DOCUMENT RESUME

ED 313 248 SE 0E1 059

.

TITLE Undergraduate Science, Mathematics and Engineering

Education. Volume II: Source Materials.
INSTITUTION National Science Foundation, Washington, D.C.
National Science Board.
REPORT NO NSB-86-100
PUB DATE Nov 87
NOTE 188p.; Prepared by the National Science Board Task
Committee on Undergraduate Science and Engineering
Education. For Volume I see ED 272 398.
PUB TYPE Reports - Evaluative/Feasibility (142) -- Reference
Materials - Bibliographies (131)

EDRS PRICE MF01/PC08 Plus Postage.

DESCRIPTORS *College Mathematics; *College Science; *College
Students; *Engineering Education; *Government Role;
Higher Education; Mathematics Education; Research and
Development; Science Education; Technology;
*Undergraduate Study
IDENTIFIERS National Science Foundation

ABSTRACT
The purpose of this volume is to provide or identify
the major sources of information used by the National Science Board
Committee in preparing its report: Four public hearings were
conducted and testimony received from knowledgeable leaders in higher
education, the scientific community, industry, and government. This
volume is principally a compendium of the materials received.
Sections include: (1) "Executive Summary"; (2) "Testimony Presented
to the Committee at Public Hearings"; (3) "Additional Testimony
Submitted to the Committee"; (4) "Correspondence from Federal
Agencies"; and (5) "Bibliography and Sources of Information." (YP)

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* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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"PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION NSB 86-100
Office of Educational Research and improvement
MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION
Volume II
CENTER (ERIC)
AIThis document has been reproduced as
received from the person or organization
NSF originating it
n Minor changes have been made to improve
reproduction Quality

Points of view or OpniOns stated in thiSdOCu

TO THE EDUCATIONAL RESOURCES ment do not neceSsanly represent otticisi
INFORMATION CENTER (ERIC)." OERI position or policy

Undergraduate Science,
Mathematics and
Engineering Education
Volume II
SOURCE MATERIALS

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 Technology

National Science Board

NSB Task Committee on
Undergraduate Science and Engineering Education
November 1987
BEST COPY AVAILABLE
 NATIONAL SCIENCE BOARD*

ROLAND W. SCHMITT (Chairman, National Science CI 'ARLES L. HOSLER Vice President for Research and
Board), Senior Vice President, Corporate Research Dean of Graduate' School, The Pennsylvania State
and Development, General Electric Company University
CHARLES E. HESS (Vice Chairman, National Science PE-I ER D. LAX, Professor of Mathematics and Director of
Board), Dean, College of Agricultural and Environ- the Courant Mathematics and Computing Laborato-
mental Sciences, University oc California at Davis ry, New York University
PERRY L. ADKISSON, Deputy Chancellor, The Texas K. JUNE LINDSTEDT-SIVA, Manager, Environmental
A&M University System Sciences, Atlantic Richfield Company
ANNELISE G. ANDERSON, Senior Research Fellow, WILLIAM F. MILLER, President and Chief Executive
Hoover Institution, Stanford University Officer, SRI Internaronal
WARREN J. BAKER, President, California Polytechnic HOMER A. NEAL, Provost, State University of New York
State University, San Luis Obispo at Stony Brook
JAY V. BECK, Professor Emeritus of Microbiology, Brig- WILLIAM A. NIERENBERG, Director, Scripps Institu-
ham Young University tion of Oceanography, University of California at San
CRAIG C. BLACK, Director, Los Angeles County Mu-
Diego
seum of Natural History
ERICH BLOCH (ex officio), Director, National Science MARY JANE OSBORN, Professor and Head, Depart-
Foundation
ment of Microbiology University of Connecticut
RITA R. COLWELL, Vice President for Academic Affairs, Health Center
University of Maryland SIMON RAMO, Director, TRW, Inc.
THOMAS B. DM', President, San Diego State University NORMAN C. RASMUSSEN, McAfee Professor of Engi-
JAMES J. DUDERSTADT, Dean, College of Engineering, neering, Massachusetts Institute of Technology
The University of Michigan DONALD B. RICE, President, The Rand Corporation
PETER T. FLAWN, President Emeritus, University of STUART A. RICE, Dean of the Division of Physical Sci-
Texas at Austin, and Vice Chairman, Rust Group, ences, The James Franck Institute, University of
Chicago
Inc.
ROBERT F. GILKESC N, Chairman of the Executive Com- THOMAS UBOIS, Executive Officer
mittee, Philadelphia Electric Company
MARY L. GOOD, President and Director of Research,
Signal Research Center, Inc. 'Member~ a. of March 1986

