighly concentrated. Second, funds are also highlyconcentrated across classes of institutions. The
following chart shows the distribution of S&E funds among all 125 Research universities. (TheFederal Obligations for Science & Engineering: FY 1992
Research Universities Ranked in Descending OrderResearch Universities Received
188.5% of Total Awarded to Academe

2500

2000 _______ .... ........ .... ...... ... ..... _.._ ...... _ ...... _________ ................. ....._.._....._.. ....... ...._..... ............................. .
cn

c 15001000

It1117=14

500
0

I

I

1

I

11-20

Mr:11

41-50

21-30

0-10

I

31-40

1

I

61-70
51-60

I

1

II

81-90
71-80

I

II-II

101-110
91-100Institution Ranking (Groups of 10)
Source: 'Fed.' Sci & Eng Support to Universities, Colleges, & Nonprofit Instns: FY 92 (NSF)

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283

distribution in other classes of institutions was similar.) Research universities received 88.5
percent of total Federal obligations for science and engineering in FY 1992 and are clearly in aclass of their own. In contrast, all 111 Doctoral universities received only 6.2 percent of total
Federal S&E obligations. The top 10 Doctoral universities received slightly less than the ten
Research universities ranked 91-100. Other categories receiving significant funds include the top
200 Masters I institutions (with 4.2 percent of the total), the top 100 Bachelors colleges (with 0.7

percent of the total), and the top 50 two-year colleges (with 0.2 percent). Funding is also very
highly concentrated within the Doctoral and Masters subgroups: the top 12Doctorals and 25
Masters received more than 50 percent of the funds in their subgroups.

The following table shows a ranking of these 575 institutions. They are shown in groups of 50(except for the third group of 25 of Research universities) in descending order based on Federal
S&E funding received in 1992. The table demonstrates the highly concentrated nature of these

Distribution of Federal Funds for Science & Engineering in FY 1992
FTE Undergrads
Federal S&E
Categories of Institutions
Per Institution Per Institutionin Descending Order:
15,620147,835,000
1-50Research Univs Ranked
14,02846,148,000
Research Univs Ranked 51-100
12,754
15,867,000
Research Univs Ranked 101-125
8,330
11,784,000
Doctoral Univs Ranked 1- 50
6,230
7,126,000
Masters Instns Ranked 1- 50
7,606
Doctoral Univs Ranked 51- 100 2,131,000
7,867
Masters Instns Ranked 51- 100 1,540,000
2,186
1,160,000
Bachelors Cols Ranked 1- 50
5,318
Masters Instns Ranked 101- 150 645,000
5,010
Masters Instns Ranked 151- 200 355,000
1,929
Bachelors Cols Ranked 51- 100 339,000
Source: Federal Science & Engineering Support to Universities, Colleges, and Nonprofit
Institutions: FY 1992 (NSF, Division of Science Resources Studies), and U.S. Departmentof Education, NCES, the IPEDS/ HEGIS surveys of students enrolled. FTE (=full-time
equivalent) enrollment was calculated as full-time + 40% of part-time enrollment.

The average enrollment level is provided to give a sense of difference in average size
among these groups of institutions. The next chart provides additional perspective, illustrating
institutional differences in the ratio of Federal S&E funds per FTE undergraduate, and how thesehave changed (primarily risen) since 1980.
funds.

Within NSF, the distribution of S&E funds is less concentrated than overall Federal funds, partly

because of the broad base of institutions participating in the programs of its Directorate for
Education and Human Resources (EHR). The awards made by EHR have both expanded thenumber of institutions receiving NSF funds (from 578 to 828 in FY 1994) and reduced theconcentration of funds in the hands of the top 20, 50, 100 (etc.) institutions. It is still the case that
institutions receiving the most funds from NSFresearch programs also tend to receive the largest
amounts of education funds. As the next table indicates, it is also the case that about one-half of
all undergraduates were enrolled in institutions that received no NSF funds in FY 1992.

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284

Ratio of Sponsored Research to FTE Undergraduates[Show n on a Log Scale]$100,000

113,427 1$ 10 , 000

0-0--00-4)-0-0-0

B Priv Res U's

5.693

oPub Res U's*Pub Doc'l U's$1,000a Priv Doc'l+Mas I*Priv Bach I

Pub Mas I$100

Pub Bach II+Mas II
40* Priv Bach IH-Mas II. Pub 2- yr Cols
$10

11

$1

1

80

1

1

1

84

82

II
86

90

88

92

94

Year

Source: These data were calculated from data obtained from the U.S. Department of Education, National Center for
Education Statistics surveys: HEGIS (Higher Education General Information Surveys) and the replacement IPEDS(Integrated Postsecondary Education Data System). Extensive documentation is available at http://www.ws.gov.edu/LACES /. FTE (=full-time equivalent) enrollment was calculated as full-time + 40% of part-time enrollment.

Distribution of Undergraduate Students in 4- and 2-year Institutions
by Level of NSF Funding in FY 1992 (Each Row Sums to 100%
NSF funds = f:
1.

I

f=$0

I

I $99<f<$250K$249<f<$500K I

14%

9%

7%

10%

2.3%
6%

0.3%
4%

f<$100K

f>$499K

Undergraduates Counted on an FTE Basis.
4-Yr Institutions 23%
2-Yr Colleges
87%
All Institutions 49%

13%

47%
0.3%
28%

2. Full-Time & Part -Time Undergraduates Counted Equally.
4-Yr Institutions 24%
2-Yr Colleges
87%
All Institutions 53%

14%
10%

2.3%
2.3%

7%
0.3%

46%
0.3%
25%

4%
12%
6%
Source: NSF funding for all science and engineering was taken fromFederal Science and Engineering Support to
Universities, Colleges, and Nonprofit Institutions: FY 1992 (NSF, Division of Science Resources Studies).
Enrollment data were taken from the IPEDS/ HEGIS surveys of the U.S. Department of Education, NCES.

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These patterns suggest that we will often find faculty in research intensive institutions developing
innovative approaches to teaching and learning in a variety of SME&T disciplines, but that NSF
has also helped increase the pace of innovation in undergraduate education by making education
awards to a larger base of institutions. In order to maximize the impact of NSF funding, it isimportant to ensure that promising innovations used initially only by their developers are madeaccessible to other faculty in other institutions. Making NSF program funds accessible to faculty(in institutions where there is little current award activity) in order to adopt and adapt innovations
developed elsewhere is one direct way to accomplish this.
8. Institution Type, Class Size, and Choice of Teaching Methods.The information in this section
and the following Section 9 was derived from data collected through thd993 National Survey ofPostsecondary Faculty (NSOPF-92; U.S. Department of Education, National Center for Education
Statistics). There are both institutional and disciplinary differences in average class size. These
differences are shown in the next pair of charts, which reflect average teaching practice in the Fallof 1992. Lower-division SME&T courses tended to be the largest (by a considerable margin) in
Research universities, and the smallest in Bachelors, small Masters, and two-year colleges. (Theyaveraged 83 in Research universities and 26 in small Masters institutions.) The same ordering was
also found in upper-division courses, but the differences were less pronounced. In four-year
institutions, the average size of lower-division SME&T classes appears to have had some influenceon the percentage of those courses and students taught primarily by lectures. (This influence isalso apparent in upper-division courses.)

The much larger class sizes in lower-division courses in Research and Doctoral universities were
supported in part by a much heavier reliance on teaching assistants. Lower-division classes

averaged 1.5 teaching assistants per course in Research universities, and 0.5 in Doctoral
universities, but no higher than 0.25 in other institutions. Upper-division classes averaged 0.6
teaching assistants per class in Research universities, but under 0.3 in Doctoral universities andwell under 0.2 in other institutions.

Recall that estimated costs per FTE undergraduate (in all fields) were highest in research
universities and next highest in doctoral universities despite the larger class sizes and greater
reliance on teaching assistants. Clearly, the higher costs in these universities were due to otherfactors and held partially in check by resorting to large class sizes.
The reliance on lectures is striking. About 80 percent of lower-division courses in large four-year
institutions and all two-year colleges were taught primarily by lecture, and about 70 percent ofclasses in small four-year colleges relied on lectures. Large enrollment courses tend more often to
be taught by lecture, with the consequence that about 93 percent of students enrolled in lowerdivision SME&T courses in Research universities were taught by lecture (87 percent in Doctoraland large Masters universities, and 80 percent in small four-year colleges). The situation was

somewhat better in upper-division SME&T courses, but even there more than 80 percent ofenrolled students from large institutions were in lecture courses. Only in Bachelors colleges wereless than 70 percent of students taking SME&T courses in those taught primarily by lecture.

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Ave Class Size & Lecture Frequency by Instn Type
Lower Division & Upper Division Courses

Average Class Size
0

20

40

60

100

80

Ave Class Size

Lower Division
Research

DoctoralLarge Masters Mid Size Masters.4 Classes

Bachelors -I* Lecturet

Small Masters 2-Yr Colleges

Upper Division
Research -Doctoral Large Masters

E+

Mid Size Masters

Bachelors Small Masters -Ave Clasi Size

% !Students

in 'ecture

0/.

20%

40%

60%

80%

100%

% of Classes/ Students Taught Mostly by Lecture

Ave Class Size in 4-Yr Instns, by Field and Level of Course
Enrollments in the Fall, 1992
80

60
40
20

Agriculture
Engineering
Psychology
Bio Science
Math Sciences
Physical Sci
Social Sciences Computer Sci

D Frosh & Soph

CI Junior & Senior

Ave Class Size in 2-Yr Instns, by Field
40
20

0

Agriculture
Engineering
Psychology
Bio Science
Math Sciences
Social Sciences Computer Sci
Physical Sci

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In four-year institutions, average class size at the lower-division level in different fields varied
considerably, ranging from over 61 in the biological sciences to 33 in the mathematical sciences.
At the discipline level, average class size seems to have had only a small effect on the choice of thelecture method of instruction. In two-year institutions, in every discipline, the average class size
was smaller than in four-year institutions. And, although the ordering of size by discipline is not
the same (see the last bar graph on the previous page), average class in the first four disciplines
was higher (with a range of 30 to 34) than in the last four disciplines (with a range of 18 to 27).

In those courses not relying on lectures, the second most common instructional method used was alaboratory (problemsolving or clinical) approach, followed by "group" approaches to learning (i.e.,
cooperative learning groups, group projects, class discussion groups, class presentations, and roleplaying and simulation in class). The frequency of these approaches is illustrated in the two charts
at the bottom of this page. A few courses were essentially apprenticeships or internships. These
were much more common at the upper-division level.

These more active and interactive modes of instruction were more typically used in small classes,with the result that the percentage of students enrolled in these courses was considerably less thanthe percentage of courses employing these methods as their primary instructional technique. The
high reliance on lectures has been addressed in a number of studies as well as in many publishedopinions. Consider, for example, the informed opinion published recently by the president of a
Non Lecture Courses: Freshman & Soph Level
Percent of Courses
40%

O Lab /Problem Solving

OStudy/Class Teams
30%

20%

Merlin&111

0Apprenticeship.1131111111.4111.4

7

10%

0

Physical Sci
Psychology Social Sciences
Bio Science
Computer Sci Math Sciences
Engineering

Non Lecture Courses: Junior & Senior Level
Percent of Courses
40%

30%

20%

10%

0%

Psychology
Social Sciences
Physical Sci
Bio Science
Engineering
Computer Sci
Math Sciences

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community college, observing that the "instruction paradigm" is still the dominant model forcommunity colleges Boggs, 1995/96, page 26):

Under the instruction paradigm, community colleges are responsible only for providing
instruction, not for student learning. Responsibility for learning is the studentk
Under [this] paradigm, faculty are primarily lecturers. Students are often competitiveand individualistic. Faculty members carry out their functions independently of one
another. Teachers classify, sort, and grade students.
Data obtained from ethnographic studies and from focus groups of students support the hypothesisthat most students learn most when reliance on lecturing is reduced. Boggs' careful statement isthat he prefers "the learning paradigm," where colleges, as well as students, are responsible forstudent learning. In this paradigm:...faculty are primarily designers of learning methods and environments. They are ...
facilitators of student learning in much the same way as a coach facilitates the best
performance of an athlete. They and their students work in teams with each other andwith other college staff ... The learning paradigm does not automatically define thelecture method as bad, ... [but it] will require that lectures prove their value inpromoting student learning against other methods. ... Already there is a lot of research
to indicate that more active methods of learning are usually more effective.

9. Faculty Practices that May Influence SME&T Course-Taking and Student Learning. The
ethnographic studies of Seymour and our own focus groups indicate the importance of student
access to teachers, teaching assistants, and themselves as peer learners. Even though the lectureformat predominates in undergraduate education, it is still possible to improve the learning
SME&T Instructors Frequency of Use: Feedback Mechanisms[711","Some" mean used in all/some courses.]

Low er Division Courses
50%

40%

30%

ome O All50%

O Some40%

1 Multiple Drafts of Written Work
Peer Evaluation of V Vork

30%

20%

20%

10%

10%

0%

0%

ResearchTwo- Year
Bachelors
La ge Masters
Small Masters
Mid Size Masters
DoctoralInstitution Type

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environment considerably by employing techniques that ensure more frequent and helpful feedback
on student learning. In the first two charts, the reported frequency of some such techniques in
SME&T Instructors Frequency of Use of New Technology["All","Sorre" mean used in all/some courses.]
Low er Division Courses
All80%

0 Some 0 All

0 Some80%'Computational Tools & Softw a e
60%

60%

CO ripuTerafffetfliltiftlefidil

40%

40%

20%

20%

0%

0%

ResearchTwo- Year
Bachelors
La ge Masters
Small Masters
Doctoral
Mid Size Masters

Institution Typelower-division courses are illustrated from the 1993 Survey of Post-secondary Faculty. These
charts illustrate that these techniques were used widely enough during the Fall of 1992 to be
familiar at some level of detail to most SME&T faculty. However, teaching practices in SME&T
courses taught during that Fall semester more frequently dithot employ these methods.
SME&T Instructors Frequency of Use of Student Presentation["All","Some" mean used in all/some courses.]

0 All

0 Some 0 All

0 Some100%

100%[Upper Division
80%

80%

1 Low er Division

60%

60%

40%

40%

20%

20%

0%

0%

ResearchTwo- Year
Bachelo s
La ge Masters
Small Masters
Doctoral
Mid Size Masters

Institution Type

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2 90

This was particularly true in Research Universities, and also to a large extent in Doctoral and large
Masters institutions. Only the use of computational tools and software could be called widespread.

The final two charts examine other good practices in both lower-division and upper-divisioncourses taught by the SME&T faculty. The use of student presentations was most widespread in
Bachelors colleges and was also found more frequently in upper-division than in lower-divisioncourses. Grading on the curve, a practice associated with so called "weed-out" courses, is now
absent in the majority of SME&T courses. So is the practice of basing grades on multiple choice
examinations, particularly in Research universities and Bachelors colleges. This suggests thatfaculty practices are beginning to change for the better.
SME&T Instructors Frequency of Use: Grading on a Curve["None","Some" mean used in none/some courses.]

0 None 0 Some 0 None 0 Some
100%

100%

Low er Division

Upper Division

80%

60%

40%

40%

....

20%

............. ..................

20%

0%

0%

ResearchTwo--Year
Bachelors
La ge Masters
Small Masters
Mid Size Masters
DoctoralInstitution Type

10. Employer Perspectives on Desirable Outcomes from Undergraduate Study. Employers today

are seeking entry-level employees at the associate or baccalaureate degree level who candemonstrate solid basic (disciplinary) skillsand a full complement of other skills. These otherskills make the recently acquired specialized knowledge more valuable to the organization, which
increasingly seeks to combine diverse areas of expertise embodied in individual employees bybringing them together to work in teams. Private firms have become more demanding and cautious
in screening potential new employees, and increasingly require a full complement of skills in their
new hires.

Statements made by employers about their needs and preferences have been growing in number
during the 1990s. Yet these show a remarkable degree of consistency in identifying the skills
sought from college educated, entry-level employees. (These skills are described in a subsection
below.) Employers' preferences have also had a noticeable influence on undergraduates'
strengthened sense of purpose.

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including many
Many employers also agree that thegrowth in skills needed to fulfill many jobs
has been rapid, and seems to have outstripped the capacity of many
professional occupations
undergraduate institutions and their programs to keep pace. This is because most undergraduate
programs are not specifically designed to help students develop these skills directly.
The deficits in skills identified most frequently by employers are usually not defined in terms of thedisciplinary knowledge of recent graduates. In fact, employers of SME&T graduates have often

indicated their basic satisfaction about the specific knowledge that recent graduates with good
grades bring from most academic institutions to entry-level positions. Howeverwhile many
academic SME&T departments are thought to produce able college graduates from able highschool graduates, the bulk of them are often seen as not serving the needs of the remaining students
to achieve a desirable level of SME&T competence or literacy, and there is growing concern about
the breadth of learning of high-achieving SME &T graduates (as there is at the graduate student
level).
There is also some concern about the low numbers of able graduates. Metaphors abound to convey
this judgment of limited success. Faculty are advised to switch from playing the role of "filter" tobeing a "pump" ( Steen, 1991, page 19). Departments are disparaged for conducting "weed-out"courses and employing excessively competitive grading practices (Seymour and Hewitt, 1994).
Undergraduate SME&T education during the past three decades is described byGoodstein (1993)as:... a mining and sorting operation, designed to cast aside most of the mass of common
human debris, but at the same time to discover and rescue diamonds in the rough, thatare capable of being cleaned and cut and polished into glittering gems, just like us, theexisting scientists. ... [This] explains why we have the best scientists and the most poorly
educated students in the world. It is because our entire system of education is designed
to produce precisely that result.
Employers are articulate in describing in general terms the types of skills that enhance the value of

their employees, but they are not comfortable prescribing either methods for bringing
undergraduate programs into better alignment with their stated needs or specifying actual levels ofknowledge that recent graduates should have mastered in various disciplines. (See, for example,
Bikson (1995), Verville (1995), Pew Higher Education Roundtable (1994), Wingspread Group on
Higher Education (1993), and the National Center on Education and the Economy (1990). See
also the written testimony of employers participating in a hearing at NSF on November 1, 1995,
particularly the statements of Israel Galvan (GHG Corporation), Roberts Jones (National Allianceof Business), John McMasters (Boeing), Alfred Moye (HP), John Sisler (Shell Oil), and Patrick
White (Bell Atlantic).

There are sound reasons for this reluctance to prescribe specific features of improved college
programs. One is that the overarching need is for employees that can continuously adapt, adjust,and re-educate themselves to remain productive in a changing environment. As one employer
commented to the National Academy of Sciences, "we may place a new employee in a position
which exploits any special expertise [learned] in order to provide h soft landing,'but he or she will
eventually be called upon to handle a wide range of problems that go far beyond the [formal coursework] received during the completion of the Ph.D." (National Academy of SciencesFeshaping the
Graduate Education of Scientists and Engineers, 1995).

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Another reason is that competence in mathematics, science, engineering, and technology serves a
broad range of objectives, and needs vary by student major and intended career (for example,
consider the literacy needs of a chemistry major, a mathematics major, and an English major).
This broad range of needs is often a difficult issue for academic departments seeking to redesign
their curricula. A representative minimum level of literacy was recommended by Lynn Cheney
when she was Chair of the National Endowment for the Humanities (1989). She suggested a core
50-credit-hour curriculum for college students comprised of three civilization courses, a foreign
language course, and a year of mathematics and science that is more than most undergraduates
typically are required or elect to take. The study of mathematics would examine mathematics as afield of inquiry. The science course would cover the physical and life sciences, focusing broadly
on how scientists have historically developed and validated new concepts and past concepts ofmatter, energy, and life.
A Brief Look at Desired Workforce Competencies. Jobs increasingly require basic knowledge of
SME&T, as does the capability of individuals to engage in lifelong learning in broad directions.
There is a growing expectation that successful students must acquire those skills that will allow
them to be lifelong learners, often in non-academic settings. We are increasingly told that change
itself is the status quo. Broadly speaking, a minimum requirement for lifelong learning is a basic
grasp of mathematics and its uses, science and its methods, and technology and its effects. The

expected need for this knowledge in the future is widespread among professional jobs and isspreading rapidly in so-called blue-collar occupations. Verville (1995) notes that about 65 percent
of all workers in the U.S. use some type of information technology in their jobs, and this figure is
anticipated to be 95 percent by the year 2000. (Recall from Section 3, Public Attitudes About
Subsidies, that most of the job growth in the past decade has occurred in government, personal, andbusiness services.)

A college graduate seeking employment must currently demonstrate the following skills in order tosuccessfully compete for professional positions in a number of manufacturing or service firms
with national or international operations. [These are borrowed fromBikson (1995).] The job
seekert academic major and associated transcript and grades open the door to job interviews, but
the following skills are sought by employers to justify offers of employment:

Generic cognitive skills
Problem solving skills
Learning how to learn
Decisionmaking skills
Social skills
Communications skills
Interpersonal skills (teamwork)

Personal traits
Adaptability and flexibility
Openness to new ideas, empathy for ideas of others
Strong work ethic
Innovative and entrepreneurial outlook

Many of these skills are seen as important because employees are more typically working together
in teams comprised of demographically and functionally more diverse coworkers. Many firms are
employing greater numbers of women, minority males, and employees from foreign countries,
whose specialized training spans R&D, engineering, manufacturing, marketing, sales, and legal

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services. Compounding the challenges of diversity is the pace of technological change. Products
and services are being changed rapidly under intense competitive pressure to accommodate regional
preferences and to incorporate quality improvements.

