This diversity of need, recent advances in pedagogical research, and evolving computing and communications technologies are begining to dramatically transform the practice of teaching. Advancing this practice, convincing the academic community of its importance, and providing faculty training to improve teaching are important and difficult challenges. The chaUenge of improving science and mathematics education in schools, through teacher preparation and continued professional development, is even greater. I am an applied mathematician with a broad background in the sciences, arts, and humanities. I view mathematics as both a creative art and the science of structure.
Structure is ubiquitous and fundamental.
Thus important mathematics is latent in all disciplines whether or not it has traditionaUy played a significant role in them. I am particularly excited about the potential of emerging areas of applied mathematics, such as pattern theory, complex systems, and decision sciences, to provide principles which unify knowledge and powerful tools for advancing it. This paspective has enabled me to play a leadership role in reforming the undergraduate mathematics curriculum, particularly on my own campus. I am passionate about helping students come to know mathematics, to paraphrase von Neumann, as springing from the sciences yet developing according to its own aesthetic. During the past five years at Occidental College I have focussed on lower-division courses taken widely by science as well as mathematics majors.