Task Committee on Undergraduate Science and Engineering Education

Dr. Homer A. Neal, Chanman, Provost, State Unit ersity Dr. Norman C. Rasmussen, Professor of Nuclear Engi-
of New York at Stony Brook neering, Massachusetts Institute of Technology,
Dr. Jay V. Beck, Professor Emeritus of Microbiology, Brig- Cambridge, Massachusetts
ham Young University, Provo, Utah Dr. James L. Powell, President, Franklin and Marshall
Dr. Rita R. Colwell, Vice President for Academic Affairs College Lancaster, Pennsylvania, (Committee
and Professor of Microbiology, University of Mary- Advisor)
land, Adelphi, Maryland Mr. Lester G. Paldy Dean, Center for Continuing Educa-
Dr. Thomas B. Day, President, San Diego State Univel tion,, State University of New York at Stony Brook
sity, San Diego, California (Committee Consultant)
Dr. James J. Duderstadt, Dean of the College of Engineer- Dr. Robert F. Watson, 1 lead Office of College Science
ing, The University of Michigan, Ann Arbor, Instrumentation, National Science Foundation (Ex-
Michigan ecutive Secretary)

if
Undergraduate Science,
Mathematics and
Engineering Education
Volume II
SOURCE MATERIALS

National Science Board

NSB Task Committee on
Undergraduate Science and Engineering Education
November 1987

4.;
 CONTENTS

Foreword
I. Executive Summary 1

The Condition of Undergraduate Education in Science, Mathematics, and

Engineering 1
The Support of Undergraduate Education in Science, Mathematics, and
Engineering 2
Recommendations to the States, Academic Institutions, the Private Sector, and
Mission-Oriented Federal Agencies 3
Recommendations to the National Science Foundation 4
Conclusion 7
II. Testimony Presented to the Committee at Public Hearings 9
September 1985 Hearing Testimony
Joseph M. Ballantyne, Vice President for Research and Advanced Studies,
Cornell University 11
Thomas W. Cole, Jr., President, West Virginia State College 15
Richard J. Gowen, President, Dakota State College 19
Bernard J. Luskin, Executive Vice President, American Association of
Community and Junior Colleges 27
S. Frederick Starr, President, Oberlin College 33
Jon C. Strauss, President, Worcester Polytechnic Institute 37
October 1985 Hearing Testimony
John P. Crecine, Senior Vice President for Academic Affairs, Carnegie-Mellon
University 41
M. Richard Rose, President, Rochester Institute of Technology 47
David P. Sheetz, Vice President and Director of Research and Development,
Dow Chemical Company 53
John S. Toll, President, University of Maryland 59
Paul R. Verkuil, President, College of William and Mary 63
Betty M. Vetter, Executive Director, Scientific Manpower Commission 67
November 1985 Hearing Testimony
Jean E. Brenchley, President-Elect, American Society for Microbiology 75
Edward E. David, Member, White House Science Council 79
Anthony P. French, President, American Association of Physics Teachers 81
Fred W. Garry, Vice President for Corporate Engineering and Manufacturing,
General Electric Company 89
Andrew M. Gleason, Professor of Mathematics, Harvard University 95
David T. McLaughlin, President, Dartmouth College 99
William G. Simeral, Exeative Vice President, E. I. du Pont de Nemours and
Company 103
Lynn A. Steen, President, Mathematical Association of America 107
Robert R. Wilson, President, American Physical Society 113
December 1985 Hearing Testimony
Terry L. Gildea, Technical Training Manager, Hewlett-Packard 117
Samuel Goldberg, Program Officer, Alfred P. Sloan Foundation 121
Frederick Humphries, President, Florida A&M University 125