Among recent baccalaureates who have demonstrated some mastery of their coursework in acollege or university whose academic program is known to the potential employer, each of theabove competencies was considered more important than academic achievement in predicting a job
candidate§ performance on the job. Some employers expect colleges and universities to inculcate
these skills and traits more deliberately as part of the undergraduate learning experience. Suchskills cannot be expected to develop in passive learning environments where the dominant
pedagogical approach is lecturing by the faculty and note taking by the students, punctuated bycookbook laboratory exercises or, in some courses, recitation sections devoted to unimaginative
sets of problems to be solved (designed to develop familiarity in using tools through repetitive
practice).

These skills needs of employers can be developed as part of undergraduate studies to a muchgreater extent through the choice of sound pedagogical (learning-enhancing) practices and theincreasing use of curricular improvements in SME&T courses. Many of these practices have beenclearly identified by many contributors to this Review as more effective than traditional methods
for most learners. In essence, this crucial finding is described by the following set of points:
1.

Students acquire SME&T knowledge and retain it years later far more effectively whencourses are designed with learning effectiveness as the highest priority, as opposed to covering
a fixed body of "material."
2. Pedagogical techniques that teach teamwork and communication, sharpen cognitive skills, andhelp to develop openness to new ideas, adaptability, and flexibility are known to also enhance
subject matter learning.
3. There should be a focus on concepts that apply across fields, and on connections across thedisciplines and between science and technology, especially in basic introductory courses. At
advanced levels of education, this translates as a recommendation for breadth as well as depthof learning. This is perhaps the most prescriptive recommendation for SME&T courses
identified by contributors to this Review.

4. A much higher percentage of students from a given pool would be drawn to SME&T if
curricular and pedagogical "best practices" were more widely employed.

11. Electronic Technology and Systemic Reform The realization is growing that academic
institutions no longer have a collective monopoly on knowledge, and access to that knowledge(which traditionally has been located in libraries, textbooks, and the brains of faculty). [See, forexample, Noam (1995), Duderstadt (1995), Denning (October 23, 1995 NSF Hearing Testimony),
Ward (October 25, 1995 NSF Hearing Testimony), and Massy and Zemsky (1995).] Noting that
there are numerous examples of applications of new technology, Massy ancZemsky predict that,in most institutions, the demand for using information technology to assist teaching and learning

will grow exponentially over the foreseeable future and "will change teaching and learning
profoundly, no matter what the response of traditional higher education institutions." Competition
from nontraditional providers of education will pressure colleges and universities to exploit these
new technologies, a theme echoed by many others.

However, it is also realized that there is a lot of exploratory work to do before we can exploit thefull potential of new technology (e.g.,Noam, 1995, and Vest, 1996). For example, Vest (1996,

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page 4) warns us that we do not yet know how best to use the new information technology formany education objectives. Massy andZemsky agree, stating:Across American higher education the lure of the new information technologies remains
as uncertain as it is unsettling. While few doubt that information technology has thepotential to enhance teaching and learning, there is no agreement on how thator whether such antechnology should be used to boost academic productivity
increase is in itself a valid goal if its enhancement means substituting technology for the
more traditional, labor intensive rhythms of higher education.

Many believe that the opportunity to become an effective lifelong learner outside of academic
settings has been improved immensely by technological improvements in personal computers, theInternet (and other computer networks), the World Wide Web, and numerous software tools. We
are making increasingly sophisticated use of video and audio technology in connection with theseother advances, which "softens" this technology, making it more 1:ersonable." We are on thethreshold of widespread access to digital libraries, with the promise of powerful tools becoming
available to individuals, which will assist them to find, extract, understand, and connect
information from a variety of sources. This will form a building block for the development of"virtual universities." The opinions of many who have discussed using these technologies inundergraduate settings agree that we have only started to exploit its potential. Faculty are
increasingly expected to become knowledge guides rather than center-stage actors. As the National
Academy of Science stated about the future of education, the promise of these related technologies
is that:...

all students will be held to far higher standards of learning because everyone will

have to be prepared to think for a living and everyone will have to be capable of learning
many new skills over the course of a lifetime. ... The timing and location of education
will be more flexible ... The distinction between learning inside of school and outside ofschool will blur. (Reinventing Schools..., 1993).

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Section VI:

Contributors to the EHR Advisory Committee
Review of U.S. Undergraduate Education in SME&T

312

A (p

Acknowledgments
Shaping the Future is the product of many people, and it is a pleasure to acknowledge their contributions tothis report. My only fear is that I will overlook someone, and I hope for forgiveness if that is the case.

First, I thank Luther Williams for the idea to do the report in the first place and the unfailing support andencouragement to complete it and to implement it. To Bob Watson, Division Director for Undergraduate
Education is owed an enormous debt of gratitude. Bob opened the Division to me, provided whatever I needed
to get the job done, allowed me to observe and participate in many aspects of the Division's work, and gave
invaluable advice and suggestions at every stage. Throughout, however, he was careful to allow me to be
independent. Any lapse of objectivity is my responsibility, not his.

The staff in DUE were helpful beyond belief, though they had a full plate of responsibilities without thisreview! They provided information and assistance at every turn, seemingly never too busy to answer aquestion or offer a suggestion. They planned the conference, "Shaping the Future," in such a way as toprovide a superb sendoff for our report. Thanks to all of them, who became and still are good colleagues.

Special thanks are due to Myles Boylan and Peter Yankwich, who did most of the staff work, analyzing
information, commenting on early drafts, gathering data, and providing invaluable historical perspectives.
Anita Broadus was our faithful secretarial support, solving all sorts of problems and providing all sorts ofassistance, always with a smile. Ranetta Roseboro was always available as backup, helping me with computeror administrative problems.

Outside the NSF, I acknowledge with gratitude my colleagues at the NRC with whom we worked so closely.
Thanks to Don Kennedy, who provided the overall leadership for "From Analysis to Action," along with Brad
Moore, Chair of the NRC's Committee on Undergraduate Science Education, and Nancy Devino, NRC staff.
They were faithful colleagues whose commitment and wisdom are reflected in many ways in Shaping.
The RevUE committee was wonderful. They trusted me, corrected me, improved my writing, made me think,broadened my horizons. The report would not have been nearly so complete or accurate without theirinvaluable help.

I thank my several institutions, who permitted me the time to work on Shaping the Future. I am particularly
grateful to the University of Minnesota for giving me the opportunity to do the major part of this work, on an
IPA with the NSF. But St. Olaf College and The University of Missouri have also generously shared me (ormaybe they were glad to be rid of me!) for some of this work. I trust they will think it has been worthwhile.
Finally, I thank most sincerely all those around the country who participated in the review, through writing
letters, testifying at hearings, sending information, responding to my questions, being part of the opening
convocation, regional symposia, discussions at professional meetings, or the final conference itself. Yourideas, not mine, are reflected in the report. It was you who have done so much to improve SME&T
undergraduate education in the past 10 yearsand it is that progress that created a climate in which the vision
we tried to articulate in Shaping could even be conceivable. Thank you, on behalf of all of our students, today
and in the years to come.

Melvin D. George
Columbia, Missouri
March, 1997

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Reproduction of the letter sent out by NSF Assistant Director Luther Williams to initiate discussion
and commentary on the national state of undergraduate education. Respondents to Dr. Williams
letter, the various NSF and NRC steering committees, participants and contributors to the process
are listed following the Description of the review.
OMB 3145-0156
EXP. DATE 12/95

June 14, 1995
Dear
I seek your assistance with a comprehensive review of undergraduate education in science,
mathematics, engineering, and technology (SME&T) that is being carried out by the National Science
Foundation. SME&T education in the United States takes place in different types of institutions and in very
diverse settings; we are seeking guidance from every major sector. At this early stage, I am soliciting theviews of a small number of persons experienced and strongly interested in the subject of the review in order
to identify major themes, topics, and focal points for consideration.

The attached memorandum, NSF Review of Undergraduate Education, describes the structure of
the effort, indicates the policy context, lists the goals of the Foundation's SME&T education activities, andindicates some of the broad areas of inquiry to be studied. This solicitation of views occurs at the beginningof Phase I.
I invite you to participate now in the Review by writing a substantial letter based on your experience
with contemporary undergraduate SME&T education and focusing on two questions:

What are the three most significant improvements in undergraduate SME&T education you haveobserved in our nation during the past ten years?

What are the three most important problems you and collaborating individuals and organizations
encounter in your efforts to assure that the best possible education is delivered to undergraduatesin the areas of SME&T?
I hope you will use student learning in SME&T fields as the primary frame of reference for yourremarks, and the quality of the resulting student preparation for diverse post-matriculation pursuits as theprimary criterion for judging educational merit. Your letter (or any questions) should be addressed to"Undergraduate Review," do Dr. Robert F. Watson, Director, Division of Undergraduate Education, Room
835 at the above address. Your input is needed by August 1, 1995. A report summarizing the findings andrecommendations of the review should be available to share with you early in 1996.
Your letter will be an important addition to the contributions you have made to undergraduate
education. I thank you for it.
Sincerely,

Luther S. Williams
Assistant Director

NSF Review of Undergraduate Education: Description
The Education and Human Resources (EHR) Directorate of the National Science Foundation (NSF) is
undertaking a general review of the condition and needs of undergraduate education in the UnitedStates in the areas of science, mathematics, engineering, and technology (SME&T). This review
includes wide consultation with students, educators, and employers. It will produce, by late spring

1996, a set of recommendations for accelerating progress in the improvement of undergraduate
education. Concurrent with the review is a national dialogue on this subject conducted by the National
Research Council and following from the joint NRC-NSF Convocation on Undergraduate Education
held in April 1995 in Washington DC. The NSF review is coordinated with this dialogue drawing on
it and on other sources of input from individuals, organizations, and groups across the country.

Acting in an advisory capacity to Luther S. Williams, Assistant Director of NSF for EHR, aremembers of the Subcommittee for Undergraduate Education of the directorate's Advisory Committee:
Sadie Bragg, Borough of Manhattan Community College
Denice D. Denton, University of Wisconsin - Madison
Melvin George, University of Minnesota, (Chair)Peter Gerber, MacArthur Foundation
Mary M. Lindquist, Columbus College (Georgia)
James Rosser, California State University - Los AngelesDavid Sanchez, Texas A&M University
Alfredo G. de los Santos, Jr., Maricopa Community Colleges (Arizona), andCarolyn Meyers, North Carolina A&T State University, (Consultant)

The Foundation is undertaking this review of the central enterprise of undergraduate education at a
critical moment. National efforts to improve precollege education in SME&T, including those of the
NSF, have been extensive and have involved efforts to create both innovative local improvement andlarger systemic changes. The support of such efforts at the undergraduate level is more recent and hasemphasized innovative improvement projects at single sites. The necessity forand possibility
oflarger-scale changes in undergraduate education is the primary question the review will investigate.
While the Foundation recognizes that it raises this question at a time when the nation 's colleges anduniversities are facing unprecedented financial and programmatic challenges, it is expected that thereview will reveal ways of increasing the effectiveness of these institutions in undergraduate education.
The provision of excellent educational services requires a robust infrastructure whose components at
all institutions include faculty, curriculum, and capabilities for teaching and scholarship. The conditionand support of these components will be examined.
The goals of improved undergraduate education in SME&T are:citizens who are empowered to be full participants in a scientific and technological society;a technically well-prepared workforce that can both participate and lead in a highperformance workplace employing advanced technologies;

teachers who are solidly grounded in both science and pedagogy, and scientists andengineers who are well-prepared for their occupations; andyoung people with diverse backgrounds, reflecting the changing face of America,
successfully involved in SME&T.

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Consistent with its chartered responsibility to "initiate and support ... science education programs at alllevels ...", the NSF seeks to ascertain the extent of effective innovation in undergraduate education in
SME&T, and to determine what steps, if any, should be taken next to bring about further significant
improvements. The specific areas of inquiry listed below are designed to lead to implementable
recommendations to universities and colleges, scientific societies, and government and private funding
and credentialing agencies (including, particularly, NSF itself):

What are the innovations in undergraduate education and what is the evidence that their adoption

represents a superior practice of undergraduate education? [The areas of inquiry regarding
superior practice will involve: curriculum of all types and levels, faculty maintenance andinstructional technology, instrumentation and facilities, research
opportunities for students and faculty, and connections of instructional programs to the world ofdevelopment, pedagogy,
work.]

What are the unmet educational needs of those who are receiving and have received undergraduate
SME&T instruction?

What infrastructure needs of institutions offering undergraduate instruction must be supported forthem to implement the best instructional practices and meet the needs of students and employers?
In the context of an institution's entire undergraduate enterprise, what are the problems that need to beaddressed to achieve the goals of undergraduate SME&T education? What are suggested solutions tothese problems? Who should do what, and how?
The effort through which the Foundation plans to address these questions will consist of three phases:

Phase I, now well advanced, involves direct, systematic investigation of the considered points of viewof a broad spectrum of individuals and organizations who may be regarded as the "customers" of thediverse educational programs and institutions that deliver undergraduate education. Four major means
are being employed: (a) Responses are being analyzed to letters soliciting the views of nearly 200

individuals and organizations. (b) Comments are being invited at a number of disciplinary andeducational conferences. (c) Hearings were held to receive testimony from representatives of
disciplinary groups, institutions of higher education, and business/industry. (d) Focus groups ofstudents, recent graduates, parents, employers, and graduate/professional schools admission officers
are being conducted. In addition, existing reports and data on undergraduate SME&T education arebeing analyzed.

Phase II of the review will present a summary of preliminary findings and tentative recommendations
from Phase I for comment and elaboration to a large number of persons experienced in undergraduate
education: individuals and organizations will be contacted, regional hearings will be held, and there will
be discussions with faculty and administrators attending key professional society meetings.

In Phase III, the review will formulate, based on Phases I and II, specific firm recommendations in aplan for action to achieve the goals stated above for improved undergraduate education in SME&T.
The report conveying the results of the review is expected to be ready in the spring of 1996 and will bedisseminated first through a major event planned for July 1996 in Washington, DC.
For further information contact the Division of Undergraduate Education of EHR.

318

300

Respondents to the Letter from Luther Williams,
NSF Assistant Director for Education and Human Resources
Jane Armstrong

Alice Brown (et al.)Director of Policy Studies
Education Commission of the States
Denver, CO

Director
Appalachian College Association, Inc.

Alexander W. Astin

Lillian N. Cassel

Allan M. Carter Professor and Director

Department of Computing Sciences
Villanova University

Berea, KY

University of California, Los Angeles
Los Angeles, CA

Villanova, PA

Hyman Bass

Thomas R. Cech

Department of Mathematics
Columbia University

Teacher
Howard Hughes Medical Institute ResearchLaboratories
University of Colorado at Boulder
Boulder, CO

New York, NY

Osa Brand
Educational Affairs Director
Association of American Geographers
Washington, DC

Kenneth Chapman
Education Division
American Chemical Society
Washington, DC

George R. Boggs
Superintendent/President
Palomar College
San Marcos, CA

Orville L. Chapman
Professor of Chemistry &Associate Dean for Educational Innovation
University of California, Los Angeles

Laurence J. Boucher
Dean, College of Natural and Mathematical
Sciences
Towson State University

Los Angeles, CA

Towson, MD

Ernest L. Boyer

NAGT Executive Director
National Association of Geology Teachers
Bellingham, WA

President
The Carnegie Foundation for the Advancement ofJohn Clevenger

Robert Christman

Professor of Chemistry
Truckee Meadows Community College
Reno, NV

Teaching

Princeton, NJ

Jim Burke
William S. Cohen

Colloquium Committee, Department of Mathematics
University of Washington

Department of Biology
University of Kentucky
Lexington, KY

Seattle, WA

William L. Briggs

Johnetta B. Cole

Mathematics Department
University of Colorado at Denver
Denver, CO

President
Spelman College
Atlanta, GA

319

301

Rita R. Colwell

Denice D. Denton

President,
American Association for the Advancement of
Science
Washington, DC

Professor of Electrical and Computer Engineering
University of Madison - Wisconsin
Madison, WIPaul R. Dickenson

K. Jane Coulter

Executive Director
Partnership for Environmental Technology
Education
Pleasanton, CA

Deputy Administrator
Science and Education Resources Development
United States Department of Agriculture
Washington, DC

Catherine J. Didion
G. A. Crosby

Executive Director
Association for Women in Science
Washington, DC

Professor of Chemistry and Materials Science
Washington State University
Pullman, WA

Richard P. D'Onofrio
Patricia A. Cunniff

PresidentFranklin Institute of Boston

Director, Science and Technology Resource Center
Prince Georges Community College
Largo, MD

Boston, MA

John A. Dossey
Science Advisor, UW System
University of Wisconsin
Madison, WI

Distinguished University Professor of Mathematics& Past-President, NCTM
Illinois State University
Normal, IL

E. Julius Dasch

Ronald G. Douglas

National Space Grant College and Fellowship
ProgramNational Aeronautics and Space Administration
Washington, DC

Vice Provost & Professor of Mathematics
State University of New York at Stony Brook
Stony Brook, NY

Jaleh Daie

Marvin Druger
G. Doyle Daves, Jr.
Troy, NY

Chairperson, Department of Science Teaching& Professor, Biology and Science Education
Syracuse University
Syracuse, NY

Kerry Davidson

Patricia A. Dyer

Deputy Commission of Higher Education
State of Louisiana Board of Regents
Baton Rouge, LA

Vice President Academic Affairs
Palm Beach Community College
Palm Beach, FL

Eugene M. DeLoatch

Robert H. Edwards

Dean
Morgan State University
Baltimore, MD

President
Bowdoin College

Dean, School of Science
Rensselaer Polytechnic InstituteBrunswick, ME

320

302

Arthur B. Ellis

Norman L. Fortenberry

Meloche-Bascom Professor
University of Wisconsin - Madison
Madison, WI

Royce C. Engstrom

Executive Director
National Consortium for Graduate Degrees for
Minorities
in Engineering and Science, Inc. (GEM)
Notre Dame, IN

Professor of Chemistry
University of South Dakota

Shelley Fisher
President
National Science Teachers Association
Sand Springs, OK

Vermillion, SD

E. W. Ernst
Allied Signal Professor of Engineering
University of South Carolina
Columbia, SC

Marye Anne Fox
Vice President for Research
The University of Texas at Austin
Austin, TX

Dale Ewen
Vice President, Academic and Student Services
Parkland College
Champaign, IL

Carver C. Gayton

Etta Falconer

Corporate Director, College and University
Relations
The Boeing Company

Associate Provost for Science Programs & Policy
Spelman College
Atlanta, GA

Edward E. Geary

Seattle, WA

Coordinator for Educational Programs
The Geological Society of America
Boulder, CO

Lyle D. Feisel
Dean, School of Engineering and Applied Science
Binghamton University
Binghamton, NY

Joan S. Girgus
Director,
Pew Science Program in Undergraduate Education
Princeton, NJ

Evan R. Ferguson
Deputy Executive Director
Sigma Xi, The Scientific Research Society
Research Triangle Park, NC

Elma Gonzalez
Professor of Biology
University of California, Los Angeles
Los Angeles, CA

Pamela A. Ferguson
President
Grinnell College

John I. Goodlad

Grinnell, IA

Professor and Director, Center for Educational
Kreisler, Borg, Florman Construction Company
Scarsdale, NY

Renewal
University of Washington
Seattle, WA

Kenneth E. Foote

William H. Graves

Samuel C. Florman

Professor of Mathematics,
Associate Provost for Information Technology
The University of North Carolina at Chapel Hill
Chapel Hill, NC

Associate Professor of Geography
The University of Texas at Austin
Austin, TX

321

Lawrence P. Grayson

Alice S. Huang

Executive Director
National Academy for Science, Space andTechnology Scholarship Program
United States Department of Education
Washington, DC

Dean for Science and Professor
New York University
New York, NY

Frank L. Huband
Executive Director
American Society for Engineering Education
Washington, DC

Norman Hackerman
President Emeritus
Rice University
Houston, TX

Durward R. Huffman
President
Northern Maine Technical College
Presque Isle, ME

Jerrier A. Haddad
President,
Accreditation Board for Engineering andTechnology
Baltimore, MD

Frederick S. Humphries
President
Florida A&M University
Tallahassee, FL

Gene E. Hall
Professor, College of Education
University of Northern Colorado
Greeley, CO

Jerry Johnson
Chair, Department of Mathematics
University of Nevada Reno
Reno, NV

William C. Harris
Assistant Director, Mathematical and PhysicalSciences
National Science Foundation

Karen L. Johnson
President
American Association of Physics Teachers
College Park MD

Arlington, VA

David M. Hata

John R. Jungck

Chair, Microelectronics Technology
Portland Community College
Portland, OR

Professor, Department of Biology
Beloit College
Beloit, WI

Robert M. Hazen

Jane Butler Kahle

Carnegie Institution of Washington
Geophysical Laboratory
Washington, DC

Condit Professor of Science Education
The Ohio Mathematics/Science Project
Oxford, OH

James G. HeidemanDavid Kaufman

Department of Technology
California State University, Los Angeles
Los Angeles, CA

Associate Dean, College of Engineering
The University of New Mexico
Albuquerque, NM

Curtis J. Hieggelke
Penelope Kegel-FlomProfessor of Physics
Joliet Junior College
Joliet, IL

President
Association for Women in Science
Washington, DC

322

304

Donald E. Kirk

Ted Marchese

Dean of Engineering
San Jose State University
San Jose, CA

Vice President
American Association of Higher Education
Washington, DC

William E. Kirwan

Marilyn Mays

President
University of Maryland at College Park
College Park, MD

President
American Mathematical Association of Two-Year
Colleges
Memphis, TN

George D. Klein

Eve L. Menger

President
New Jersey Marine Sciences Consortium
Fort Hancock, NJ

Painted Post, NY

Priscilla W. Laws

Stanley A. Mertzman

Professor of Physics
Dickinson College
Carlisle, PA

Associate Dean of the College, Dean of ResearchFranklin and Marshall College
Lancaster, PA

Joan R. Leitzel

Mary Beth Monroe

Senior Vice Chancellor for Academic Affairs
University of Nebraska Lincoln
Lincoln, NE

Department of Physics
Southwest Texas Junior College
Uvalde, TX

Stephen R. Lewis, Jr.

C. Bradley Moore

President
Carleton College
Northfield, MN

Professor of Chemistry
University of California at Berkeley
Berkeley, CA

No E. Lindauer

Calvin C. Moore

Professor of Botany
University of Northern Colorado
Greeley CO

Department of Mathematics
University of California at Berkeley
Berkeley, CA

Mary Lindquist

Manual T. Pacheco

Past President
National Council of Teachers of Mathematics

President
The University of Arizona
Tucson, AZ

Columbus, GA

Jean MacGregor

Robert E. Parilla

Interim Director
Washington Center for Improving the
Quality of Undergraduate Education

President
Montgomery College
Rockville, MD

Olympia, WA

Edward A. Parrish
C. Peter MagrathCentennial Professor and Dean
Vanderbuilt University
Nashville, 7W

President
National Association of State Universities and LandGrant Colleges
Washington, DC

323

305

C. Kumar N. Patel

William A. Prothero, Jr.

President
The American Physical Society
College Park, MD

Department of Geological Sciences
University of California, Santa Barbara
Santa Barbara, CA

Ernest J. Peck

Judith A. Ramaley

Vice Chancellor, Academic Affairs
University of Nebraska at Omaha
Omaha, NE

President
Portland State University
Portland, OR

Joseph G. Perpech

William H. Rauckhorst

Vice President, Grants and Special Programs
Howard Hughes Medical Institute
Chevy Chase, MD

University Director for Scholarship and Teaching
Miami University
Oxford, OH

Frederic K. Pfaender

Stephen Rodi

Chairman, Board of Education and Training
American Society for Microbiology
Washington, DC

Kenneth A. Ross
President
Mathematical Association of America
Eugene, OR

Winfred M. Phillips
Dean, College of Engineering
University of Florida
Gainesville, FLJames M. Rosser
President
California State University, Los Angeles

George D. Peterson

Los Angeles, CA

Executive Director
Accreditation Board for Engineering andTechnology, Inc.
Baltimore, MD

Brian M. Rushton
President
American Chemical Society
Washington, DC

David R. Pierce
President
American Association of Community Colleges
Washington, DC

David A. Sanchez
Vice Chancellor for Academic Affairs
Texas A&M University
College Station, TX

Jerry Pine
Professor of Biophysics
California Institute of Technology
Pasadena, CA

A. Mickey Sarquis
Director, Center for Chemical Education
Miami University
Middletown, OH

Karl S. Pister
Chancellor
University of California, Santa Cruz
Santa Cruz, CA

Robert B. Schwartz
Director, Education Program
The Pew Charitable Trusts
Philadelphia, PA

Jack Price
President
National Council of Teachers of Mathematics
Reston, VA

324

306

Joyce A. Scott

Alan Tucker

Vice President for Academic and International
Programs
American Association of State Colleges andUniversities
Washington, DC

Chair, Coordinating Council for Education
The Mathematical Association of America
Stony Brook, NY

Mary Shaw

Program Manager, Higher Education Programs
General Electric Fund
Fairfield, CT

Stephen B. Tucker

School of Computer Science
Carnegie Melon University
Pittsburgh, PA

Gordon E. Uno
President, National Association of Biology Teachers
The University of Oklahoma
Norman, OK

Calvet H. Smith
Office of Systemic ReformState of Ohio

Cincinnati, OH

Christopher J. Van Wyk

Edward A. Prather

Department of Mathematics and Computer Science
Drew University
Madison, NJ

Assistant Dean
College of Engineering
University of Cincinnati
Cincinnati, OH

Kenneth L. Verosub
Professor of Geology
University of California, Davis

William F. Snyder

Davis, CA

President
Wytheville Community College

Nathaniel T. Wheelwright

Wytheville, VA

Associate Professor of Biology
Bowdoin College
Brunswick, ME

Dorothy L. Stout
Past President, National Association of Geology
Teachers
Cypress College

Laurel L. Wilkening
Chancellor
University of California, Irvine

Cypress, CA

Irvine, CA

Bob Swenson
Vice President for Research and Creative Activities
Montana State University
Bozeman, MT

Paul H. Williams
Department of Biology
University of Wisconsin - Madison
Madison, WI

Judith Tavel
Department of Mathematics, Physical and Computer
Sciences
Dutchess Community College
Poughkeepsie, NY

Karen Worth
Senior Associate
Education Development Center, Inc.
Newton, MA

John G. Truxal

Wm. A. Wulf

Distinguished Teaching Professor Emeritus
State University of New York at Stony Brook
Stony Brook, NY

AT&T Professor of Engineering
University of Virginia
Charlottesville, VA

325

307

Richard N. Zare

Maria E. Zavala

Marguerite Blake Wilbur Professor of Chemistry
Stanford University
Stanford, CA

California State University Northridge
Northridge, CA

Undergraduate Convocation
Program Steering Committee for From Analysis to Action
Undergraduate Convocation Program Steering Committee
Donald Kennedy

Melvin D. George

Department of Biology
Stanford University

President Emeritus
St. Olaf College (MN)

Members, Board on Engineering Education
Karl S. Pister

Denice D. Denton

Chancellor
University of California-Santa Cruz

Professor of Engineering
University of Wisconsin-Madison

Members, Committee on Undergraduate Science Education
C. Bradley Moore

Sharon R. Long

Department of Chemistry
University of California - Berkeley

Department of Biology
Stanford University

Members, Mathematical Sciences Education Board
Hyman Bass

Sylvia T. Bozeman

Department of Mathematics
Columbia University

Department of Mathematics
Spelman College (GA)Members-at-Large
Dudley R. Herschbach

Gerald Holton

Harvard University

Harvard University

Angelica Stacy

Marilyn J. Suiter

Department of Chemistry
University of California - Berkeley

American Geological Institute

327

309

Participants in From Analysis to Action: Undergraduate Education in
Science, Mathematics, Engineering, and Technology
The NRC/NSF Convocation
April 9-11, 1995
Abraham, Neal

Baker, Gregory

Professor of Physics
Bryn Mawr College
101 North Merion Avenue
Bryn Mawr, PA 19010

Professor
Ohio State University
Department of Mathematics
231 W. 18th Avenue
Columbus, OH 43210

Apple, Martin A.
Executive Director
Council of Scientific Society Presidents
1155 16th Street, NW
Washington, DC 20036

Agogino, Alice
Professor
University of California
Department of Mechanical Engineering
5136 Etcheverry Hall
Berkeley, CA 94720

Bass, Hyman
Professor of Mathematics
Columbia University
Department of Mathematics
New York, NY 10027

Berriozabal, ManuelProfessor of Mathematics/Coordinator
University of Texas at San Antonio
Division of Math, Computer Science andStatistics
San Antonio, TX 78249-0661

Agrawal, Askok

Beltz, Barbara

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Professor

Ahnert, Edward
President
Exxon Education Foundation
225 East John W. Carpenter Freeway

Wellesley College
Wellesley, MA 02181

Boggs, George
President
Palomar College
11140 West Mission RoadSan Marcos, CA 92069-1487

Irving, TX 75062

Bordogna, Joseph

Alberts, Bruce
ChairmanNational Research Council
2101 Constitution Avenue, NW
Washington, DC 20418

Assistant Director for Engineering
National Science Foundation
4201 Wilson Boulevard, Room 505
Arlington, VA 22230

Borland, RobertAtkiss, Anthony
ChairmanExxon Education Foundation
225 East John W. Carpenter Freeway
Irving, TX 75602

University of Nebraska at Lincoln
Department of Mathematics & Statistics
Box 8800323
Lincoln, NE 68588-0323

329 310

Boutte, Kenneth

Burrill, Gail

Xavier University
P.O. Box 120CNew Orleans, LA 70125

President-Elect, NCTM
University of Wisconsin NCRMSE
12155 West Luther Avenue
Madison, WI 53706

Boylan, Myles
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard
Arlington, VA 22230

Bybee, Rodger
Associate Director
Biological Sciences Curriculum Study
5415 Mark Dabling BoulevardColorado Springs, CO 80918-3842

Bozeman, Sylvia
Professor and Chairman, Department ofMathematics
Spelman College
350 Spelman Lane, Box 270
Atlanta, GA 30314-4399

Campbell, George
President
National Action Council for Minorities inEngineering
3 West 35th Street
New York, NY 10001

Bragg, Sadie

Cannon, Peter

Acting Dean of Academic Affairs andProfessor of Mathematics
Borough of Manhattan Community College
199 Chambers Street
New York, NY 10007

Managing Partner VRE
4848 Colt Street, Suite 1
Ventura, CA 93004

Capco, David
Professor, Arizona State University andProgram Director National Science Foundation
4201 Wilson Boulevard, Room 605
Arlington, VA 22230

Brown, Malcolm
Director of Academic Computing
Dartmouth College
Kiewit Computing Center 6028
Hanover, NH 03755

Cappellari, Ann

Brownstein, Barbara

Beloit College
Beloit, WI 53511

Professor
Temple University
Department of Biology
Philadelphia, PA 19122

Carlson, William

Brunkhorst, Bonnie

University of Texas at Austin
Department of Geological Sciences
Austin, TX 78712

Professor and Chairman

Professor of Geology and Science Education
California State University
Institute for Science Education
5500 University Parkway
San Bernardino, CA 92407

Carpenter, John
Director
University of South Carolina Center for Science
Education
Columbia, SC 29208

Bruns, Peter
Director, Division of Biological Sciences
Cornell University
169 Biotechnology Building
Ithaca, NY 14853

Carr, Stephen
Associate Dean, Engineering
Northwestern University
Robert R. McCormick School ofEngineering and Applied Science
Evanston, IL 60208

Bunce, Diane
The Catholic University of America
Chemistry Department
Washington, DC 20064

330

311

Celeste, Richard

Daie, Jaleh

Celeste & Sabety, Ltd.
240 North 5th Street
Columbus, OH 43215

Senior Science Advisor and Professor
Office of the Senior Vice President for Academic
Affairs
University of Wisconsin
329 Birge Hall
Madison, WI 53706-1559

Chamot, Dennis
Assistant Executive Director
Commission on Engineering and Technical Systems
National Research Council
2101 Constitution Avenue, NW, HA280
Washington, DC 20418

Dalrymple, Brent
Dean and Professor
Oregon State University
College of Oceanic and Atmospheric Sciences
Oceanography Administration Building 104
Corvalis, OR 97331 -5503

Chang, Amy
Director, Education and Training
American Society for Microbiology
Office of Education and Training
1325 Massachusetts Avenue, NW
Washington, DC 20020

Deloatch, Eugene
Dean, School of Engineering
Morgan State University
Baltimore, MD 21239

Chapman,Orville
Denton, Denice
Associate Professor
University of Wisconsin at Madison
Department of Electrical and Computer Engineering
Madison, WI 53706-1691

Professor
University of California
Department of Chemistry andBiochemistry
405 Hilgard Avenue
Los Angeles, CA 90095-1569

Dickison, Alexander
Professor of Physics and Chair

Chapman, Sally

Seminole Community College
100 Weldon Boulevard
Sanford, FL 32773-6199

Professor of Chemistry
Barnard College3009 Broadway
New York, NY 10027-6598

Donaldson, James
Professor, Department of Mathematics
Howard University
2441 6th Street, NW
Washington, DC 20071

Clark, Robert
Professor of Physics andAssociate Dean of College of Science
Texas A&M University
College Station, TX 77843-4242

Douglas, Ronald
Vice Provost for Undergraduate Studies andProfessor of Mathematics

Conroy, Brian
The Catholic University of America
Chemistry Department
Washington, DC 20064

State University of New York at Stony Brook
E3350 Main Library
Stony Brook, NY 11794

Crosby, Glenn
Dowell, David
Princeton University
Department of Physics
P.O. Box 708, Washington Road
Princeton, NJ 08544

Professor of Chemistry and Materials Science
Washington State University
Pullman, WA 99164-4630

Crowley, Kevin
Senior Program Officer
National Research Council Board on Earth Sciences
2101 Constitution Avenue, NW, HA 372
Washington, DC 20418

33.1

312

Downing, Shenyata

Falconer, Etta

Xavier University
P.O. Box 120CNew Orleans, LA 70125

Associate Provost for Science Programs and Policy
Spelman College Box 1005
350 Spelman Lane Atlanta, GA 30314

Doyle, Michael
Dr. D.R. Semmes Distinguished
Professor of Chemistry

Feldberg, Melissa
Wesleyan University
Department of Earth and Environmental Sciences
265 Church Street
Middleton CT 06459

Trinity University
San Antonio, TX 78212

Ferguson, Pamela
President

Duffey, Mary
OWeefe Duffi,
350 Fifth Avenue
New York, NY 10118

Grinnell College
P.O. Box 805
Grinnell, IA 50112

Duvall, Betty

Ferguson, Veronique

Community College Liaison
U.S. Department of Education
600 Independence Avenue, SW
Washington, DC 20202

Bronx Community College
University Avenue/West 181st Street
231 Colston Hall
Bronx, NY 10453

Eckstrand, Irene
Acting Director
National Institutes of Health
Office of Science Education
6100 Executive Boulevard, Room 5H01
Rockville, MD 20892

Florman, Samuel

Edgerton, Russell
President

Forman, Susan

Vice President
Kreisler Borg Florman Construction Company
97 Montgomery Street
Scarsdale, NY 10583

Director of College & University Programs
Mathematical Sciences Education Board
National Research Council
2101 Constitution Avenue, NW, HA 476
Washington, DC 20418

American Association for Higher Education
One DuPont Circle, Suite 360
Washington, DC 20036

Edgington, Samantha

Fortenberry, Norman

Princeton University
Department of Physics
P.O. Box 708, Washington Road
Princeton, NJ 08544

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Erdman, Carl
Director of Academic Development and Foundation
Coalition
Texas A&M University
Division of Educational Programs Research2037 WERC College Statio4 TX 77843-3126

Foster, Anthony

Ernst, Edward

Friedel, Janice Nahra

Allied Signal Professor of Engineering
University of South Carolina
College of Engineering
Swearingen Engineering Center
Columbia, SC 29208

President
Lexington Community College
209 Oswald Building, Cooper Drive

Bronx Community College
University Avenue/West 181stStreet
231 Colston Hall
Bronx, NY 10453

Lexington, KY 40506-0235

332

313

Fromm, Eli

Girgus, Joan

Vice Provost for Research and Graduate Studies
32nd and Chesnut Streets
Philadelphia, PA 19104

Director, Pew Charitable Trusts
Pew Science Program in Undergraduate Education
Princeton University, Green Hall
Princeton, NJ 08544

Froyd, Jeffrey
Professor of Electrical and Computer Engineering
Rose-Hulman Institute of Technology
Department of Electrical and Computer Engineering
5500 Wabash Avenue
Terre Haute, IN 47803

Fuchs, Bruce
National Institutes of Health
Office of Education
6121 Executive Boulevard, Suite 450
Rockville. MD 20854

Glass, Sandra
Program Vice President
W.M. Keck Foundation
555 South Flower Street, Suite 3230
Los Angeles, CA 90071

Goldberg, David
Professor
University of Illinois at Urbana Champaign
Department of General Engineering
104 South Matthews Avenue
Urbana, IL 61801

Gabriel, Clifford
Executive Director
American Institute of Biological Sciences
730 11th Street, NW
Washington, DC 20001-4521

Gonzalez, Mario
Associate Vice Chancellor
University of Texas System
601 Colorado Street
Austin, TX 78701-2982

Gangolli, Ramesh
Professor of Mathematics
University of Washington
Department of Mathematics GN-50
Seattle, WA 98195

Goroff, Daniel
Professor, Department of Mathematics
Harvard University
Cambridge, MA 02138-2901

Geary, Edward

Greenhouse, Cheryl

Coordinator for Education Programs

Media Relations Associate
National Research Council
Office of News and Public Information
2101 Constitution Avenue, NW
Washington, DC 20418

Geological Society of America

3300 Penrose Place
Boulder, CO 80301-9140

Gentile, James
Dean for the Natural Sciences
Hope College
Holland, MI 49423

George, MelvinVice President for Institutional Relations
University of Minnesota
432 Morrill Hall, 100 Church Street
Minneapolis, MN 55455

Gerardi, Donna
Director
National Research Council
Coordinating Council for Education

Greenwood, MRC
Associate Director for Science
Office of Science and Technology Policy
Executive Office of the President
17th and Pennsylvania Avenue, NW
Washington, DC 20500

Groat, Charles
Executive Director
Louisiana State University
Center for Coastal, Energy, and Environmental
Resources
Baton Rouge, LA 70803

2101 Constitution Avenue, NW, HA 450
Washington, DC 20418

333 314

Hackerman,Norrnan

Herschbach, Dudley

Chairman, Scientific Advisory Board
The Welch Foundation
4605 Post Oak Place, Suite 200
Houston, TX 77027

Baird Professor of Science
Harvard University Department of Chemistry
12 Oxford Street
Cambridge, MA 02138

Haddad, Jerrier

Hill, Constance
Environmental Protection Specialist

President
Accreditation Board for Engineering andFederal Highway Administration Environmental
Quality Branch
400 7th Street, SW
HEP-42 Room 3240
Washington, DC 20590

Technology
162 Macy Road
Briarcliff Manor, NY 10510

Harrison, David
Hill, Wendell

Director, Advanced Integrated Manufacturing
CenterSinclair Community College
444 West Third Street
Dayton, OH 45402-1460

University of Maryland
Institute for Physical Science & Technology
College Park, MD 20742

Hixson, Susan H.
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard
Arlington, VA 22230

Hata, David
Department HeadPortland Community College/Intel Corporation
Micoelectronics Technology
1705 SE 29th Avenue
Portland, OR 97214

Hodge, Daniel
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard
Arlington, VA 22230

Hatcher, RobertDistinguished Scientist and Professor
University of Tennessee/Oak Ridge
National Laboratory
Department of Geological
301 G and G Building
Knoxville, TN 37996-1410

Holton, Gerald
Mallinckrodt Professor of Physics and History of
Science
Harvard University, Department of Physics
358 Jefferson Physical Laboratory
Cambridge, MA 02138

Hawkins, William
Director, SUMMA
Mathematical Association of America
1529 18th Street, NW
Washington, DC 20036

Hoopes, Laura
Vice President and Dean of the College
Pomona College
Claremont, CA 91711

Haynes, John
Professor of Biology
Morehouse College
Department of Biology
830 Westview Drive, SE
Atlanta, GA30314

Horn, Christine
The Catholic University of America
Chemistry Department
Washington, DC 20064

Houston, Johnny

Hazen, Robert
Professor
George Mason University
5251 Broad Branch Road, NW

Professor, Math and Computer Science
Elizabeth City State University
Elizabeth City, NC 27909

Washington, DC 20015

334

315

Jones, Therese

Howell, Kathleen
Professor of Aeronautics and Astronautics
Purdue University

Chairman, Division of Sciences and Engineering
Amarillo College
P.O. Box 447
Amarillo, TX 79178-0001

West Lafayette, IN 47907

Huang, Alice

Joyner, Jacquelyn Scotton
Mathematics Instructional Specialist

Dean for Science
New York University
6 Washington Square North

Richmond Public Schools
Department of Instruction
301 North 9th Street, 12th Floor
Richmond, VA 23219

New York, NY 10003

Hughes Hallett, Deborah
Professor of Mathematics
Harvard University
Cambridge, MA 02138

Jungck, John
Professor, Department of Biology
Beloit College
700 College Street

Hunt, William
Professor of Electrical Engineering
Georgia Institute of Technology
School of Electrical and Computer Engineering
Atlanta, GA 30332-0250

Beloit, WI S35 1 I

Justus, Joyce
Office of Science Technology Policy
Room 432, Old Executive Office Building
17th and Pennsylvania Avenue, NW
Washington, DC 20500

Hutchings, Patricia
Director, Teaching Initiative
American Association of Higher Education
One DuPont Circle, Suite 360
Washington, DC 20036

Kahle, Jane
Condit Professor of Science Education
Miami University
418 McGuffey Hall
Oxford, OH 45056

Jaco, William
Executive Director
American Mathematical Society
P.O. Box 6248
Providence, RI 02904-2213

Kennedy, Donald
Bing Professor of Environmental Studies
Stanford University
Encina Hall 200
Stanford, CA 94305-6055

Jarmul, David
Director of Communications
Howard Hughes Medical Institute4000 Jones Bridge Road
Chevy Chase, MD 20815

Kennedy, Ian
Professor and Vice Chairman
University of California
Department of Mechanical andAeronautical Engineering
Davis, CA 95616

Johann, Eileen Delgado
Miami-Dade Community
College at Kendall
11011 SW 104th Street
Miami. FL 33176

Keynes, Harvey
Professor of Mathematics
University of Minnesota
127 Vincent Hall
Minneapolis, MN 55455

Johnson, RaymondProfessor and Chair, Department of Mathematics
University of MarylandCollege Park, MD 20742-0001

335

316

Khoury, Bernard

Lacampagne, Carole

Executive Director
American Association of Physics Teachers
One Physics Ellipse
College Park, MD 20740