iii

cJ
 Philip H. Jordan, Jr., President, Kenyon College 131
Timothy O'Meara, Provost, University of Notre Dame 137
Kenneth Starr, Director, Milwaukee Public Museum 139
HI. Additional Testimony Submitted to the Committee 143
American Chemical Society 145
American Chemical Society: Task Force on ACS Involvement in the Two-Year
Colleges 149
American Society for Engineering Education 151
American Society of Plant Physiologists 153
Association for Affiliated College and University Offices 155
Council of Scientific Society Presidents 157
Council on Undergraduate Research 159
East Central College Consortium 161
Texas Woman's University 163
University of Wisconsin Campuses (Chancellors) 167
Jerrier A. Haddad, IBM Corporation (retired) 169
David Hart, Conference Coordinator, Student Pugwash 175
John G. Kemeny, Professor of Mathematics and Computer Science and President
Emeritus, Dartmouth College 177
John S. Morris, President, Union College 181
IV. Correspondence from Federal Agencies 183
Letter to Agencies from Committee Chairman 185
Department of Defense 187
Department of Education 189
Department of Energy 191
National Aeronautics and Space Administration 193
National Institutes of Health 195
V. Bibliography and Sources of Information 203

VI. Subject Index 205

iv
 FOREWORD

The purpose of this volume is to provide or identify the major sources of information used by the
National Science Board Committee on Undergraduate Science and Engineering Education in
preparing its report, Undergraduate Science, Mathenuthcs and Engmeei Edutatton The Committee
was established in May 1985, and conducted its study from then until March 1986, when the report
was accepted by the full National Science Board. The report itself (NSB 86-100) is available trom
National Science Foundation Publications, 1800 C Street, NW, Washington, D.C. 20550.
During its study, the Committee received information from many sources on the status and
needs of U.S. undergraduate science, mathematics, and engineering education. Fot.r public
hearings were conducted and testimony received from knowledgeable leaders in higher educa-
tion, the scientific community, industry, and government. The Committee studied a IA ide range of
published reports and also received additional solicited and unsolicited mtenal from numerous
concerned individuals and organizations.
This volume is principally a compendium of the materials received. However, it should also be
noted that many less formal but useful inputs were also recei ed in the form of letters, telephone
calls, and personal contacts. The Committee is most appreciative of the time and efforts expended
by so many people in contributing to the report
The views and opinions expressed in these materials do not necessarily reflect those of the
Committee, the National Science Board, or the National Science Foundation. However, it is the
feeling of the Committee that th,se materials contain much useful information and reflect a broad
cross-section of persons knowledgeable about undergraduate science, mathematics, and engi-
neering education in the United States. It is hoped that this material riot only will serve to establish
documentation of the Committee's final report, but will be of assistance to others actively con-
cerned with the quality of the nation's colleges and universities.
For the reader's further information, the report's Executive Summary is reprinted in this volume
immediately following this foreword.