Senior Research Associate in Mathematics
U.S. Department of Education
Institute for Student Achievement, Curriculum, andAssessment
555 New Jersey Avenue, NW
Washington DC 20208-5649

Kincaid, W. Brad
Mesa Community College
Department of Life Science
1833 West Southern Avenue
Mesa, AZ 85202

Lane, Neal
Director
National Science Foundation
4201 Wilson Boulevard
Arlington VA 22230

Klausner, Richard
National Institutes of HealthNational Institute of Child Health andHuman Development
Building 18T, Room 101
Bethesda, MD 20892

Lappan, Glenda
Professor, Department of Mathematics
Michigan State University
101 Wills House
East Lansing, MI 48824

Korshin, Caryn
Laws, PriscillaProgram Officer
Exxon Education Foundation
225 East John W. Carpenter Freeway
Irving, TX 75062-2298

Professor of Physics
Dickinson College
P.O. Box 1773
Carlisle, PA 17013

Kowalski, Frank
Lee, Peter

Professor of Physics
Colorado School of Mines
Golden, CO 80401

Dean, College of Engineering
California Polytechnic State University
Grand Avenue
San Luis Obispo, CA 93407

Kraus, Pamela
University of Washington
Department of Physics
Physics FM-15
Seattle, WA 9819

Leitzel, James
Associate Professor of Mathematics
University of Nebraska at Lincoln
Department of Mathematics & Statistics
Box 8800323
Lincoln, NE 68588-0323

Krylova, Irina
The Catholic University of America
Chemistry Department
Washinato4 DC 20064

Leitzel, Joan
Senior Vice Chancellor
University of Nebraska at Lincoln
Academic Affairs
202 Canfield Administration Building
Lincoln, NE 68588-0420

Kulacki, Francis
Dean, Institute of Technology
University of Minnesota
105 Walter Library
117 Pleasant Street, SE
Minneapolis, MN 55455

Lester, William
Senior Fellow for Science & Engineering
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Labov, Jay
Study Director, Committee on Undergraduate
Science Education
National Research Council
2101 Constitution Avenue, NW
Washington DC 20418

336

Levitan, Herbert

Lohmann, Jack

Section Head, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Associate Dean for Academic Affairs
Georgia Institute of Technology
College of Engineering
Room 302 Administration Building
Atlanta, GA 30332-0360

Lawrence, Bettye
National Science Foundation
Division of Undergraduate Education

Long, Sharon
Professor of Biology
Stanford University
216 Gilbert Laboratories
Stanford, CA 94305-5020

4201 Wilson Boulevard
Arlington, VA 22230

Lewis, Donald
Professor of Mathematics

Madison, Bernard

University of Michigan
Angell Hall
Ann Arbor, MI 48109-1003

Dean, Fulbright College of Arts and Sciences
Fullbright College, Main 525
Fayetteville, AR 72701-3025

Lewis, Margaret

Mahlab, Minna

Director of Applied Technology and Vocational
Education
School Board of Brevard County
Department of Curriculum Services
2700 Street Johns Street
Viera, FL 32940

Research AssistantNational Research Council Committee on
Undergraduate
Science Education
2101 Constitution Avenue, NW
Washington, DC 20418

Lichter, Robert

Mahood, Gail

Executive Director
The Camille and Henry Dreyfus Foundation, Inc.
555 Madison Avenue, Suite 1305

Professor of Geological and Environmental Sciences
Stanford University, MC 2115
Stanford, CA 94305-2115

New York, NY 10022-3301

Malcom, Shirley

Lightbourne, James
Program Director

Head, American Association for the
Advancement of Science
Directorate for Education and Human Resources1333 H Street, NW
Washington, DC 20005

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Marshall, Diane
Lindquist, Mary

Associate Professor of Biology
University of New Mexico
Department of Biology
Albuquerque, NM 87131

Callaway Professor of Mathematics Education
Columbus College
Curriculum Instruction
Columbus, GA 31901

Mateja, John
Deputy Program Manager
U.S. Department of Energy
Office of Science Education Programs
1000 Independence Avenue, SW
Washington, DC 20585

Lisensky, George C.
Professor of Chemistry
Beloit College
Beloit, WI53511

337

318

Matthews, Pamela

Metzger, Norman

Associate Dean of Mathematics
Mt. Hood Community College
26000 SE Stark Street
Gresham, OR 97030

Executive Director
Commission on Physical Sciences, Mathematics, andApplications
National Research Council
2101 Constitution Avenue, NW
Washington, DC 20418

Mays, Marilyn
President, AMATYC and Professor of
Mathematics and Computer Science
North Lake College
5001 MacArthur Boulevard
Irving, TX 75038-3899

Miller, Catherine
32nd and Chestnut Streets
Philadelphia, PA 19104

Minster, Jean-Bernard
Mazur, Eric
Professor of Physics
Harvard University
Department of Applied Sciences
29 Oxford Street
Cambridge, MA 02138

Professor of Geophysics andDirector, System-wide Institute ofGeophysics and Planetary Physics
University of California at San Diego
Scripps Institution of Oceanography
La Jolla, CA 92093-0225

McBride, Duncan

Mohrig, Jerry

Section Head, EHR/DUE
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Professor of Chemistry
Carleton College
Department of ChemistryNorthfield, MN 55057

McDermott, Lillian

Molter, Lynne

Professor of Physics
University of Washington, Physics FM- 15
Seattle, WA 98195

Associate Professor of Engineering
Swarthmore College
Department of Engineering
500 College Avenue
Swarthmore, PA 19081

McKenney, James
Director, Economic Development
American Association of Community Colleges
One DuPont Circle, Suite 410
Washington, DC 20036

Monroe, Mary BethPhysics Instructor
Southwest Texas Junior College
2401 Garner Field Road
Uvalde, TX 78801-6297

McWethy, Patricia
Executive Director
National Science Education Leadership Association
P.O. Box 5556
Arlington, VA 22205

Moore, C. Bradley
Professor of Chemistry
University of California at Berkeley
Berkeley, CA 94720-1460

Merritts, Dorothy
Moore, John A.

Associate Professor, Department of GeosciencesFranklin and Marshall College
Lancaster, PA 17604-3003

Professor Emeritus of Biology
University of California
Department of Biology
900 University Avenue
Riverside, CA 92521

Mertzman, Stanley
Professor of GeosciencesFranklin and Marshall College
P.O. Box 3003
Lancaster, PA 17604-3003

338

319

Moore, Lawrence

O'Connell, SuzanneDuke University
Department of Mathematics
P.O. Box 90320
Durham, NC 27708-0251

Assistant Professor
Wesleyan University
Department of Earth and Environmental Sciences
265 Church Street
Middleton, CT 06459

Moore, Penny

Offenbacher, Jeanette

Piedmont High School
800 Magnolia
Piedmont, CA 94611

Senior Project AssistantNational Research Council
Coordinating Council for Education
2101 Constitution Avenue, NW, HA 450
Washington, DC 20418

Morawetz, Cathleen
Professor Emeritus
CIMS--New York University

251 Mercer Street

O'Keefe, John

New York, NY 10012-110

OKeefe Duffy
350 Fifth Avenue
New York, NY 10118

Moye, Alfred
University Relations Manager
Hewlett-Packard Company
1501 Page Mill Road, MS 3L7

Oliver, Michael
Inverness Research Associates
5545 Trinhardt Drive
Fairway, KS 66205

Palo Alto, CA 94304

Nally, Terry
Olson, Steve7608 Sebago Road
Bethesda, MD 20817

American Chemical Society
Educational Division
1155 - 16th Street, NW
Washington, DC 20020

Osheroff, Douglas
Chairman and Professor of Physics

Neale, Bridget
Harvard University

Stanford University
Varian Physics, Room 108
Stanford, CA 94305-4060

Department of Mathematics
Cambridge, MA 02138

Narum, Jeanne

Oyewole, Saundra Herndon

Director, Independent Colleges Office
Project Kaleidoscope
1730 Rhode Island Avenue, Suite 1205
Washington, DC 20036

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Nocera, Daniel

Parilla, Robert

Professor of Chemistry
Michigan State University
Department of Chemistry
East Lansing, MI 48824

President
Montgomery College
900 Hungerford Drive

O'Brien, Ruth

Patmore, Stacey

Staff AssociateCommission on Physical Sciences, Mathematics, andApplications

Senior Project AssistantNational Research Council
Committee on Undergraduate Science Education
2101 Constitution Avenue, NW
Washington, DC 20418

Rockville, MD 20850

National Research Council
2101 Constitution Avenue, NW
Washington, DC 20418

339

320

Perpich, Joseph

Poodry, Clifton
Director, National Institutes of Health
Minority Opportunities Research Division
45 Center Drive, Suite 2AS.37
Bethesda, MD 20892-6200

Vice President, Grants and Special Programs
Howard Hughes Medical Institute4000 Jones Bridge Road
Chevy Chase, MD 20815

Perry, Robert

Prados, John

Associate Professor of Physics
Ohio State University

Senior Education Associate
National Science Foundation
Engineering Education and Centers Division4201 Wilson Boulevard, Room 585
Arlington, VA 22230

174 West 18th Avenue
Columbus, OH 43210

Phillips, Monte

Prakash, Ravi

Professor of Civil Engineering
University of North Dakota

Embassy of India
Science Counselor
2536 Massachusetts Avenue, NW
Washington, DC 20008

Box 8115

Grand Forks, ND 58202-8115

Pierce, David
President

Prelas, MarkAmerican Association of Community Colleges
One DuPont Circle, NW, Suite 410
Washington, DC 20036

Professor of Nuclear Engineering
University of Missouri
Columbia, MO 65211

Pine, Stanley

Quinn, Helen

Professor of Chemistry
California State University
Los Angeles, CA 90032

Senior Staff Specialist
Stanford Linear Accelerator Center
Theoretical Physics, Education andPublic Outreach
P.O. Box 4349
Stanford, CA 94309

Pings, Cornelius
President
Association of American Universities
One DuPont Circle, Suite 730
Washington, DC 20036

Ramirez, Martin
Greenfield Academic Director
UDM Engineering and Science
4001 W. McNichols Road
P.O. Box 19900
Detroit, MI 48219

Pister, Karl
Chancellor
University of California at Santa Cruz
296 McHenry LibrarySanta Cruz, CA 95064

Rasaq, Ramon
Bronx Community College
University Avenue/West 181st Street
231 Colston Hall
Bronx, NY 10453

Pollack, Kerstin
Acting Director
National Research Council
Board on Engineering Education
2101 Constitution Avenue, NW
Washington, DC 20418

Ray, Janet
Seattle Central Community College
Mathematics Department, BE 5104
1701 Broadway
Seattle, WA 98122

Pollard, BethNational Research Council
Coordinating Council for Education
2101 Constitution Avenue, NW, HA 450
Washington, DC 20418

340

321

Romig, Phillip
Professor and Head of Department

Razzaghi, Amir
Princeton University
Department of Physics
P.O. Box 708, Washington Road
Princeton, NJ 08544

Colorado School of Mines
Department of Geophysics
Golden, CO 80401

Roohk, Bonita

Reynolds, Ann
Chancellor
City University of New York535 East 80th Street, Room M700
New York, NY 10021

Golden West College
Department of Biological Sciences
15744 Golden West Road
Huntington Beach, CA 92647

Rhoades, Sandra

Rosa, Victoria

Smith College
Department of Mathematics
Northampton MA 01063-001

The Catholic University of America
Chemistry Department
Washington, DC 20064

Richtol, Herbert M.
Program Director

Rosamilia, Armand
The Catholic University of America
Chemistry Department
Washington, DC 20064

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Rosser, James
President
California State University at Los Angeles
5151 State University Drive
Los Angeles, CA 90032

Ridgway, Kenneth
Purdue University
Department of Earth and Atmospheric Sciences
1397 CIVIL BuildingWest Lafayette, IN 47907-1397

Roy, Swati Dutta
Princeton University
Department of Physics
P.O. Box 708, Washington Road
Princeton NJ 08544

Ridky, Robert
Professor of Geology
University of MarylandCollege Park, MD 20742

Sampson, Kirsten A.
Program Officer
National Research Council

Rigden, John
Director of Physics Programs
American Institute of Physics
One Physics Ellipse
College Park, MD 20740

2101 Constitution Avenue, NW, HA 450
Washington, DC 20418

Sarquis, Arlyne
Director, Center for Chemical Education
Miami University
4200 East University Boulevard
Middletown, OH 45042

Roden, Christie
University of Wisconsin at Madison
Department of Plant Pathology
1630 Linden Drive
Madison. WI 53706

Sawrey, Barbara
Vice Chair
University of California at San Diego
Department of Chemistry and Biochemistry
9500 Gilman Drive
La Jolla, CA 92093-0303

Rodi, Stephen
Division Chair
Austin Community College, Rio GrandeMathematics and Physical Sciences
1212 Rio Grande Street
Austin, TX 78701-1785

341

322

Snow, John
Dean, College of Geosciences
University of Oklahoma
Sarkeys Energy Center
100 East Boyd, Suite 710
Norman, OK 73019-0628

Schneiderman, Jill
U.S. Senate Office of Senator Tom Daschle
Hart Senate Office Building, Room 509
Washington, DC 20510

Schneider, Carol
Executive Vice President
Association of American Colleges and Universities
1818 R Street, NW
Washington, DC 20009

Spencer, James
Atlantic Philanthropic Service Company
120 East Buffalo Street
Ithaca, NY 14850

Schowengerdt, Frank
Squitieri, Louise

Vice President for Academic Affairs and Dean ofFaculty
Colorado School of Mines
Golden, CO 80401

Professor of Biology
Bronx Community College
University Avenue/West 181st Street
231 Colston Hall
Bronx, NY 10453

Schuster, Gary
Dean, College of Science
Georgia Tech
Atlanta, GA 30332-0400

Stacy, Angelica
Professor, College of Chemistry
University of California at Berkeley
Berkeley, CA 94720

Sechrist, Chalmers F.
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard
Arlington, VA 22230

Stakgold, Ivar
Director, American Mathematical Society
Washington Office1527 Eighteenth Street, NW
Washington, DC 20036

Shearer, Clement
Dean for Budget and Planning and Professor of

Steen, Lynn
Executive Director
Mathematical Sciences Education Board

GeologyCarleton College
One North College Street
Northfield, MN 55057

2101 Constitution Avenue, NW, HA 476
Washington, DC 20418

Shiflett, Ray C.
Executive Director
California Polytechnic University at Pomona

Stellar, Diana
Hartnell College
798 Pine Street, #2
Monterey, CA 93940

Office of External Relations
3801 West Temple
Pomona, CA 91768

Stewart, Barbara
Associate Professor of Biology
Swarthmore College
Department of Biology
Swarthmore, PA 19081

Simpson, Patricia
Associate Professor, Science Education and Biology
St. Cloud State University
720 4th Avenue South
St. Cloud, MN 56301

Stewart, Joanne
Associate Professor of Chemistry
Hope College
65 Eustis Street, # 1
Cambridge, MA 02140

Sjoerdsma, Ted
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

342

323

Stith, James

Suplee, Curt

Professor of Physics
Ohio State University
Department of Physics

The Washington Post
1150 15th Street, NW
Washington, DC 20071

174 West 18th Avenue
Columbus, OH 43210- 1106

Swann, Marie Johnson
Bronx Community College
University Avenue/West 181st Street
231 Colston Hall
Bronx, NY 10453

Stoddart, Trish
Associate Professor
University of California at Santa Cruz
Department of Education
211 Crown College
Santa Cruz, CA 95064

Sward, Marcia
Executive Director
Mathematical Association of America
1529 Eighteenth Street, NW
Washington, DC 20036-1385

Stone, David
Professor, Department of Mathematics andComputer Science
Georgia Southern University
Landrum Box 8093
Statesboro, GA 30460-8093

Taylor, Jean
Professor, Department of Mathematics
Rutgers University
Hill Center, Busch Campus
Piscataway, NJ 08855

Stout, Dorothy
Professor of Geosciences
Cypress College
Physical Sciences Department
9200 Valley View Street
Cypress, CA 90630

Teague, Daniel
Instructor of Mathematics
North Carolina School of Science andMathematics
1219 Broad Street
Durham, NC 27705

Straley, Tina
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Teles, Elizabeth
National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Straumanis, Joan
Program Officer
U.S. Department of Education
Fund for the Improvement of Post Secondary
Education
7th & D Streets, SW, ROB-3, Room 3100
Washington, DC 20202-5175

Thompson, Joe
Director, NSF Engineering Research Center for
Computational Field Simulation
Mississippi State University
P.O. Drawer 6176
Mississippi State, MS 39762

Strobel, Kevin

Thompson, Jr., Albert

University of Minnesota at Minneapolis
Mathematics Department
206 Church Street, SE
Minneapolis, MN 55455

Chair and Professor of Chemistry
Spelman College
Box 281

Atlanta, GA 303144399

Suiter, Marilyn
Tobias, Sheila
Research Corporation

Director, Education and Human Resources
American Geological Institute4220 King Street
Alexandria, VA 22302-1507

724 North Campbell Avenue
Tucson, AZ 85719

343

324

Trail, James

Watson, Robert

Clarence J. Robinson Professor of Physics
George Mason University
Department of Physics
207 East Building
Fairfax, VA 22030

Director, National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

West, Russell
The Catholic University of America
Chemistry Department
Washington, DC 20064

Tucker, Alan
Distinguished Teaching Professor
State University of New York
Department of Applied Mathematics and Statistics
Stony Brook, NY 11794-3600

Wettack, F. Sheldon
Vice President and Dean of the Faculty
Harvey Mudd College
301 East 12th Street
Claremont, CA 91711

Turro, Nicholas
Professor of Chemistry
Columbia University
Box 610, Havemeyer Hall

Wigdor, Alexandra K.

New York, NY 10027

Director, Commission on Behavioral and Social
Sciences and Education
Division on Education, Labor and Human
Performance
National Research Council
2101 Constitution Avenue, NW, HA 178
Washington, DC 20418

Udomprasert, Patricia
Princeton University
Department of Physics
P.O. Box 708, Washington Road
Princeton, NJ 08544

Verosub, Kenneth
Wilkinson, David

Professor, Department of Geology
University of California at Davis
Davis, CA 95616

Professor of Physics
Princeton University
P.O. Box 708, Washington Road
Princeton, NJ 08544

Waintraub, Jack
Department Chair and Professor
Middlesex County College
Department of Physics/Electrical Engineering

Williams, Antoine
The Catholic University of America
Chemistry Department
Washington, DC 20064

Technology

Edison, NJ 08818-3050

Walker, Graham

Williams, Luther

Professor of Biology
Massachusetts Institute of Technology
Department of Biology, 68-633
Cambridge, MA 02139

Assistant Director, National Science Foundation
Directorate for Education and Human Resources
4201 Wilson Boulevard, Room 805
Arlington, VA 22230

Ward, SamuelWilliams, Paul

University of Arizona Department of Life Sciences
MCB South 444, Park & Lowell
Tuscon, AZ 85721

Professor, Department of Plant Pathology
University of Wisconsin at Madison
1630 Linden Drive
Madison, WI 53706

Warner, Frank
Williams, Richard

Associate Dean and Professor of Mathematics
University of Pennsylvania
Schools of Arts and Sciences
116 College Hall
Philadelphia, PA 19104-6377

Dean, College of Engineering
California State University at Long Beach
1250 Bellflower BoulevardLong Beach, CA 90840

344

325

Woolsey, Suzanne H.
Chief Operations Officer
National Research Council

Williams, Theodore
Professor, Department of Chemistry
College of Wooster
943 College Avenue
Wooster, OH 44691

2101 Constitution Avenue, NW
NAS 206
Washington, DC 20418

Wilson, Jack
Wubbels, Gene

Dean, Undergraduate and Continuing Education
Rensselaer Polytechnic InstituteNational Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

C11 Room 4011
Troy, NY 12180

Witte, Robert
Wyche, James

Senior Program Officer
Exxon Education Foundation
225 E. John W. Carpenter Freeway
Irving, TX 75062-2298

Associate Provost
Brown University
Campus Box 1963
Providence, RI 02912

Wong, Tamae
Senior Program Officer

Zare, Richard
Professor of Chemistry
Stanford University
Stanford, CA 94305

Commission on Physical Sciences, Mathematics, andApplications
National Research Council
2101 Constitution Avenue, NW
Washington, DC 20418

Zdravkovich, Vera
Dean of Science, Mathematics and Health

Woodin, Terry

Technology

National Science Foundation
Division of Undergraduate Education
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Prince George's Community College
301 Largo Road
Largo, MD 20772

Wood, Sally
Professor, Department of Electrical Engineering
Santa Clara University
Santa Clara, CA 95053

345

326

The EHR Advisory Committee
CHAIR: James M. Rosser
VICE-CHAIR: Kerry Davidson

Susan Agruso

Charlotte K. Frank

Robert E. Parilla

Director, Authentic Assessment
State Department of Education
Columbia, SC

Vice President,
Research and Development
The McGraw-Hill Companies
New York, NY

President,
Montgomery College
Rockville, MD

Edward W. Bales

Alan J. Friedman

Director of Education, External Systems
Motorola Corporate Offices
Schaumberg, IL

Director
New York Hall of Science
Flushing Meadows Corona Park, NY

Photoscience Research Division
Eastman Kodak Company
Rochester, NY

Joan Barber

Melvin D. George

Director for Student Life
North Carolina Schoolof Science and Mathematics
Durham, NC

President Emeritus
St. Olaf College
Northfield, MN

President
California State University
Los Angeles
Los Angeles, CA

Peter GerberDavid A. Sanchez

George Boggs

MacArthur Foundation
Chicago, IL

Department of Mathematics
Texas A&M University
College Station, TX

President
Palomar College
San Marcos, CA

Sadie Bragg

N. Gerry House
Superintendent
Memphis Public Schools
Memphis, TN

Acting Dean of Academic Affairs
City University of New York
Borough of Manhattan
Community College
New York, NY

Jane Butler Kahle

Diane J. Briars

Charlotte Keith

Mathematics Specialist
Office of Educational Design
and Assessment,
Pittsburgh Public Schools
Pittsburgh, PA

Indian Trail High School
Olathe, KS

Kerry Davidson
Deputy Commissioner,
Academic Affairs and Research
Louisiana Board of Regents
Baton Rouge, LA

Alfredo G. de los Santos, Jr.
Vice Chancellor
for Educational Development,
Maricopa Community Colleges
Tempe, AZ

Denice D. Denton
Professor,
Electrical and Computer Engineering,
University of Wisconsin, Madison
Madison, WI

Condit Professorof Science Education
Miami University
Oxford, OH

Mary M. Lindquist

Diana Garcia Prichard

James M. Rosser

Maria Santos
Supervisor,
Math and Science Department
San Francisco Unified School District
San Francisco, CA

Robert Schwartz
The Pew Charitable Trusts
Philadelphia, PA

Calvert H. Smith
Office of Systemic ReformState of Ohio
Cincinnati, OH

School of Education
Columbus College
Columbus, GA

Gwendolyn W. Stephenson

Stanley S. Litow
Director, Corporate Support Programs
International Business Machines
Corporation
Armonk, NY

Uri Treisman

Jack R. Lohmann

Chancellor
St. Louis Community College System
St. Louis, MO

Department of Mathematics
University of Texas at Austin
Austin, TX

Associate Dean,
College of Engineering
Georgia Institute of Technology
Atlanta, GA

Leon Ukens

Charles Merideth

Donna L. York

President
New York City Technical College

Brooklyn, NY

346

Department of Physics
Towson State University
Towson, MD
Science Curriculum Coordinator
Anchorage School District
Anchorage, AK

EHR Committee Responsible for the Report
Shaping the Future: New Expectations for Undergraduate Education in
Science, Mathematics, Engineering, and Technology
Melvin D. George
President Emeritus
St. Olaf College (AM)
Chair

Sadie Bragg

Mary M. Lindquist

Acting Dean of Academic Affairs,
City University of New York
Borough of Manhattan Community College (N19

School of Education
Columbus College
Columbus, GA

Alfredo G. de los Santos, Jr.

James M Rosser

Vice Chancellor for Educational Development
Maricopa Community Colleges (AZ)

President

Denice D. Denton

David A. Sanchez

Professor of Electrical and Computer Engineering
University of Wisconsin - Madison

Department of Mathematics
Texas A&M University

California State University, Los AngelesPeter Gerber
The MacArthur Foundation
Chicago, IL

Carolyn Meyers
Dean of Engineering,North Carolina A&T State University
Consultant to the Committee

347

NRC Center for Science, Mathematics, and Engineering
Education Committee on Undergraduate Education
C. Bradley Moore*
Department of Chemistry
University of California at Berkeley
Chair

Isaac D. AbellaRamesh Gangolli

Dorothy Merritts

University of Chicago

University of Washington

Franklin and Marshall College

Neal B. Abraham

Frederick T. Graybeal

Bryn Mawr College (PA)ASARCO Incorporated(PA)

John A. Moore*
University of California Riverside

George Boggs

Norman Hackerman*

Superintendent/President
Palomar College (CA)Foundation

Penny Moore

Denice Denton

John K. Haynes

Piedmont High School

Morehouse College (GA)W. Ann Reynolds

Eileen Delgado JohannCity University of New YorkMiami-Dade Community
College

James H. Serum

The Robert A. Welch

Professor of Engineering
University of Wisconsin Madison

Michael P. Doyle
Trinity University

Hewlett-Packard, Inc.

Marye Anne Fox*
Vice President for Research
University of Texas - Austin

William E. Kirwan
President
University of Maryland

David T. Wilkinson*
Princeton University (NJ)

Dorothy Gabel

Paul J. Kuerbis
Indiana University
The Colorado College

Sharon Long*
Professor of Biology
Stanford University (CA)* Member, National Academy of Sciences

348

329

NRC "Year of Dialogue" Steering Committee
Norman Hackerman
The Robert A. Welch Foundation
Chair

Hyman Bass

Glenda Lappan

Department of Mathematics
Columbia University (N}9Michigan State University

Denice Denton

Sharon Long

Professor of Engineering
University of Wisconsin - Madison

Professor of Biology
Stanford University

Ramesh Gangolli

C. Bradley Moore

University of Washington

Department of Chemistry
University of California at Berkeley

Melvin George

Jeanne Narum

President Emeritus
St. Olaf College (MN)

Project Kaleidoscope (DC)

Donald Kennedy

Karl S. Pister

Professor of Biology
Stanford University (CA)Chancellor
University of California - Santa Cruz

Harvey Keynes
University of Minnesota

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Participants in the EHR Advisory Committee
Public Hearings on Undergraduate Education in SME&T
Disciplinary Perspectives
MRC Greenwood, Dean of
UNDERGRADUATE SME&T EDUCATION
Convened October 23, 1995:
Graduate Studies, University of California, Davis (CA) BIOLOGICAL SCIENCES - Rita Colwell, Professor and
MATHEMATICAL SCIENCES Alan Tucker,
President, AAAS University of Maryland, College Park (MD)ENGINEERING
Eleanor
Professor of Mathematics, State University of New York, Stony Brook (NY)
Baum, Dean of Engineering, Cooper Union (NY); Winfred Phillips Dean of Engineering, University ofPeter Denning, Professor of Computer Sciences, George Mason
COMPUTER SCIENCES
Florida (FL)Don Gentry, Dean of Engineering Technology, Purdue University (IN);
University (VA) TECHNOLOGY
Ernest Elial,
CHEMISTRY
Durward Huffman President, Northern Maine Technical College (ME)Professor of Chemistry, University of North Carolina, Chapel Hill (NC); Angelica Stacy, Professor ofChemistry, University of California, Berkeley (CA) PHYSICS Robert Hilborn, Professor and President,
AAPT, Amherst College (MA); Eric Mazur, Professor of Physics, Harvard University (MA) GEOLOGICALSCIENCES Tanya Atwater, Professor of Geology, University of California, Santa Barbara (CA).

Institutional Perspectives
Pamela Ferguson President, Grinnell College (IA) Thomas Morris,
Convened October 25, 1995:
President, Emory and Henry College (VA) Bruce Leslie, President, Onondaga Community College (NY)
Gwendolyn Stephenson Chancellor, St. Louis Community College System (MO) David Pierce, President,

Frederick Humphrie4 President, Florida A&M
American Association of Community Colleges (DC)PaulaWilliam Kerwan, President, University of Maryland, College Park (MD)University (FL)
Brownlee, President, American Association of Colleges and Universities (DC) Saul Fenster, President,
New Jersey Institute of Technology (NJ) Judith Ramaley, President, Portland State University (OR)David Ward, President, University of Wisconsin, Madison (WI) Homer Neal, Interim President, Universityof Michigan (MI).

Employers' Views
Walter Amprey, Superintendent, Baltimore Public Schools (MD)
Eugene Galanter, Professor of Psychology, Columbia University (NY) Peggy Cole, Director, Program
Planning, New York Hall of Science (NY) Israel Joseph Galva'', President, GHG Corporation (TX)
Alfred Moye, Manager, University Relations, Hewlett Packard Company (CA) John McMasters, Principal
Roberts Jones, Executive Vice President, National
Engineer, Boeing Commercial Airplane Group (WA)PatrickJohn Sisler, Manager of Exploration, Shell Oil Company (TX)
Alliance of Business (DC)White, Vice President, Strategy, Bell Atlantic Corporation (VA).
Convened November 1, 1995:

Social Sciences
Andrew Abbott, Master, Social Sciences Collegiate Division, University
Convened February 22, 1996:
John Dovidio, Professor of Psychology, Colgate University (NY)* Ronald Ehrenberg,of Chicago (IL)Vice President, Academic Programs, Professor of Economics, Cornell University (NY) Kenneth Foote,
Professor of Geography, University of Texas, Austin (TX) Rochel Gelman, Professor of Psychology, New
Maureen Hallinan, Professor of Sociology, University ofNotre Dame (IN) Jill
York University (NY)
Nora Newcombe, Professor of
Larkin, Professor of Psychology, Carnegie Mellon University (PA)Psychology, Temple University (PA) Neil Stillings, Professor of Cognitive Science, Hampshire College
(MA)

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Participants in the Shaping the Future Conference
July 11-13, 1996
Deborah Allen
EditorW.H. Freeman and Company
825 LaBonne Parkway
St. Louis, MO 63021

Clara I. Adams
Vice President for Academic Affairs
Morgan State University
Cold Spring Lane & Hillen Road
Baltimore, MD 21239

Reza Adhami

Deborah E. Allen

Associate Chair & Associate Professor
Dept. of Electrical & Computer Engineering
The University of Alabama in Huntsville
Huntsville, AL 35899

Dept. of Biological Sciences
University of Delaware
209 McKinly Laboratory
Newark, DE 19716

Andre Adler

Joseph D. Alviani
Executive Director
Massachusetts Technology Collaborative

Manager, Foundations of Scientific Inquiry
Department of Physics
New York University
2-4 Washington Place, Room 256
New York, NY 10013

75 North Drive
Westborough, MA 01581-3340

James Ammons
Provost, Department of Academic Affairs
Florida A&M University
301 FHAC
Tallahassee, FL 32307

Vijendra Agarwal
Professor and Chair
Dept. of Physics/Astronomy
Moorhead State University
Moorhead, MN 56563

Walter G. Amprey
Ashok K. Agrawal
Program Consultant
Division of Undergraduate Education
National Science Foundation

Superintendent
Baltimore City Public Schools
200 East North Avenue, Suite 405
Baltimore, MD 21202

4201 Wilson Boulevard
Arlington, VA 22230

Alan J. Anderson
Manager, DCAC Define Implementation
Airplane Integration
P.O. Box 3707, MS 74-89
Seattle, WA 98124

Edward F. Ahnert
President
Exxon Education Foundation
5959 Las Colinas Boulevard
Irving, TX 75039-2298

Martyn L. Apley
Chair, Department of Sciences
Western State College of Colorado
Hurst Hall 110
Gunnison, CO 81231

Richard Alaniz
Student, California State Univ., Fullerton
800 N. State College Blvd.
Fullerton, CA 92634

Josefina Arce
Director, Curriculum Assessment & Dev. Ctr.
University of Puerto Rico
P.O. Box 23334
University Station
San Juan, PR 00931-3334

Bruce Alberts
ChairmanNational Research Council
2101 Constitution Avenue, N.W.
Washington, DC 20418

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Michael Beals
Professor of Mathematics., Dean, Arts & Science,
Dept. of Mathematics
Rutgers University
Hill Center, Busch Campus
New Brunswick, NJ 08903

Rick Aycock
Customer Service Manager
Seal Right
P.O. Box 202
Garner, NC 27529-0202

Pamela J. Baker
John Beatty

Associate Professor of Biology & Chair
Div. of Natural Sciences
Bates College
Lewiston, ME 04268

Associate Professor
Dept. of Ecology, Evolution & Behavior
University of Minnesota
St. Paul, MN 55108

Rebecca A. Baker
William G. Becker

Deptartment of Physics & Astronomy
Southwest Missouri State University
Springfield, MO 65804

Director, Center for Science Education
Portland State University
P.O. Box 751
Portland, OR 97107

John Bakum
President
Middlesex County College
155 Mill Road P.O. Box 3050
Edison, NJ 08818-3050

Glen Bedgood
Instructor
Texas State Technical College
300 College Drive
Sweetwater, TX 79556

E.G. Banucci
President

Valerie J. Bergeron

Advanced Technology Materials, Inc
7 Commerce Drive
Danbury, CT 06810

Medical Assistant Coordinator
Delaware Technical & Community. College
19 Noble Court
Newark, DE 19713

Pamela Barnhouse-Walters
Associate Dean, College of Arts & Sciences
Indiana University - Bloomington
Kirkwood Hall, Room 104
Bloomington, IN 47405

Jaymee Bick
Student
Dept. of Environmental Science
Salish Kootenai College
P.O. Box 117

Celeste Bartscher

Pablo, MT 59855

Student, Eastern Iowa Community College
27046 183rd Avenue
Eldridge, IA 52748

Arlene G. Billock
Department of Biology
University of Southwestern Louisiana
300 E. St. Mary Avenue
P.O. Box 42451
Lafayette, LA 70504

Wolfgang Bauer
Associate Professor
Department of Physics-Astronomy
Michigan State University, Room 207
Cyclotron Laboratory
East Lansing, MI 48824-1226

Bruce B. Birkett
Physics Department
University of California Berkeley #7300
Berkeley, CA 94720-7300

Joel BaulchStudent
Texas State Technical College
300 College Drive
Sweetwater, TX 79556

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333

Eve M. Bither

J. Jose Bonner

Executive Director
Department of Education
OERI Resources Board
80 F Street, N.W.
Washington, DC 20208

Associate Chairman and Professor
Department of Biology
Indiana University
Jordan Hall 127
Bloomington, IN 47405

Bettye Blakney-LawrenceJohn Bonte

Program Consultant, EHR/DUE
Department of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Chemistry Instructor
Eastern Iowa Community College District
872 14th Avenue, N.W.

Clinton, IA 52732

Jean S. Bowen
External Funding Officer

John Blong
Chancellor
Eastern Iowa Community College District

College of Education
The University of Georgia
Athens, GA 30602

306 West River Drive
Davenport, IA 52801-1221

Myles G. Boylan
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Duane D. Blumberg
Dean, College of Sciences
Univ. of Southwestern Louisiana
P.O. Box 43290
104 University Circle
Lafayette, LA 70504-3290

Tom Brady
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Wendy M. Blume
Curriculum Supervisor
Culture, Science and Technology Curriculum
Community College of Philadelphia
1700 Spring Garden Street
Philadelphia, PA 19130

Sadie C. Bragg
Acting Dean, Academic Affairs
City University of New York
Borough of Manhattan Comm. College
199 Chambers Street
New York, NY 10007

Shelby J. Boardman
Associate Dean
Carleton College
One North College Street
Northfield, MN 55057

John Brahms
Technical Associate
Middlesex County College
155 Mill Road

Howard A. Bohm

Edison, NJ 08818

Assistant Professor of Chemistry
Keene State College
Keene, NH 03470

Rolando M. Branly
Assistant Professor
Dept. of Natural Sciences
Broward Community College
Bldg. 14/128 - 3501 S. W. Davie Road
Davie, FL 33155

Richard Bonacci
Publisher, Computer Science Press
W.H. Freeman
41 Madison Avenue
New York, NY 10010

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334

Anita S. Broadus

Rodger W. Bybee
Executive Director
Center for Science, Mathematics& Engineering Education
National Research Council

Staff Assistant, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

2101 Constitution Avenue, N. W.
Washington, DC 20418

Paula Brownlee
President

Amber Campbell

American Association of Colleges and Universities
1818 R Street, N.W.
Washington, DC 20009

Student, St. Andrews Presbyterian College
1700 Dogwood Mile
Laurinburg, NC 28352

Jerry L. Bryant
Aldo Caporale

Director, UNCF/Merck Science Initiative
The College Fund/UNCF
8260 Willow Oaks Corporate Drive
Fairfax, VA 22031-4511

Consultant
Community College of Philadelphia
1700 Spring Garden Street

Philadelphia, PA 19130
Donald Buckley

Vernon B. Cardwell

Department of Biology
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117

Professor of Agronomy
University of Minnesota
1991 Upper Buford Circle
St. Paul, MN 55108-6026

Ken Burgdorf
Senior Project Director

Robin Carr

WestatDept. of Math & Computer Science
Drexel University
32nd and Chestnut
Philadelphia, PA 19104

1650 Research Boulevard
Rockville, MD 20850

Anabelle Burghi

Doris CarverStudent, Chemeketa Community College
4000 Lancaster Dr., N.E.
P.O. Box 14007
Salem, OR 97309-7070

Dept. of Computer Science
Louisiana State University
Coates Hall, Room 298
Baton Rouge, LA 70803-4020

Daniel D. BurkeFrank A. Cerreto

Senior Staff Associate, EHR
The National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Assistant Professor of Mathematics
The Richard Stockton Collegeof New Jersey
Jim Leeds Road
Pomona, NJ 08240-0195

William P. Butz
Division Director, SBER
National Science Foundation
4201 Wilson Boulevard, #995N
Arlington, VA 22230

Alverna Champion
Program Officer, EHR/ESIENational Science Foundation
4201 Wilson Boulevard, Room 885
Arlington, VA 22230

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335

Elaine M. Charlson

Arthur Cole

Associate Provost
University of Missouri-Columbia
114 Jesse Hall
Columbia, MO 65211

Acting Director
U.S. Department of Education
School Improvement Program
Portals Building, Room 4500
600 Independence Ave. S. W.

Elisabeth Charron

Washington, DC 20202-6140

Co-Director, STEP ProjectMontana State University
Linfield Hall
Bozeman, MT 59717

Thomas W. Cole
President
Clark Atlanta University
223 James P. Brawley Driveat Fair Street, S.W.
Atlanta, GA 30314

Russell Chianelli
Chair, Associate Professor, Chemistry
Chemistry Department
University of Texas at El Paso
500 W. University DriveEl Paso, TX 79968

Collie Coleman
Vice President for Academic Affairs
Shaw University
118 E. South Street
Raleigh, NC 27601

Connie Churchill
Dean, Science/Allied Health Division
Oakton Community College
1600 E. Golf Road

Suzanne R. Coll
The Boeing Company
P.O. Box 3707, M/S 6H-PR
Seattle, WA 98124

Des Plaines, IL 60016

Julia Clark
James P. Collins

Program Director, EHR/ESIENational Science Foundation
4201 Wilson Boulevard, Room 885
Arlington, VA 22230

Professor, Department of Zoology
Arizona State University
Tempe, AZ 85287-1501

Lillian Cook

Allison S. Clements
Student, School of Natural Resources

Chairperson, Letters Department
Panola College1109 W. Panola
Carthage, TX 75633

University of Michigan, Ann Arbor
1320 South University #32
Ann Arbor, MI 48104

Mary E. Clutter

Donald H. Cooley
Head, Computer Science
Department of Computer Science
Utah State University

Assistant Director/Biological Sciences
National Science Foundation
4201 Wilson Boulevard, #605
Arlington, VA 22181

UMC 4205

Logan, UT 84322-4205

Judy F. Coakley

Claire D. Cornell

Budget Program Analyst
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Director,
College of Liberal Arts Grants Office
The University of Iowa
463 Phillips Hall
Iowa City, IA 52242

James W. Colby
Staff AssistantNational Science Foundation
4201 Wilson Boulevard, Room 855
Arlington, VA 22230

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336

K. Jane Coulter

Zeev Dagan

Deputy Administrator
Cooperative State Research, Education& Extension
U.S. Department of Agriculture
Room 338-A, Whitten Building
14th and Independence Ave., S. W.
Washington, DC 20250

School of Engineering
City College of New York
Convent Avenue at 138th Street
New York, NY 10031

Joseph Dahm
Student, Department of Chemistry
Oakton Community College
1600 E. Golf Road

Geoff M. Cox
Vice Provost & Dean
Institutional Planning & Operations
Stanford University
Provost Office, Building 10
Stanford, CA 94305-2061

Des Plaines, IL 60016

Jaleh Daie
President
Association for Women in Science
A WIS Magazine

Susan E. Cozzens
Director, Office of Policy Support
National Science Foundation

430 Lincoln Drive, Birge Hall
Madison, WI 53706-1381

4201 Wilson Boulevard
Arlington, VA 22230

Peter A. Dale
Vice Provost, Undergraduate Studies
University of California, Davis
Mark Hall, 5th Floor
Davis, CA 95616

Jack Crocker
Dean, College of Arts & Sciences
Florida Gulf Coast University
17595 S. Tamiami Trail, Suite 200
Ft. Myers, FL 33908-4500

William Dando
Chairperson and Professor
Dept. of Geography and Geology
Indiana State University
Terre Haute, IN 47809-0001

Khela D. Cuccaro
Reporter, Education Daily
1101 King Street, #444
Alexandria, VA 22314

Joseph G. Danek
Senior Vice President
The Implementation Group

Patricia A. Cunniff

1420 New York Avenue, N.W.

Director
Science & Technology Resource Center
Prince George's Community College
301 Largo Road, M-2011
Largo, MD 20774

Washington, DC 20005

Jewel DanielStudent, Department of Biology
City College of New York
30 Rogers Avenue, Apt. 3C
Brooklyn, NY 11216

Catherine E. Curtis
Department of Mathematics
Mount Hood Community College
26000 S.E. StarkGresham, OR 97030-0330

Mamani Datta
Rensselaer Polytechnic Institutedo 49 Benito Street
East Meadow, NY 11559

John Czaj a
Professor, Department of Psychology
Miami University
107 Roudebush Hall

Kerry Davidson
Project Director
Louisiana Systemic Initiatives Program
150 3rd Street, Suite 129
Baton Rouge, LA 70801-1389

OAST

Oxford, OH 45056

356

337

Clayton Dillon
Founding Director

Lois Davis
Education Policy Specialist
Higher Education Program/CSREES
U.S. Department of Agriculture
Washington, DC 20250-2251

Communication Resources Assoc., Inc.
Northeastern University
176 Strasser Avenue
Westwood, MA 02090

Roland L. De Lorme
Provost and Vice President
Department for Academic Affairs
Western Washington University
516 High Street
Bellingham, WA 98225-9033

Elvira Doman
Program Director

Alfredo G. de los Santos
Vice Chancellor, Student & Educational

Michael V. DoranAssociate Professor

Development
Maricopa Community Colleges
District Support Services Center
2411 West 14th Street
Tempe, AZ 85281-6941

School of CIS
Univ. of South Alabama, FCW-20
Mobile, AL 36688

National Science Foundation
4201 Wilson Boulevard, Room 685
Arlington, VA 22230

John E. Drumheller

Dean, School of Engineering
Morgan State University
5200 Perring Parkway
Baltimore, MD 21239

Interim Provost and Vice President for Academic
Affairs
Office of the Provost
Montana State University
212 Montana Hall
Bozeman, MT 59717

Denise Descoteaux
Senior Producer
Addison Wesley Interactive
Jacob Way
Reading, MA 01867

Kelly D. DuBose
Program AssistantNational Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Nancy L. Devino
Senior Program Officer
National Research Council

Charles Duke

Eugene M. DeLoatch

Washington, DC 20418

Vice President, Academic Affairs & Dean
Grinnell College
P.O. Box 805
Grinnell, IA 50112-0805

Eric L. Dey

James F. Duke

Assistant Professor, School of Education
University of Michigan, Ann Arbor
2117D School of Education Bldg.
Ann Arbor, MI 48109-1259

Instructor, Department of Science
John C. Calhoun State
Community College
P.O. Box 2216
Decatur, AL 35609-2216

2101 Constitution Avenue, N. W.

Alexander Dickison
Professor of Physics

William W. Durgin
Associate Provost for Academic Affairs
Worcester Polytechnic Institute
100 Institute Road
Worcester, MA 01609

Seminole Community College
100 Weldeon Boulevard

Sanford, FL 32773

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338

Herby Duverne

Betty J. Eidemiller

Vice President, Academic Affairs,
Student Government Association
Northeastern University
332 Student Center
Boston, MA 02115

Undergraduate Education Coordinator
American Society for Microbiology
1325 Massachusetts Avenue, N. W.