V
 I. EXECUTIVE SUMMARY

Serious problems, especially problems of quality, have In the fall of 1981, 10,700,01)0 undergradu, tes out of a
developed during the past decade in the infrastructure total enrollment of over 12,300,000 studenks attended
of college-level education in the United States in mathe- some 3,300 U.S. institutions of higher learning Annual
matics, engineering, and the sciences. Problems are oc- expenditures for higher education nationwide tota' $10,1
curring to a significant degree in all types of institutions, billion, of tills, S42 billion are spent at the undergraduate
two-year and four-year colleges and universities, And in level.
all regions of the country. Minority institutions continue There are great institutions of higher education
to have serious difficulties. The broad areas of engineer- throughout the country. An inexpensive :ornmunity col-
ing, mathematics, and the sciences share many of these lege is within easy commuting distance of most citizens.
concerns, but each has some of its own. The problems of Highly developed regional and state public universities
the engineering disciplines are especially severe. The are not much farther removed. Doctoral universities and
impacts and the challenges and opportunities of the new private colleges are to be found in virtually every state in
technologies pervade all the disciplines. the Union. Taken together, these constitute a peerless
The most striking and pervasive change of the 1980s system of higher education, affording opportunities to
one that is fundamental and irreveriiibleis the shift to a students with virtually every kind of academic interest.
global economy. The only way that we can continue to It is in these institutions that the talents and values of
stay ahead of other countries is to keep new ideas flow ing future scientists, engineers, business leaders, doctors,
through research; to have the best technically trained, lawyers, and politicians are developed. From them will
most inventive, and adaptable workforce of any nation, emerge much of our future leadership at local, state,, and
and to have a citizenry able to make intelligent judg- national levels. The Nation depends in large part upon
ments about technically based issues. Thus, the deterio- the graduates of collegiate institutions to assure its com-
ration of collegiate science, mathematics, and engineer- petitive edge in the world's economy and the strength of
ing education is a grave long term threat to the Nation's its national defense.
scientific and technical capacity, its industrial and eco- In 1983, the National Science Board Commission on
nomic competitiveness, and the strength of its national Precollege Education in Mathematics, Science, and Tech
defense. i reported on the character and condition of teach-
The major objectivr,s i the study reported here were nig and learning in those subjects in the Nation's schools.
assessment of the present character and condition of Partly in consetyence of the Commission's findings and
undergraduate education in mathematics, engineering, its report, states and municipalities ha-c taken many
and the sciences, and determination of an appropriate steps in the intervening three years to correct the effects
role for the National Scienco Foundation in regard to its of previous neglect and to restore strength and vigor to
strength and improvement. school programs in science, mathematics, and tech-
The Committee has concluded that the Foundation's nology. 'Hie Congress has zpproved and initiated several
role must be strong leadership of a nationwide effort, an responses, including funding of a leadership role for the
effort that will require participation by public and pri- National Science Foundation in these improvement
vate bodies at all levels. The Foundation must use its efforts.
leadership and high-leverage programs to catalyze sig- The same concerns that led to these efforts to improve
nificant efforts in the states and local governments and in precollege education have caused steps to be taken to
the academic institutions where ultimate responsibility strengthen the flow of suence and engineering research
lies. The recommendations of this report ma: c renewed results from colleges, universities and other research
demands on the academic communityespecially that laboratories to the production and marketing sectors of
its best scholarship be applied to the manifold adix itits the economy. But attention has not yet been focused on
needed to strengthen undergraduate science, engineer- the essential bridge between the E :hools and the na-
ing, and mathematics education in the United States. tional apparatus for research and ot-Jelopment; that
bridge is undergraduate education in mathematics, en-
The Condition of Undergraduate Education in gineering, and the sciences.
Science, Mathematics, and Engineering A few states have taken significant steps to improve the
The United States has developed the most varied and quality of instruction in the colleges and universities they
extensive network of colleges and universities in the support. Industry has given increased attention to sci-
world. ence and engineering research and to graduate educa-

1
 tion, but private sector support of undergraduate educa- ently underrepresented (wo. .en, minorities, :Ind the
tion has not increased similarly. physically handicapped), both the quality and number of
Although the National Science Foundation for many newly educated professionals in these important fields
years supported a number of substantial undergraduate will fall well below the Nation's needswith predictable
programs, including both curriculum development and harm to its economy and security.
faculty enhancement, its present role in that area is very There has been for a decade a steadily worsening
small and limited. There are fewer opportunities and shortage of qualified faculty in engineering schools.
incentives for faculty to contribute and compete on a Mathematics began to experience the same disparity be-
national basis for support of scholarly and creative ac- tween collegiate faculty deinar-2 and supply over five
tivities related to teaching than there are for research. years ago. More recently, a downturn in the rate at which
The evidence considered by the Committee and the science doctorates choose academic careers has been ob-
observations of its members indicate clearly that the most served, suggesting that faculty shortages will soon
serious deficiencies in undergraduate science, mathe- characterize most of the fields in which the Foundation
matics, and engineering education are in three areas. It is plays a role. These shortag 's will be exacerbated by the
these three areas that require attention of the highest already discernible increase in retirement of faculty who
priority at this timeby the National Science Foundation were appointed initially duri. cr, the enrollment expan-
and other federal agencies, by the several states, and by sions of the 1950s and 1960s. Those retirements are ex-
the private sector: pected to intensify the general shortages of college and
Laboratory instruction, which is at the heart of science university faculty members projected for 1995-2010.
and engineering education, has deteriorated to the Since it takes at least nine years for a freshman student to
point where it is often uninspired, tedious, and dull. become an appointable doctorate in most science and
Too frequently it is conducted in facilities and with engineering fields, only immediate and sustained
instruments that are obsolete and inadequate. (The efforts to attract the brightest young people to the
needs for new instruments alone are estimated at rigorous process of preparing for a faculty career can
$2-4 'zillion.) It is being eliminated from many intro- reduce the shortages that are sure to come.
ductory courses. Much too little funding is available
to support faculty with creative ideas for laboratory The Support of Undergraduate Education in
redevelopment. Science, Mathematics, and Engineering