Washington, DC 20005

Clarence M. Eidt
President
Exxon Research and Education Foundation

Dave Dysinger
Owner, Dysinger Tool and Die
2900 Dryden Road
Dayton, OH 45439

180 Park Avenue

Florham Park, NJ 07932

Janice Earle

Jonathan A. Eisen

Program Director, EHR/ESIENational Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Graduate Student, Stanford University
Herrin Hall #356
Stanford, CA 94305-5020

Karolyn K. Eisenstein
Program Director, MPS/CHE

Larry L. Earvin

National Science Foundation
4201 Wilson Boulevard, #1055
Arlington, VA 22230

Dean, School of Arts & Sciences
Clark Atlanta University
James P. Brawley Dr. at Fair St. SW
Atlanta, GA 30314

Cory Emal
Student, Department of Chemistry
University of Nebraska-Lincoln
228 Hamilton Hall
Lincoln, NE 68588-0304

Marshall Hall Edgell
Kenan Professor of Microbiology
Dept. of Microbiology
University of North Carolina
CB# 7290, Rm. 741 FLOB
Chapel Hill, NC 27599

David J. Ernst
Associate Dean
Vanderbilt University
311 Kirkland
Nashville, TN 37240

Russell Edgerton
President, American Association forHigher Education
One Dupont Circle, N. W., Suite 360
Washington, DC 20036

William Ethridge
President
Engineering, Science & Math, College Div.
Prentice Hall Publishers
One Lake Street
Upper Saddle River, NJ 07458

William F. Edmonson
President
Panola College1109 W. Panola
Carthage, TX 75633

Charlene Evans
Chairperson
Department of Computer & Engineering Tech.
Daytona Beach Community College
1200 W. International Speedway Blvd.
Daytona Beach, FL 32114

John Edwards
Program Officer, BIO/IBN
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Ryan Edwards
Student, University of Michigan - Dearbornclo 6530 Woodmere Drive
Canton, MI 48187

358

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Isabella N. Finkelstein

Neil Evans
Executive Director
Northwest Center for Emerging
Technologies
3000 Landerholm Circle, S.E. #A202
Bellevue, WA 98007-6484

Professor of Biology
Clark Atlanta University
Brawley and Fair Streets
Atlanta, GA 30314

P. David Fisher
Department of Electrical Engineering
Michigan State University
East Lansing, MI 48824-1226

Norma Sue Evers
Chairperson, Chemistry & Physics Department
Panola College1109 W. Panola
Carthage, TX 75633

Shawn E. Flanigan
Student, Grinnell College
1801 Windsor Court
Iowa City, IA 50112

Etta Falconer
Associate Provost for Science Programs
Spelman College

Jean Floten
President
Bellevue Community College
3000 Landerholm Circle, S.E.
Bellevue, WA 98007

Box 1005

Atlanta, GA 30314

Roya Farhoosh
Assistant Professor, Dept. of ChemistrySaint Joseph College
1678 Asylum Avenue

Paul A. Flowers

West Hartford, CT 06117

Associate Professor of Chemistry
Department of Physical Science
Pembroke State University
College Street
Pembroke, NC 28372

Jeff Farmer
Assistant Professor, Mathematical Sciences
University of Northern Colorado
Greeley, CO 80639

New Jersey Institute of Technology
University Heights
Newark, NJ 07102

Alexander H. Fluellen
Professor and Chair
Department of Mathematical Sciences
Clark Atlanta University
James P. Brawley Dr. & Fair St. NW
Atlanta, GA 30314

Douglas E. Fenwick

Susan G. Forman

Dean, Div. of Business, Science and Technology
Community College of Philadelphia
1700 Spring Garden Street

Philadelphia, PA 19130

Vice President for Undergraduate Education
Rutgers University
105 Geology Hall
New Brunswick, NJ 08540

Victor Ferrall

Norman L. Fortenberry

Office of the President
Beloit College
700 College Street
Beloit, WI 53511

Executive Director
GEM Consortium, Central Office
P.O. Box 537
Notre Dame, IN 46556

Joan Ferrini-Mundy

David Foss
Environmental Coordinator
Rock Island Arsenal
28024 230th Street
LeClaire, IA 52753

Saul K. Fenster
President

Director
Mathematical Sciences Education Board
National Research Council
2101 Constitution Avenue, N. W. HA 476
Washington, DC 20418

359

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Brian L. Foster

Edward E. Geary

Dean, College of Arts & Sciences
University of Nebraska-Lincoln
1223 Oldfather Hall
Lincoln, NE 68588-0312

Coordinator for Education Programs

Michael A. Fox

Melvin D. George
St. Olaf College (Ret.)The Geological Society of America

P.O. Box 9140 3300 Penrose Place
Boulder, CO 80301

Ohio House of Representatives
77 South High Street
Columbus, OH 43266-0603

1509 West Rollins Road
Columbia, MO 65203

Faye FultonPeter GerberStudent
Community College of Philadelphia
1700 Spring Garden Street

2305 North Atlantic Boulevard
Fort Lauderdale, FL 33305

Philadelphia, PA 19130

Moheb A. Ghali
Vice Provost for ResearchWestern Washington University
Old Main 430, 516 High Street
Bellingham, WA 98225-9038

Gary A. Gabriele
Chair, Dept. of Eng. Science & Core Eng.
Rensselaer Polytechnic Institute110 8th Street
Troy, NY 12180

Rose M. Gibson
Vice President & Director, Research & Development
Motorola GSTG
P.O. Box 1417, MD H3122

Susan L. Ganter
Area Research Fellow
National Science Foundation
4201 Wilson Boulevard, Room 855
Arlington, VA 22230

Scottsdale, AZ

Anita Gilkey

Program Director, DUE
National Science Foundation

Technical Writer
Wren Industries
265 Lightner Road
Tipp City, OH 45371

4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Joan S. Girgus

J. D. Garcia

Director, Pew Science Program
Department of Psychology
Princeton University
Green Hall
Princeton, NJ 08544-1010

Sharon Garner
Summer Intern, DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Milton E. GlickSr. Vice President & Provost
Arizona State University
P.O. Box 872803
Tempe, AZ 85287-2803

Charles A. Gaston
Director, NSF-ATE Project
Pennsylvania State University
1031 Edgecomb Avenue
York, PA 17403-3398

Jim Glickert
William Gearhart

Data & Communications Manager
The Boeing Company
P.O. Box 3707, M/S IF -05
Seattle, WA 98124

Professor of Mathematics
California State Univ., Fullerton
800 N. State College Blvd.
Fullerton, CA 92634

360

341

Judy Gobert

Sandra R. Gregerman

Director, All Nations AMP
Salish Kootenai College
P.O. Box 117
Pablo, MT 59855

Program Director
Undergraduate Research Opportunities Program
University of Michigan, Ann Arbor
L110 West Quad
Ann Arbor, MI 48109-1360

Donald Goldberg

Joseph G. Griswold

Associate Dean of Faculty
Office of the Dean
Occidental College
Johnson Hall, Room 111
Los Angeles, CA 90041-3384

Professor of Biology
City College of CUNY, J526
138th Street & Convent Avenue
New York, NY 10031

Craig Gunn

Dennis Golden
Chair, Board of Trustees
Panola College

Professor
Dept. of Mechanical Engineering
Michigan State University
East Lansing, MI 48824

1109 W. Panola
Carthage, TX 75633

Gregg Haan

Manuel Gomez
Director, PR-AMP
Resource Center for Science and Engineering

Student, College of Engineering
University of Texas at El Paso
500 W. University DriveEl Paso, TX 79968

University of Puerto Rico
PO Box 23334, Univ. Station
San Juan, PR 00931-3334

David L. Goodstein

Jimmie Haines
Director, Technical Resource Management

Vice Provost
Dept. of Physics, Mathematics & Astronomy
California Institute of Technology

The Boeing Company
P.O. Box 3707, M/S 7A-13
Seattle, WA 98124-0346

Pasadena, CA 91125

Louise Hainline
Professor, Dean of Grad Studies & Res.
Brooklyn College
2900 Bedford Avenue
Brooklyn, NY 11210

Daniel L. Goroff
Postsecondary Division Director
National Research Council
2101 Constitution Avenue, N. W.

Washington, DC 20418

Timothy Halpin-Healy
Associate Professor of Physics
Barnard College/Columbia Univ.
3009 Broadway
New York, NY 10027-6598

Greg GothreauxPresident and CEO
Lafayette Economic Development Authority
2014 W. Pinhook Road, Suite 100
Lafayette, LA 70508-3289

Franklin D. Hamilton
Vice President for Research
Florida A&M University
400 Foote Hilyar Admin. Center
Tallahassee, FL 32307

Andrew Gray
Intern, National Research Council
2101 Constitution Ave., N. W.

Washington, DC 20418

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Stephanie Hamilton

John R. Hayes

Director of Teacher Programs
Foundation for Advancements inScience and Education

Professor of Psychology
Carnegie Mellon University
Pittsburgh, PA 15213

1223 D Street, N.E.
Washington, DC 20002

Ann Heath
Associate Professor of Mathematics
Immaculata College
1145 King Road
Immaculata, PA 19345

Sarah Hammes
Student, University of Wisconsin-Madison
145 West Gilman, #202
Madison, WI 53703

Jack G. Hehn
Peirce Hammond

Associate Executive Officer
American Association of
Physics Teachers
One Physics Ellipse
College Park, MD 20740-3845

Acting Director, ESIE/OSR
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Robert Hilborn
President

Vivian H. Hampton
Assoc. Professor, Coordinator, N.C. AMP
College of Engineering
North Carolina A&T State University
640 McNair Hall
Greensboro, NC 27411

American Assoc. of Physics Teachers
Amherst College, Dept. of Physics
Amherst, MA 01002-5000

William E. Hill
Associate Provost
Drexel University
32nd & Chestnut
Philadelphia, PA 19104

Director, MDAMP
Metropolitan Detroit Alliance for
Minority Participation - WSU
656 W. Kirby, Room 4107 FAB
Detroit, MI 48202

Marieta W. Harris

Gilberto M. Hinojosa

Project Director
Memphis Urban Systemic Initiative

Dean, College of Arts and Sciences
University of the Incarnate Word
4301 Broadway
San Antonio, TX 78209

Richard Haracz

Memphis City Schools
2385 Central Avenue
Memphis, TN 38104

Holly Peters Hirst
Appalachian State University
329 Walker Hall
Boone, NC 28608

David T. Harrison
Director, AIM Center
Sinclair Community College
444 W. 3rd Street
Dayton, OH 45402-1460

Susan Hixson
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Mako Haruta
Assistant Professor of Mathematics
Dept. of Mathematics
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117

Star F. Hobson
Student, Wake Technical Community College
1919 Myron Drive
Raleigh, NC 27607

362

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Deh-I Hsiung

Holly Hodder
Senior Editor
W.H. Freeman and Company
41 Madison Avenue
New York, NY 10010

Budget Officer, NSF/EHR
National Science Foundation
4201 Wilson Blvd.
Arlington, VA 22230

Sam Hsu
Assistant Professor
Dept. of Computer Science & Engin.
Florida Atlantic University
777 Glades Road
Boca Raton, FL 33431-6415

Dan Hodge
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Tom Hogan
Dir., Organizational Development and Training

Durward Huffman
President
Northern Maine Technical College
33 Edgement Drive
Presque Isle, ME 04769

Mitsubishi Silicon America
1351 Tandem Avenue, N.E.
Salem, OR 97303

David Holger
Associate Dean of Engineering
Dept. of Aerospace Engineering
Iowa State University
104 Marston Hall
Ames, IA 50011

Gerunda Hughes
Associate Professor
Sch000l of Education
Howard University
2400 Sixth Street, N. W.

Washington, DC 20059

Robert Holkeboer
Kenneth D. Hughes

Director of Research Development
Eastern Michigan University
Office of Research Development
Ypsilanti, MI 48197

Assistant Professor
School of Chemistry & Biochemistry
Georgia Institute of Technology
Atlanta, GA 30332

Jim Houdeshell
Principal Investigator

Deborah J. Hughes Hallett

National Center of Excellence forAdvanced Manufacturing Education
444 West Third Street
Dayton, OH 45402-1460

Professor, Department of Mathematics
Harvard University
Cambridge, MA 02138

Curtis Howard

President
Florida A&M University
400 Lee Hall
Tallahassee, FL 32307

Frederick S. Humphries
Program Officer, EHR/ESIENational Science Foundation
4201 Wilson Boulevard, Room 885
Arlington, VA 22230

Robert Hunter
Director of Research
Yellowstone Environmental Science
920 Technology Boulevard
Bozeman, MT 59715

Thomas H. Howell
Director, Bull Information Systems
Arizona State University
8201 E. Del Cadena Drive
Scottsdale, AZ 85258

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Patricia Hurley

Kolf 0. Jayaweera

Director, Environmental Science
Dept of Environmental Science
Salish Kootenai Community College
P.O. Box 117
Pablo, MT 59885-0117

Dean, School of Natural Science & Mathematics
California State Univ., Fullerton
800 N. State College Blvd.
Fullerton, CA 92634

Norma JeanneProgram Assistant, DUE/ORISE
National Science Foundation
4201 Wilson Blvd., Room 835
Arlington, VA 22230

Barbara H. Iglewski
Vice Provost
University of Rochester
Elmwood Avenue
Rochester, NY 14456

John E. Jelen

Frank Ireton

Vice President
Quantum Research Corporation
7315 Wisconsin Ave., Ste. 400W
Bethesda, MD 20814

Manager, Precollege Education Programs
American Geophysical Union
2000 Florida Avenue, N. W.

Washington, DC 20009

Michelle Jenkins

Magdy F. Iskander
Electrical Engineering Dept.
University of Utah
Salt Lake City, UT 84112

Summer Intern
National Science Foundation
4201 Wilson Blvd., Rm. 685
Arlington, VA 22230

Elizabeth Ivey

Daniel A. Jewel

Provost, Department of Academic Affairs
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117

City College of New York (CUNY)
30 Rogers Avenue, Apt. 3C
New York, NY 11216

Andrea Jackson

Clay Johnson
President

Student, Department of Zoology
Arizona State University
Tempe, AZ 85287-1501

Texas State Technical College
300 College Drive
Sweetwater, TX 79556

Ricardo B. Jacquez

Elmima C. Johnson

Director, New Mexico AMP
P.O. Box 30001, Department 3AMP
Las Cruces, NM 88003-8001

Staff Associate
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

David James
Roosevelt Y. Johnson
Deputy Executive Director

Professor, Department of Mathematics
University of Michigan-Dearborn
4901 Evergreen Road
Dearborn, MI 48128

The GEM Consortium
P.O. Box 537
Notre Dame, IN 46556

Ryan James
Student
University of Michigan-Dearborn
6530 Woodmere Drive

Donald E. Jones
Program Director, EHR/ESIENational Science Foundation

Canton, MI 48187

4201 Wilson Boulevard, Room 885
Arlington, VA 22230

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Patricia L. Jones

William H. Kelly
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Assistant Professor of Mathematics
Univ. of Southwestern Louisiana
P.O. Box 41010
Lafayette, LA 70512

Wayne E. JonesPaul B. Kelter

Assistant Professor, Department of Chemistry
State University of New Yorkat Binghamton
P.O. Box 6000
Binghamton, NY 13902-6000

Associate Professor
Department of Chemistry
University of Nebraska-Lincoln
228 Hamilton Hall
Lincoln, NE 68588-0304

Trace Jordan

Yvonne Kemp
Instructor, Middlesex County College
155 Mill Road
Edison, NJ 08818

Assistant Director, Foundations of
Scientific Inquiry Curriculum
New York University
151 Lexington Avenue, #3C
New York, NY 10016

John V. Kenkel
Dept. of Environmental Laboratory Technology
Southeast Community College
8800 0 Street
Lincoln, NE 65520-1227

Gary Judd
Dean of the Faculty
Rensselaer Polytechnic Institute
Pittsburgh Building
110 8th Street
Troy, NY 12180

Donald Kennedy
Center for Science, Mathematics & Engineering
Education
National Research Council
2101 Constitution Avenue, N.W.
Washington, DC 20418

Ellen Kabat
Director, Advanced Technological
Environmental Education Center
Eastern Iowa Community
College District
500 Belmont Road
Bettendorf, IA 52722

Jeff Kinder
Division of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard, #835
Arlington, VA 22230

Katherine Kalil
Professor, Department of Anatomy
University of Wisconsin-Madison
Room 255
Bardeen Medical Labs
Madison, WI 53706

Donald F. Kirwan
LaCEPT Science Advisor
Dept. of Physics & Astronomy
Louisiana Systemic Initiatives
Program (LaSIP)
202 Nicholson Hall
Baton Rouge, LA 70803

John P. Keating
Provost
University of Alaska-Fairbanks
Third Floor, Signers' Hall
Fairbanks, AK 99775-7850

Keith E. Klein
Science Education Analyst
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Linda S. Kelly
NCSR Director
Chemeketa Community College
4000 Lancaster Drive, N.E.
P.O. Box 14007
Salem, OR 97309-7070

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346

Stephen B. Klein

Kenneth Kruempel

Professor, Dept. of Psychology
Mississippi State University
P.O. Box 6161
Mississippi State, MS 39762

Associate Professor
Iowa State University
109 Coover Hall
Ames, IA 50011

H.O. Kunkel

Wayne Klohs
Associate Research Fellow
Dept. of Cancer Research
Warner Lambert/Parke Davis
Pharmeceutical
2800 Plymouth RoadAnn Arbor, MI 48105

Professor, Department of Animal Science
Texas A&M University
100 Kleberg CenterCollege Station, TX 77843-2471

Bill Kurtis
Columbia Broadcasting System
630 North McClurg Court
Chicago, IL 60611

Kelly Knudson
Student
Beloit College
224 Elmwood Drive
Council Bluffs, IA 51503

Jay B. Labov
Associate Professor, Dept. of Biology
Colby College5720 Mayflower Hill
Waterville, ME 04901

Maria Koszalka
Program Analyst
Howard Hughes Medical institute4000 Jones Bridge Road
Chevy Chase, MD 20895

Jason Lairamore
Summer Intern, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Roger A. Kovar
Dean, College of Arts & Sciences
University of Northern Colorado
Michener L-54
Greeley, CO 80639

Jean Lane
Professor
Union County College
15 Stone Run Road
Bedminster, NJ 07921

Stephen T. Kowel
Professor & Chair
Electrical & Computer Engineering
The University of Alabamain Huntsville
Huntsville, AL 35899

Neal F. Lane
Director
National Science Foundation

Gary D. Krenz

4201 Wilson Boulevard, Room 1205
Arlington, VA 22230

Asst. to the Vice Pesident for Research
University of Michigan, Ann Arbor
4080 Fleming
503 Thompson Street
Ann Arbor, MI 48109-1340

James I. Lankford

David Krinsky

Chair, Division of Mathematical, Natural & Health
Sciences
Saint Andrews Presbyterian College
1700 Dogwood Mile
Laurinburg, NC 28352-5521

Student
Harvard University
30 Crescent Street
Cambridge, MA 02138-1908

Douglas Lapp
Executive Director
National Science Resources Center
Smithsonian Institution, MRC 403
Washington, DC 20560

366

:347

Anita J. LaSalle

Mary M. Lindquist

Division of Undergraduate Education
The National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Callaway Chair, School of Education
Columbus College
14 Seventh Street
Columbus, GA 31901

Mark Lender

Dianne Littwin
Publishing Development Manager

Director, Advanced Study & Research
Kean College of New Jersey
Morris Avenue
Union, NJ 07083

Wolfram Media, Inc.
115 E. 92nd Street
New York, NY 10120

Phyllis Leonard

Baird W. Lloyd

Instructor of Mathematics
Chemeketa Community College
P.O. Box 14007
4000 Lancaster Drive, N.E.
Salem, OR 97309-7070

Research Associate
Center for Chemical Education
Miami University Middletown
4200 E. University Blvd.
Middletown, OH 45042

Joshua A. Leslie
Chairman of Mathematics
Howard University

George Lobell
Mathematics Editor
Prentice Hall

2400 Sixth Street, N. W.

Washington, DC 20059

One Lake Street
Upper Saddle River, NJ 07458

Diandra L. Leslie-Pelecky

Jack R. Lohmann

Assistant Professor
University of Nebraska, Lincoln
163 Behlen Lab
Lincoln, NE 68588-0111

Associate Dean
College of Engineering
Georgia Institute of Technology
225 North Avenue
Atlanta, GA 30332-0360

Herbert Levitan
Frank A. Lombardo

Section Head, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Senior Professor
Daytona Beach Community College
1200 W. International Speedway Blvd.
Daytona Beach, FL 32114

Suzanne Liberty
Reginald K. U. Luke
Chair, Math Department

Director, Division of Research
Clarkson University
143 Clarkson Hall, P.O. Box 5625
Potsdam, NY 13699-5625

Middlesex County College
Woodbridge & Mill Road

Edison, NJ 08818

James Lichtenberg
Rodney C. Lusain

Vice President, Higher Education Division
Association of American Publishers
71 Fifth Avenue
New York, NY 10003

Student Intern
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

James H. Lightbourne
Section Head, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

367

348

James J. Madden

Paxton MarshallProfessor of Mathematics
Dept. of Mathematics
Louisiana State University
Baton Rouge, LA 70803

Associate Professor, Electrical Eng.
School of Engineering & Applied Science
University of Virginia
C210, Thornton HallCharlottesville, VA 22903-2442

David G. Mader

Paul C. Martin

Professor, Dept. of Computer Science
Marietta College
302 Mills Hall

Dean, Div. of Engineering and Applied Science
Harvard University
2I7A Pierce Hall
Cambridge, MA 02138

Marietta, OH 45750
Wayne E. Magee

Lakeisha N. Massey

NES Professor of Bioscience
Dept. of Bioscience & Biotechnology
Drexel University
32nd & Chestnut Streets, 01-320
Philadelphia, PA 19104

Intern Student
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Michael A. Mayhew
Program Director
National Science Foundation

Susan G. Magliaro
Associate Professor
Virginia Tech
313 War Memorial Hall
Blacksburg, VA 24061-0313

4201 Wilson Boulevard, Room 785
Arlington, VA 22230

Minna Mahlab

Christine M. Maziar

Research AssistantNational Academy of Sciences
2101 Constitution Avenue, N. W. HA-476
Washington, DC 20418

Vice Provost
The University of Texas at Austin
Off of the Exec. V.P. & Provost MAI 201
Austin, TX 78712-1111

Eric Mazur

Norman Maldonado
President

Division of Applied Sciences
Department of Physics
Harvard University
Cambridge, MA 02138-2901

University of Puerto Rico Mayaguez
P.O. Box 364984
San Juan, PR 00936-4984

Judith F. Marks

Katherine McClelland

Business Area Manager
Lockheed Martin
Owego, NY 13827

Director, Mathematics Laboratory
Grinnell College
P.O. Box 805
Grinnell, IA 50112

Gary Marotta
Nancy A. McDowell

Vice President for Academic Affairs
University of Southwestern Louisiana
P.O. Box 41810
Lafayette, LA 70504-1810

Vice President for Academic Affairs
Beloit College
700 College Street
Beloit, WI 53511

Linsey C. Marr
Michael McGinnis

Student
Division of Engineering & Applied Sciences
Harvard University
1024 Marine Street, #3

Assistant Professor of Biology
Spelman College
Box 213
Atlanta, GA 30314

Boulder, CO 80302

368

349

Estelle J. McGroarty

David W. Mogk
Program Director, EHR/DUE
The National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Assoc. Dean, Student & Academic Affairs
College of Natural Science
Michigan State University
103 Natural Science Bldg.
East Lansing, MI 48824

Mark Moline
Ian McIntosh
Program Coordinator

WEB Engineer
Addison Wesley Interactive
One Jacob Way
Reading, MA 01867

Freshman Learning Community Program
University of Wisconsin-Madison
1450 Engineering Dr., Rm. 101
Madison, WI 53706

Mary Beth Monroe
Physics Instructor
Southwest Texas Junior College
2401 Garner Field Road
Uvalde, TX 78801

Robert C. McMath
Professor and Chair
School of History, Technology & Society
Georgia Institute of Technology
Atlanta, GA 30332-0345

C. Bradley Moore
Professor, Department of ChemistryUniv. of California at Berkeley
Berkeley, CA 94720-1460

Carolyn Merkel
Director, Summer Undergraduate Research
Fellowships
California Institute of Technology
Pasadena, CA 91125

Calvin Moore
Professor, Department of Mathematics
Univ. of California at Berkeley
201 Campbell Hall
Berkeley, CA 94720-2920

Carolyn Meyers
Dean, College of Engineering
North Carolina A&T State U
Room 651, McNair Hall
Greensboro, NC 27411

Randall C. Morgan
TrusteeGrinnell College
4904 Lakeridge Court

Terrence S. Millar

Valparaiso, IN 46383

Associate Dean, Graduate School
University of Wisconsin, Madison
500 Lincoln Drive, Room 321
Bascom Hall
Madison, WI 53706

Lisa Morigeau
Student, Department of Biology
Montana State University
402 Royal Road
Belgrade, MT 59714

Arnold Miller
President, Technology Strategy Group
California State University
800 N. State College
Fullerton, CA 92634

Lueny Morrell-de-Ramirez
Professor of Chemical Engineering
University of Puerto Rico at Mayaguez
Box 5000 College Station
Mayaguez, PR 00681

Mary L. Mittler
Vice President for Academic Affairs
Oakton Community College
1600 E. Golf RoadDavid Morris
Associate Dean for Academic Programs
School of Engineering & Applied Science
University of Virginia
A126 Thornton HallCharlottesville, VA 22903-2442

Des Plaines, IL 60016

369

Andrew W. Nichols
Professor and Director, Rural Health Office
Family and Community Medicine
2501 E. Elm, AHSC
Tucson, AZ 85716

Karen Morse
President
Western Washington University
516 High Street
Bellingham, WA 98225-9033

Jesse M. Nicholson
Department of Chemistry
Howard University

Yolanda T. Moses
President
The City College of CUNY
Convent Avenue at 138th Street
New York, NY 10031

525 College Street, N. W.

Washington, DC 20059

1501 Page Mill Road, MS 3L-7
Palo Alto, CA 94304

Raquel Nieves
Student, Puerto Rico-AMP
University of Puerto Rico
Amapola D -13 Enramada
Bayamon, PR 00961

Michael C. Mulder

Christine M. Nixon

Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Student, Math Skills Center
The Richard Stockton College of New Jersey
Jim Leeds Road

Alfred Moye
Director, University Affairs
Hewlett-Packard Company

Pomona, NJ 08240

V. K. Narayanan

John Norman

Professor of Business
University of Kansas
218 Summerfield Hall
Lawrence, KS 66045

Associate Professor
College of Education
Wayne State University
Detroit, MI 48202

Jeanne Narum

Richard J. Orr

Director, Project Kaleidoscope
Independent Colleges Office

Professor of Mathematics
Dept. of Math & Statistics
Rochester Institute of Technology
Rochester, NY 14623

1730 Rhode Island Avenue, N. W., Suite 803
Washington, DC 20036

Associate Professor
Daytona Beach Community College
1200 W. International Speedway Blvd.
Daytona Beach, FL 32114

Brad Osgood
Professor, Department of Mathematics
Stanford University
50 Peter Coutts Circle
Stanford, CA 94305

James R. Nazzaro

Charlotte Otto

Vice President for Academic Affairs
The Richard Stockton College of New Jersey
Jim Leeds Road

Chair, Dept. of Natural Sciences
University of Michigan, Dearborn
4901 Evergreen Road
Dearborn, MI 48128-1491

Ram Nayar

Pomona, NJ 08240

Saundra Oyewole
Program Director, EHR/DUE
National Science Foundation

Asha Nelson
Student, Northwest Center for Emerging
Technologies, # A202
3000 Landerholm Circle, S.E.
Bellevue, WA 98007-6484

4201 Wilson Boulevard, Room 835
Arlington, VA 22230

370

:351

Lynette P. Padmore

Pamela M. Peters

Director, Florida-Georgia Alliance Program
Florida A&M University
104 Gamble Street
Student Retention Center
Tallahassee, FL 32307-5500

Manager, Science Education
Access Excellence/Genentech, Inc.
460 Point San Bruno BoulevardSouth San Francisco, CA 94080

Simone Peterson
Assistant Professor
Department of Mechanical Engineering
Florida A&M University
2525 Potsdamer Street
Tallahassee, FL 32310

Robert Panoff
President and Executive Director
The Shodor Education Foundation
923 Broad Street, Ste. 100
Durham, NC 27705

Richard Petti

Co leen Pantalone
Interim Vice Provost for Undergraduate Education
Northeastern University
112 Hayden Hall
Boston, MA 02115

Macsyma, Inc.
20 Academy Street
Arlington, MA 02174-6436

David Pierce
President, American Association ofCommunity Colleges
One Dupont Circle, N.W, Suite 410
Washington, DC 20036-1176

Robert E. Parilla
President
Montgomery College
900 Hungerford Drive
Rockville, MD 20850

Rodney Piercey
Head, Department of Physics
Mississippi State University
P.O. Drawer 5167
Mississippi State, MS 39762

Cass Parker
Associate Professor
Department of Chemistry
Clark Atlanta University
James P. Brawley Dr. at Fair St. SW
Atlanta, GA 30314

Stanley Pine
Chair, ACS Education Committee
Department of Chemistry
California State University
5151 State University Drive
Los Angeles, CA 90032

David PastranStudent, Biology Department
University of Northern Colorado
Greeley, CO 80639

R. Byron Pipes
President
Rensselaer Polytechnic Institute
Pittsburgh Building
Troy, NY 12180-3590

Cecil W. Payton
Executive Assistant to the President
Morgan State University
Truth House, Room 410
1700 E. Cold Spring Lane
Baltimore, MD 21239

Karl S. Pister
Chancellor
University of California at Santa Cruz
Room 296, McHenry LibrarySanta Cruz, CA 95064

Chery Pellerin
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Shannon Pennington
Student, Panola College1109 W. Panola
Carthage, TX 75633

371

352

Harold Pratt

Thomas S. Quarles

Director, Division on K-12 Policy & PracticeNational Research Council
Center for Science, Mathematics & Engineering
Education

Deputy Division Director
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

2101 Constitution Avenue, N. W.

John M. Quinn

Washington, DC 20418

Coordinator, Math Center Skills Center
The Richard Stockton Collegeof New Jersey
Pomona, NJ 08240

Carol W. Prevost
Science & Technology Council Director
Princeton University
123 Lewis Thomas Lab
Princeton, NJ 08544

Samuel M. Rankin
Assoc. Executive Director
American Mathematical Society

Chip Price
Vice President & Director
Addison-Wesley Interactive
One Jacob Way
Reading, MA 01867

1527 18th Street, N. W.

Washington, DC 20036

Mulchand Rathod
Professor & Chair
Div. of Engineering Technology

Glenda Price
ProvostSpelman College
Box 1209
Atlanta, GA 30314

Wayne State University
5050 Cass
Detroit, MI 48202-3900

P. Buford Price

Associate Provost for Scholarship & Teaching
Miami University
107 Roudebush Hall
Oxford, OH 45056

William H. Rauckhorst
Divisional Dean of Physics
Department of Physics
University of California
at Berkeley
201 Campbell Hall
Berkeley, CA 94720

Melvin C. Ray
Associate Vice President for ResearchMississippi State University
P.O. Box 6343
Mississippi State, MS 39762

Paul E. Prindle
Vice Chair
Jones & Bartlett Publishers, Inc.
40 Tall Pine Road
Sudbury, MA 01776

Robert Reinsvold
Assistant Professor, Dept. of Biological Sciences
University of Northern Colorado
Greeley, CO 80639

Patricia J. Pukkila
Associate Professor, Department of Biology
University of North Carolina at Chapel Hill
CB 3280
Chapel Hill, NC 27599

Suzanne W. Reuss
Arizona State University
Box 873403
Tempe, AZ 85287

Mark Pushman
Vincent Revels
Vice President, Department of Curriculum
Education Services

Computer Sciences Corporation
100 Decadon Drive
Pleasantville, NJ 08232

Wake Technical Community College
9101 Fayetteville Road
Raleigh, NC 27603

372

353

Celena M. Richardson

Nina Roscher

Student, Department of Biology
Morgan State University
1020 N. Central Avenue
Baltimore, MD 20202

Division of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Earl S. Richardson

Nedah M. Rose

President, Department of Biology
Morgan State University
1700 E. Cold Spring Lane
Baltimore, MD 21239

John Wiley & Sons, Inc.
605 Third Avenue
New York, NY 10158-0012

James M. Rosser
President

Hal Richtol
Program Director, EHR/DUE
National Science Foundation

California State University at Los Angeles
5151 State University Drive
Los Angeles, CA 90032-8500

4201 Wilson Boulevard, Room 835
Arlington, VA 22230

John E. Rudzki
Division of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Stephen Riter
Provost & V.P. for Academic Affairs
University of Texas at El Paso
Admin. Bldg., Room 310
500 W. University DriveEl Paso, TX 79968

Alejandro Ruiz-Acevedo
V.P. for Academic Affairs & Planning
Inter American University of Puerto Rico
P.O. Box 383255
San Juan, PR 00936-3255

Jean Robinson
Associate Professor
Department of Political Science
Indiana University - Bloomington
Woodburn Hall 403
Bloomington, IN 74705

Janet Rutledge
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

T. Joan Robinson
Professor of Biology
Morgan State University
Cold Spring Lane and Hillen Road
Baltimore, MD 21239

Peter C. Ryan
Instructor, Environmental Science
Salish Kootenai College
P.O. Box 117
Pablo, MT 59855

Paul H. Rodriguez
Program Director, BIO
National Science Foundation
4201 Wilson Boulevard, Room 855.15
Arlington, VA 22230

Gerhard Salinger

Doris Roman
Program Consultant

Program Director, EHR/ESIENational Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

The GEM Consortium
P.O. Box 537

John Saurer
General Manager and Vice President
Kodak Colorado Division
Eastman Kodak Company
9952 Eastman Park Drive
Windsor, CO 80551-1334

Notre Dame, IN 46556

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354

Denise T. SchanckFrank A. Settle

Publisher, Science, Mathematics, Engineering,Computer Science
The McGraw-Hill Companies
1221 Ave. of the Americas
New York, NY 10020

Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 23330

Gil Schmidt

Henry D. Shannon
President

Vice Provost, Department of Academic Affairs
University of N. Colorado, Carter Hall
Greeley, CO 80639

St. Louis Community College at Forest Park
5600 Oakland Avenue
St. Louis, MO 63110

James C. Schmidt

Bonney Sheahan
Program Manager, SBE

Associate Professor
Ashland Community College
1400 College Drive
Ashland, KY 41101

National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Lawrence E. Schulz

Anding Shen

Dean & VP for Academic Affairs
St. Andrews Presbyterian College
1700 Dogwood Mile
Laurinburg, NC 28352

3311 Powelton Avenue, Apt. 2F

Philadelphia, PA 19104

Jeffrey H. Sherman
President

Albert J. Schwabenbauer

Technology Review, Inc.
8787 Woodway, Suite 1201
Houston, TX 77083

Vice President, Worldwide Customer Service
Sikorsky Aircraft
United Technologies Corporation
6900 Main Street, MS:S4 I9AStratford, CT 06497

Harry L. Shipman
Professor, Dept. of Physics and Astronomy
University of Delaware
Sharp Laboratory
Newark, DE 19716

Sue H. Schwabenbauer
Assistant Dean - Liberal Arts
Quinnipiac College
Hamden, CT 06518

Lewis ShumakerManager, University Relations & Recruitment
DuPont1007 Market Street
Wilmington, DE 19898

Chalmers Sechrist
Division of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Jim Shuman
Project Director
Northwest Center for Emerging
Technologies #A202
3000 Landerholm Circle, S.E.
Bellevue, WA 98007-6484

Gerry A. Selter
Dean, College of Science
San Jose State University
One Washington Square
San Jose, CA 95192-0099

Shari Silverman
Graduate Student
Middlesex County College
155 Mill Road
Edison, NJ 08818

Steven 0. Senger
Professor, Dept. of Computer Science
Univ. of Wisconsin-La Crosse
124 Morris Hall, 1725 State St.
La Crosse, WI 54601-3742

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Robert L. Simpson

Mary Sladek

Provost
University of Michigan-Dearborn
4901 Evergreen Road
Dearborn, MI 48128

Assistant Program Director, EHR/REC
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Gary Simundza

Judy Smalling

Dept. of Applied Math/Science
Wentworth Institute of Technology
550 Huntington Avenue
Boston, MA 01155

National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Calvert H. Smith
On-Site Coordinator, The Board of Education
Cincinnati City School District
P.O. Box 5381
Cincinnati, OH 45201-5381

Surya C. Singh
Student, The University of Texas at Austin
807 W. 25th Street, #209
Austin, TX 78705

David A. Smith
Associate Professor, Department of Mathematics
Duke University
Box 90320
Durham, NC 27708

Ted Sjoerdsma
Program Consultant, DUE/ORISE
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Kent Smith
Instructor

Jeanne E. Sjovall
Assistant Dean, Instructional Development
New England Institute of Technology
2500 Post Road
Warwick, RI 02886

Texas State Technical College
300 College Drive
Sweetwater, TX 79556

John H. Skillings

Myra 0. Smith

Associate Dean, College of Arts & Science
Miami University
143 Upham Hall
Oxford, OH 45056

Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Howard Skinner

Nolan Sommer
Chairman of the Board

Interim President
University of Northern Colorado
Provost's Office
Greeley, CO 80639

Stoney-Mueller
750 Oneida Trail

Franklin Lakes, NJ 07417

Elizabeth Skomp

Janet Weiss Sorrels

Indiana University Student Association.

Assistant Dean, College of Mathematical & PhysicalSciences
The Ohio State University
154 Denney Hall

Indiana University Bloomington
IMU 32
Bloomington, IN 47405

164 W. 17th Avenue

Columbus, OH 43210-1316

Kim Skyelander
Instructor, Environmental Science
Salish Kootenai College
P.O. Box 117
Pablo, MT 59855

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356

Francis Spano

Donald B. Stratton

Dean, Division of Engineering Technologies &Science
Middlesex County College
155 Mill Road
Edison, NJ 08818

Professor of Biology
Drake University
2507 University Avenue
Des Moines, IA 50311-4505

Brock Spencer
Professor

Director of ACE Implementation
Northeastern University
112 Hayden Hall
Boston, MA 02115

Denis J. Sullivan

Beloit College
700 College Street
Beloit, WI 53511

Edward C. Sullivan

Cedric T. Stallworth
Process Integration Partner

New York State Assembly
717 Legislative Office Building
Albany, NY 12248

Office of Minority Educational Development
Georgia Institute of Technology
681 Cherry Street
Atlanta, GA 30332-0600

Larry Suter
Deputy Division Director, REC
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Michael Starbird
Associate Dean for Undergraduate Education
Dept. of Natural Sciences

James E. Swartz

The University of Texas at Austin
WCH 3.104, Office of the Dean
Austin, TX 78712-1199

Professor of Chemistry
Grinnell College
P.O. Box 805
Grinnell, IA 50112

Richard E. Stephens
Consultant
Oak Ridge Associated Universities
8304 Brewster Drive
Alexandria, VA 22308-2106

Dell L. Swearingen
Director, Math/Science/Electronics
Chemeketa Community College
P.O. Box 14007
4000 Lancaster Drive, N.E.
Salem, OR 97309-7070

John G. Stevens
National Executive Officer
Council on Undergraduate Research
Univ. of North Carolina at Asheville
Asheville, NC 28804

Anna Tan-Wilson
Professor, Dept. of Biological Sciences
SUNY at Binghamton
P.O. Box 6000
Binghamton, NY 13902-6000

Catherine B. Stevenson
Dean of Faculty
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117

Robert J. Tatz
Instructional Laboratory Supervisor
Department of Chemistry
The Ohio State University
100 W. 18th Street
Columbus, OH 43210

Fred Stollnitz
Program Director, Cross-Directorate Activities
National Science Foundation
4201 Wilson Blvd., Rm. 685
Arlington, VA 22203

376

357

Laura L. Tedder

Romona A. Truesdale

Associate Director, Education
University of Colorado - Boulder
Campus Box 525
Boulder, CO 80309-0525

Computer Specialist, EHR/DUE
The National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Elizabeth Teles
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Kuei-Wu Tsai
Associate Dean of Engineering
College of Engineering
San Jose State University
San Jose, CA 95192-0080

Ronald Temple

Alan Tucker

Chancellor
City College of Chicago
226 W. Jackson Boulevard
Chicago, IL 60601

Professor of Mathematics
Dept. of Applied Mathematics & Statistics
SUNY at Stony Brook
36 Woodfield Road
Stony Brook, NY 11790

Mary Kay Tetreault

Elizabeth Tucker

Vice President, Academic Affairs
California State Univ.-Fullerton
800 N. State College Blvd.
Fullerton, CA 92634

Associate Professor
SUNY Binghamton
Dickinson Community

Binghamton, NY 13902-6000

Michael E. Thomas
Nzinga Tull
Student, Dual Degree Engineering Program

Provost & Vice President for Academic Affairs
Georgia Institute of Technology
Atlanta, GA 30332-0325

Spelman College
2805 33rd Street, S.E.
Washington, DC 20020

David Todt
Dean, College of Arts & Sciences
Shawnee State University
940 Second Street
Portsmouth, OH 45662

George Tuthill
Professor, Department of Physics
Montana State University
AJM Johnson 214B
Bozeman, MT 59717-0350

Lillian Tong
Undergraduate Education Coordinator

Tim UyOffice of the President
California Institute of Technology
Pasadena, CA 91125

Center for Biology Education
University of Wisconsin - Madison
425 N. Henry Mall
Madison, WI

Reginald Traylor

Myra Van Vactor

Dean, School of Graduate Studies
University of the Incarnate Word
4301 Broadway, Box T-2
San Antonio, TX 78209

Director, Library Media Center
Bellevue Community College # D256
3000 Landerholm Circle, S.E.
Bellevue, WA 98007-6484

Albert Tricomi

Demetrius D. Venable
Professor & Chairman
Department of Physics & Astronomy
Howard University

Vice Provost for Undergraduate Studies
Office of the Provost
SUNY at Binghamton
P.O. Box 6000
Binghamton, NY 13901-6000

2355 Sixth Street, N. W.

Washington, DC 20059

377

38

Gerard Voland

Mignon Waterman

Associate Professor
Dept. of Mechanical, Industrial & Manufacturing
Engineering
Northeastern University
367 Snell Engineering Center
Boston, MA 02115

Co-Chair, Government and Public Relations
Committee
SIMMS

530 Hazelgreen
Helena, MT 59601

3605 Ashwood Avenue
Los Angeles, CA 90066

George H. Watson
Associate Professor
Department of Physics & Astronomy
University of Delaware
232 Sharp Lab
Newark, DE 19716

Jack Waintraub

Robert F. Watson

Chairperson, Department of Physics & Electrical

Division Director, DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Ruth C. Von Blum
Research/Consultant
Inverness ResearchEng.