Faculty members are often unable to update their dis- It is estimated that education in the United States at all
ciplinary knowledge continuously or maintain their levels will cost $260 billion in 1985-86. Higher education
pedagogical skills, and are largely unable to make will account for $101 billion of that total; of that sum, $42
skilled use of computers and other advanced tech- billion will be expended on undergraduate education
nologies. In some fields there are serious shortages $12.4 billion in private institutions, $29.5 billion in public
of qualified faculty. colleges and universities. About one-half of the latter
amounts will be devoted to science, mathematics, and
Courses and curricula are frequently out-of-date in engineering education.
content, unimaginative, poorly organized for stu- Sources of support:
&Nits with different interests, and fail to reflect re-
cent a ivances in the understanding of teaching and State funding of higher education during the last dec-
learning; the same is true of instructional materials ade has not kept up with cost inflation. Some states
now in use. Insufficient faculty energies are devoted have established review bodies for education in
to improving the quality of instruction and its appeal mathematics, science, and technology education (as
to any others than those enrolled as majors in their recommended in 1983 by the National Science Board
field. Commission), but only in a few instances have state-
wide surveys been completed, needs determined,
These deficiencies contribute to tends in student per- and new funding recommended.
formance and behavior that are adverse to the national
interest: fewer students are choosing careers in science Industrial and other corvorate gifts to education have
and engineering; certain specialties are not attracting the increased in the past 15 years from 0.4:; percent to
number or quality of entrants 'hey need; enrollment in 0.68 percent of pretax net inccme; they aggregated
teacher education curricula in mathematics and the sci- $1.6 billion in 1984. The higher education share of
ences is critically low; and the supply of well-qualified this total is substantial, as is that of the technical
teachers for the schools is short. fields, but industries have concentrated their sup-
The size of the 18- to 19-year-c id age group will de- port on graduate education and research linked
cline significantly in the next decade. Unless education closely to their interests.
in mathematics, engineering, and the sciences is made Mission-oriented federal agent les expend large sums in
more effective for all students and more attractive to higher education, but primarily in direct support of
potential faculty members, and especially to the pres- basic research and graduate education. The Depart-

2
 met of Education with manor exceptions is mandated tomtion of aCadelltIC health to iindetstaduatt education an
to concentrate its resources on entitlements, assist- flat' fields within the domain assigned to it.
ance to individuals, and formula-based distribu-
tions. Very little of its funds can be expended on The Foundation's leadership should emphasize
provision of incentives, quickening of motivation,
flexible programming to improve undergraduate ed-
ucation in mathematics, engineering, and the sci- and the partnership of the states, educational in-
stitutions, and many private sector entities in the
ences, and the agency does not have a history of
extensive (aid sustained efforts that will be required.
strong linkages with the academic scientific and en-
gineering communities. The Committee recommends:
The bulk of the $1,500 million annual budget of the To states:
National Science Foundation is for the support of basic
research at both doctoral and non-doctoral academic 1. Establishment of undergraduate science, rrh-tl.e
institutions. Some of this research involves under- matics, and engineering education as a high priority of
graduate students, and affects their educat;nn di- essential importance to the economic, socio' and
rectly. At present, two programs that specifically cultural well-being of their citizens.
support undergraduate education in science, mathe-
matics, and engineering are located in the Directo- 2. Timely and responsive consideration by legislatures of
rate for Science and Engineering Education. They recommendations for improvement of Undergraduate
are the College Science Instrumentation Program, mathematics, engineering, and science education in
budgeted at $5.5 million annually, and a teacher two-year and four-year colleges and in universities.
preparation program for future school teachers of 3. Enactment of special legislation aimed at achieving
mathematics and science, budgeted at $6 million per nationai norms for a minimum level of support for
year. laboratory instrumentation (amounting to $2,000 per
The support from all sectors for unu.2rgraduate educa- engineering or science graduate per year, as recom-
tion in mathematics, engineering, and the sciences is mended by bodies such as the National Society for
inadequately responsive to either its worsening con- Professional Engineers).
dition or the national need for its revitalization and 4. Careful long-range planning for the renewa: of facili-
improvement. ties, equipment, and other physical resources
Recommendations to the States, Academic 5. The creation of special educational commissions or
institutions, the Private Sector, and Mission- review bodies (if they have not already been appoint-
Oriented Federal Agencies ed) to determine conditions and needs in u. der -
graduate education in science,, mathematics, and engi-
The evidence before it leads the Committee to make
neering in their states, to help set goals and objectives,
recommendations beyond its original charge, which was
to define an appropriate role for the National Science and to recommend ways and means.
Foundation in undergraduate education in engineering, To academic institutions:
mathematics, and the sciences. The Committee believes
that, realistically: 1. Achievement of the investments of faculty, physical
facilities, and financial resources per student neces-
Responsibility for the academic health of undergraduate sary for high-quality undergraduates education in sci-
education resides primarily in the Nation's colleges and ence, engineering, and mathematics through internal
universities and their governing bodies. Responsibility for prioritization and allocation.
the financial health of the educational institutions lies
primarily with states, municipalities, am the host of sup- 2. Development of both short-range and long -range
porters of private higher education. plans for modernization of undergraduate instruc-
tional and research equipment.
Most of the direct effort to reverse the downtrends of
quality in undergraduate mathematics, engineering, 3. Careful long-range planning for the renewal of fatali-
and science education must be made at the state and ties, equipment, and faculties.
local levels of government and in the private sector.
Those are the places where educational policy is 4. Strong support of faculty efforts to update and up-
made and the basic financial support for higher edu- grade courses and curricula designed to meet the
cation is marshalled. needs of both majors and non-majors.
The National Sc watt' foundation tainiot assume iespon- 5. Increased participation by all faLulty, including rt.-
sdnlity for the (main:al health of lughei education, even in :.earch faculty, in the' inl,truition of undergraduates
tlw sciences and engineering. But the Foundation can and and in other efforts to raist. the qualth of then educa-
should expand and establish pmgrams that assist the irs- tional experience.