Middlesex County College
155 Mill Road P.O. Box 3050

Edison, NJ 08818

Melvin Webb
Professor, Department of Biological Sciences
Clark Atlanta University
James P. Brawley Dr. at Fair St. SW
Atlanta, GA 30314

Virginia Walbot
Professor, Department of Biological Sciences
Stanford University
Stanford, CA 94305-5020

Dorothy Walker-Jones

Peggie Weeks
Program Director, EHR/DUE
National Science Foundation

Associate Dean, Office of Natural Sciences
Howard University

Washington, DC 20059

4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Mark Walter

Maurice Weitlauf

Assistant Professor of Chemistry
Department of Chemistry
Oakton Community College
1600 E. Golf Road
Des Plaines, IL 60016

Profesor of Chemistry
Oakton Community College
1600 E. Golf Road
Des Plaines, IL 60016

2441 Sixth Street, N. W.

Karen Wells
Vice President for Instruction
Sinclair Community College
444 West Third Street
Dayton, OH 45402

Dan Walz
Metropolitan Detroit Alliance for
Minority Participation WSU
656 W. Kirby, Room 4047 FAB

Detroit, MI 48202

Wayne Wells
Assistant Professor, Director's Office
University of Texas-Pan American
1201 West University Drive
Edinburg, TX 78539-2909

Elizabeth Ward
NASA Langley Space Grant Fellow
NASA Langley Research Center
National Aeronautics andSpace Administration
Mail Stop 221
Hampton, VA 23608

378

359

Barry L. Werner

Arthur L. Williams

Dean, Mathematics, Science and Technology
Middlesex Community College
Springs Road
Bedford, MA 01730

Professor/Chairman, Biology Department
Howard University

Peter West

Luther S. Williams

Office of Legislative and Public Affairs
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Assistant Director, EHR
National Science Foundation
4201 Wilson Boulevard, Room 805
Arlington, VA 22230

2400 Sixth Street, N. W.

Washington, DC 20059

Ben White

Ronald A. Williams

Dean, Engineering Technology
Wake Technical Community College
9101 Fayetteville Road
Raleigh, NC 27603

Vice President for Academic Affairs
Community College of Philadelphia
1700 Spring Garden Street

Philadelphia, PA 19130

Richard A. White

Gary Wilson

Dean and Vice Provost, Undergraduate Education
Duke University, Box 90042

Dean & Professor of Biology
College of Arts & Sciences
Box 57, McMurray University
Abilene, TX 79697

104 Allen Building

Durham, NC 27708-0042

Jack M. Wilson

Elizabeth Widdicombe
President
W.H. Freeman and Company
41 Madison Avenue
New York, NY 10010

Dean, Undergraduate & Continuing Education
Rensselaer Polytechnic Institute
Pittsburgh Building, Room 212
Troy, NY 12180-3590

Larry F. Wieserman

Dennis Winterrowd

Alcoa Laboratories

Management Consultant, Ethicon6017 Warwick
San Angelo, TX 76901

City College of New York
100 Technical Drive

Alcoa Center, PA 15069-0001

Lawrence J. Wolf
President

Terry M. Wildman

Oregon Institute of Technology
3201 Campus Drive
Klamath Falls, OR 97601-8801

Professor and Director
Center for Excellence in Undergraduate Teaching
Virginia Polytechnic Institute and State University
118 Hillcrest Hall
Blacksburg, VA 24061-0453

P. K. Wong
Associate Dean, College of Natural Science
Michigan State University
103 Natural Science Building
East Lansing, MI 48824-1226

Peter E. Wilkness
Senior Science Associate, GEO
National Science Foundation
4201 Wilson Boulevard, Suite 1070
Arlington, VA 22230

379

360

Peter E. Yankwich

Susan S. Wood
Mid-Atlantic Vice President
American Mathematical Associationof Two-Year Colleges
ao Reynolds Community College
Box 85622
Richmond, VA 23285-5622

Senior Staff Associate, EHR/DUE
Division of Undergraduate Education
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Ken Yasukawa
Professor

Terry S. Woodin
Program Director, EHR/DUE
National Science Foundation

Beloit College
700 College Street
Beloit, WI 53511

4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Edmonia T. Yates

James P. Wright
Program Director

Morgan State University
1700 E. Cold Spring Lane
Baltimore, MD 21239-4093

Division of Astronomical Sciences
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230

Doug Young
Coordinator, Southwest Center for Advanced
Technological Education
300 College Drive
Sweetwater, TX 79556

Bostwick F. Wyman
Vice-Chair, Mathematics
The Ohio State University
231 West 18th Avenue
Columbus, OH 43210

Lee Zia
Program Director, EHR/DUE
National Science Foundation
4201 Wilson Boulevard, Room 835
Arlington, VA 22230

Roger E. Wyse
Dean and Director
University of Wisconsin-Madison
140 Agricultural Hall
1450 Linden Drive
Madison, WI 53706

Lluvia Zuniga
Student, Physics Department
Univ. of California, Berkeley #7300
Berkeley, CA 94720-7300

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Section VII:

Bibliography for the Review of Undergraduate Educationin Science, Mathematics, Engineering, and Technology

381

362

Section VII:

Bibliography for the Review of Undergraduate Educationin Science, Mathematics, Engineering, and Technology
Clifford Adelman, The Way We Are: The Community College as American Thermometer (Washington,
DC: U.S. Department of Education, Office of Educational Research and Improvement, February,
1992, OR92-511).
, The New College Course Map and Transcript Files: Changes in Course-Taking andAchievement, 1972-1993 (Draft Manuscript, Fall 1995)

Jeffrey C. Alexander, "The Irrational Disciplinarity of Undergraduate Education,"The Chronicle of Higher
Education, Vol. 40 (December 1, 1993) p. B3.

American Association for the Advancement of Science?roject 2061, Science for All Americans (James
Rutherford and AndrewAhlgren, principal authors) (New York, NY: Oxford University Press,
1989).
,

Update (Washington, DC: AAAS,

Inc., 1992).
, Benchmarks for Science Literacy(New York, NY: Oxford University Press, 1993).

American Association for Higher Education,Forum on Faculty Roles and Rewards, and Teaching
Effectiveness, --- AAHE publications addressing the Forum's concerns include:
E. Anderson,Campus Use of the Teaching Portfolio: Twenty-Five Profiles (1993);
Jon Wergin, The Collaborative Department: How Five Campuses Are Inching Toward Cultures ofCollective Responsibility (1994);
Ernest Lynton, Making the Case for Professional Service (1995);
Robert Diamond andBronwyn Adam (editors),The Disciplines Speak: Rewarding the Scholarly,
Professional, and Creative Work of Faculty (1995); andP. Hutchings, Peer Review of Teaching: A Project Workbook (1995). (Washington, DC: AAHE,One Dupont Circle).
American Association of State Colleges and UniversitiesFormida for Reform: The Role of theComprehensive University in Undergraduate Science and Engineering Education (Washington,
DC: November, 1989).
American Council on Education,Educating One-Third of a Nation: The Conference Report (Washington DC:
ACE, 1988).
, Status Report on Minorities in Higher Education (Washington D.C., ACE,

annual volumes).

383

363

American Geophysical Union, Chapman Conference,S'crutiny of Undergraduate Geoscience Education: Is theViability of the Geosciences in Jeopardy? Conference Proceedings (Washington, DC: American
Geophysical Union Chapman Conference, 1995)

American Institute of Biological SciencesReport of the Workshop on Undergraduate Environmental Science
Education: Held in conjunction with the 42nd AIBS Annual Meeting of Scientific Societies, San Antonio,
Texas, August 7-8, 1991 (Washington, DC: American Institute of Biological Sciences, 1991).
American Mathematical Association ofi'wo-Year Colleges,Standards for Curriculum and Pedagogical Reformin Two-Year College and Lower Division Mathematics (Cobleskill, New York: AMATYC, 1993).
, Standards for Introductory College
Mathematics Before Calculus, Revised Final Draft (February, 1995).

American Psychological Association Handbook for Enhancing Undergraduate Education in Psychology,
Results of a National Conference held during June, 1991 at St Mary's City, MD, (Washington, DC:
American Psychological Association, 1993).

T.A. Angelo and K.P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers (SanFrancisco: Jossey-Bass, 1993).
Alexander W. Astin, Undergraduate Science Education: The impact of different college environments on the
educational pipeline in the sciences: Final Report (Los Angeles, CA: Higher Education ResearchInstitute, Graduate School of Education, University of California at Los Angeles, 1992).
, What Matters in College? (Jossey-Bass, San Francisco, CA, 1993).

J.C. Bailar, "First-Year College Chemistry Textbooks, "Journal of Chemical Education, Vol. 70 (1993),
pp. 695-698.
Steven R. Barley, "The New Crafts: On theTechnization of the Workforce and theOccupationalization ofFirms," Working Paper, National Center for the Education of the Workforce (Philadelphia, PA: Universityof Pennsylvania, 1991).
Robert Barr and John Tagg, "From Teaching to Learning - a New Paradigm for Undergraduate Education,"
Change, Vol. 27 (November/December, 1995) pp. 12-25.

P.A. Basili and P.J. Sanford, "Conceptual Change Strategies and Cooperative Group Work in Chemistry,"
Journal of Research in Science Teaching, Vol. 28, No. 4 (1991), pp. 293-304.
D.L. Benson, M.C. Wittrock, and M.E. Bauer, "Students Preconceptions on the Nature of Gases," Journal,of Research in Science Teaching, Vol. 30, (1993), pp. 587-597.
Tom K. Bikson and S.A. Law, Global Preparedness and Human Resources, College and Corporate
Perspectives, RAND (Santa Monica, CA: RAND, 1994).

J.P. Birk and J. Foster, "The Importance of Lecture in General Chemistry Course Performance,'Journalof Chemical Education, Vol. 70 (1993), pp. 180-182.

384

364

John Bishop, "Incentives and Disincentives for Studying in High School,American Economic Review, Papers
and Proceedings (May 1995), paper presented at the American Economic Association national meetings,
January 6, 1995.
Debra E. Blum, "Colleges Urged to Make Radical Changes to Deal with National Crisis in Mathematics
Education (Moving beyond Myths: Revitalizing Undergraduate Mathematics; Report by the National
Research Council)," The Chronicle of Higher Education, Vol. 37 (April 17, 1991) pp. A15-16.
Paul Von Blum, Stillborn Education, A Critique of the American Research University (Lanham, MD:
University Press of America, 1986).

J.V. Boettcher (editor),] 01 Success Stories of Information Technology in Higher Education (New York,
NY: McGraw-Hill, 1993).

C.C. Bonwell andJ.A. Eison, Active Learning: Creating Excitement in the Classroom, ASHE-ERIC
Higher Education Report 1 (Washington, DC: George Washington University, 1991).
George Boggs, "The Learning Paradigm," Community College Journal (December/January, 1995/1996), pages
24-27.
Derek Bok, Higher Learning, (Cambridge, MA: Harvard University Press, 1986).
, Universities and the Future of America (Durham, NC: Duke University Press, 1990).
, "Whath Wrong with Our Universities?: Are they flunking out? or are the graders asking the wrong
questions?"Harvard Magazine (Cambridge, MA: May-June, 1990) pp. 44-59.

H.R. Bowen, The Costs of Higher Education: How Much Do Colleges and Universities Spend per Student andHow Much Should They Spend? (San Francisco, CA: Jossey-Bass, 1980).
Ernest L. Boyer, College: The Undergraduate Experience in America (New York: Harper and Row, 1987), The Condition of the Professoriate: Attitudes and Trends (Princeton, NJ: Princeton University
Press, Lawrenceville, NJ, 1989).

Scholarship Reconsidered: Priorities of the Professoriate (Princeton, NJ: Princeton University
Press, Carnegie Foundation for the Advancement of Teaching, 1990).

L. Braskamp and J. Ory, Assessing Faculty Work: Enhancing Individual and Institutional Performance(San Francisco, CA: Jossey-Bass, 1994).

A. Brown, Science Education in Private Colleges of Central Appalachia (Lexington, KY: Faulty
Scholars Program, University of Kentucky, October 22-24, 1989).
S. Brush, The History of Modern Science: A Guide to the Second Scientific Revolution, 1880-1950 (Ames, IA:
Iowa State University Press, 1988).

385

365

Lawrence Burton andCarin Celebuski, Technical Education in 2-Year Colleges; HES 17 (Washington, DC:
National Science Foundation, US Dept of Education, National Endowment for the Humanities, March
1995).

Ann Bykerk-Kauffman, "Using Cooperative Learning in College Geology ClassesJournal of Geology
Education, Vol. 43 (1995), pp. 308-316.
A.F. Cabrera, M.B. Castaneda, & D.S. Hengstler, "The Convergence Between Two Theories of College
Persistence,"Journal of Higher Education, Vol. 63, No. 2 (1992) pp. 144-164.
The Carnegie Foundation for the Advancement of Teaching l Classification of Institutions of Higher
Education:. A Technical Report, 1994 Edition (Ewing, New Jersey: California / Princeton Fulfillment
Services, 1445 Lower Ferry Road).
Center for Instructional Study, Syracuse University,A National Study of Research Universities on the Balance
Between Research and Undergraduate Teaching Supported by a grant from the Lilly Endowment(Syracuse, NY: Center for Instructional Development, Office of Evaluation and Research, Syracuse
University, 1992)

C.S. Claxton and P.H. Murrell, Learning Styles: Implications for Improving Educational Practices,
ASHE-ERIC Higher Education Report No. 4 (Washington, DC: Association for the Study of Higher
Education, 1987).
J. Clement, D.E. Brown, and A Zietsman, "Not All Preconceptions are Misconceptions: Finding"Anchoring Conceptions" for Grounding Instruction on Students' Intuitions," International Journalof Science Education, Vol. 11 (1989), pp. 554-565.
Council of Chief State School Officers,State Indicators of Science and Mathematics Education 1993, State andNational Trends: New Indicators form the 1991-92 School Year (Washington, DC: Council of Chief State
School Officers, 1993).
Mary Crystal Cage, "A Struggle for Reform," (University of Minnesota's Plan Focuses on Undergraduate
Education) The Chronicle of Higher Education, Vol. 40 (March 23, 1994) p. A41

Carnegie Forum on Education and the Economy, Task Force on Teaching as a Profession Nation Prepared:
Teachers for the 21st Century (New York, 1986).
Audrey B. Champagne (editor),Science Teaching: Making the System Work (Washington DC: American
Association for the Advancement of Science, 1988).

Bradford Chaney, Student Outcomes and the Professional Preparation of Eighth-grade Teachers in Scienceand Mathematics, NSF/NELS:88 Teacher Transcript Analysis Prepared for the NSF (Washington, DC:
Westat, Inc., May, 1995).
Change Magazine, "Where's the Beef? College Seniors Evaluate Their Undergraduate Experience,Change,
Vol. 26 (September/October, 1994) pp. 29-32.
Lynne Cheney, 50 Hours: A Core Curriculum for College Students (Washington, DC: National Endowment for
the Humanities, 1989).

386

366

A. W. Chickering and Z. F.Gamson (editors), "Applying the Seven Principles for Good Practice inUndergraduate Education (A Symposium)JVew Directions for Teaching and Learning (Fall, 1991) pp. 1100. [Available at GWU and CU]
Barry Cipra, "Calculus Reform Sparks a Backlash," Science (February 16, 1996), page 901.

Charles Clotfelter, Demand for Undergraduate Education, Part I in Economic Challenges in Higher Education,
A National Bureau of Economic Research Monograph (Chicago, IL: The University of Chicago Press,
1991) pp. 19-139.
I.B. Cohen, Birth of a New Physics (Norton, New York, 1985).

M. M. Cooper, "Cooperative Learning: An Approach for Large Enrollment Courses,"Journal of Chemical
Education, Vol. 72 (1995), pp. 162-64.
Patricia Cuniff (Chair), Curtis Heiggelkke (co-Chair), and Barbara Leigh Smith (co- Chair)?utting the Pieces
Together, A Guide Book for Leaders of Coalitions of Two- and Four-Year Colleges and Universities(Largo, MD: The Science & Technology Resource Center, Prince George§ Community College, 301
Largo Rd., October 14-15, 1993).
Brian H. Denton, and Roger Bowers, "An innovation in Undergraduate Mathematics Courses,17ournal of
Education for Teaching, Vol. 19, No. 2 (1993) pp. 227-9.

Mary E. Diez, Setting Standards and Educating Teachers: a National Conversation: A Report from theWingspread Conference, November 1-4, 1993 (Washington, DC: American Association of Colleges for
Teacher Education, 1994).
James J. Duderstadt, A Vision for the 21st Century: Beyond "The Leaders and Best." Presidenth Weekend
Address (Ann Arbor, MI: The University of Michigan, September 29, 1995).

R. Duit, F. Goldberg, and H. Niedderer (editors),Research in Physics Learning: Theoretical Issues andEmpirical Studies (San Diego, CA: San Diego State University, 1991). In particular see:D. Brown
and J. Clement, Classroom Teaching Experiments in Mechanics.
Richard Duschl, Restructuring Science Education; The Importance of Theories and Their Development (NewYork, NY: Columbia University, Teachers College Press, 1990).

Gordon P. Eaton, "Post Industrial Geological Education: What Curriculum Changes Might We Need at theUndergraduate and Graduate Level?",Abstracts with Programs, Geological Society of America,
Vol. 26, No. 7 (1994), p. 154.
Kenneth EugeneEble, "The Degradation of Undergraduate Education,"New Directions for Teaching and
Learning (Winter, 1990) pp. 11-19.
The Journal of Economic Education, "Undergraduate Economic Education (a Symposium),The Journal of
Economic Education, Vol. 22 (Summer, 1991) pp. 195-300.

387

367

Russell Edgerton, P. Hutchings, and K. Quinlan, The Teaching Portfolio: Capturing the Scholarship in
Teaching (Washington, DC: American Association of Higher Education, 1991).
S.C. Ehrmann, "Asking the Right Question: What Does Research Tell Us About Technology and Higher
Learning?" Change Magazine (March, 1995).

The Engineering Foundationjnnovation in Undergraduate Engineering Education (New York, NY:
United Engineering Trustees, August 6-11, 1989).
B. L. Erickson and D.W. Strommer, Teaching College Freshmen (San Francisco, CA: Jossey-Bass, 1991).

Edward W. Ernst, "Revitalizing Undergraduate Programs: Curriculum Development,'Engineering Education,
Vol. 79 (January/February, 1989) pp. 20-4.

Engineering Foundationjnnovation in Undergraduate Engineering Education, Proceedings of a Conference
held at Potosi, Missouri, August 5-10, 1990 (New York, NY: Engineering Foundation, 1991).
Executive Office of the President, Office of Science and Technology Polic§cience in the National Interest(August 1994).
Federal Coordinating Council for Science Engineering and Technology (FCCSETRathways to Excellence: A
Federal Strategy for Science, Mathematics, Engineering, and Technology Education [A strategic plan forthe years FY1994 - FY1998.] (Washington, DC: Committee on Education and Human Resources,
FCCSET, 1992).

The Five Colleges, Conference on Cooperation in Undergraduate Science Education, November 13-15,
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