3
 6. Joint efforts with other institutions to improve the its resources, and make use of its historic relationships
school-to-college, two-year to four-year college and with the science and engineering research communities.
undergraduate-to-graduate transitions. These programs should build upon the Foundation's
7. Expansion of partnerships in education with indus- present activities to improve' precollege science and
tries and other organizations in the private
va.e sector. mathematics education.
The Committee anticipates that by no later than 1989
To the private sector implementation of its recommendations will have estab-
1. Greater and more stable' support for undergraduate lished a permanent Foundation presence in undergradu-
education in mathematics, engineering, and the ate mathematics, engineering, and science education
sciences. comprising

2. Expanded partnerships with colleges and unneisthes compleltensaw set of pmg, anis to catalyze and stimulate
in efforts to improve rreprolessional education. national of for ts to assme a zntal faculty, maintain engaging
ami high-quality c lu I ieula, develop effective laboratories,
3. Increased corporate' efforts to improve the public un- and attno an It:Ewa:4m jt act ion of the Nation's most
derstanding of science and technology. Molted students to careers in engineering, mathematics,
To mission-oriented federal agencies: and the sciences; chid

1. Those federal agencies with strong basic and applied A mechanism to systematically inform the Nation of condi-
research components (e.g., NASA, DOD, DOE, and tions, bends, needs, and opportunities in these important
NIH) should continue their graduate-level program- awns Of education.
ming and expand their efforts to involve undergradu-
The Committee's specific recommendations for action
ate faculty and students in their research activities. by the National Science Foundation fall into two catego-
2. Those agencies also should con3ider providing incen- ries leadership and leveraged program support.
tives to contractors and grantees for appropriate inclu-
Leadership. The National Science Foundation should take
sion of undergraduate components in their work.
bold steps to establish itself in a position of leadership to advance
3 The Department of F lucation and the National Sci- and maintain t:le quality of undergraduate education in engi-
ence Foundation should collaborate in a major effort to neering, mathematics, and the sciences.
correct the causes in schools of the steadily increasing The Foundation should:
demand for remedial mathematics and science in-
struction in colleges and universities.
I Stimulate the states and the components of the private
sector to increase their investments in the improve-
4 The Department of Education and the Foundation ment of tmdergraduate science, engineering, and
should develop jointly, for college-level instruction in mathematics education and provide a forum for con-
engineering, mathematics, and the sciences, data col- sideration of current issues related to such efforts.
lection and analyses that will reveal trends in student
achievement nationwide. 2. Implement new programs and expand existing ones
for the ultimate benefit of students in all types of
Recommendations to the National Science institutions.
Foundation 3. Actuate cooperative projects among two-year and
Current national policy and federal strategy recognize four-yea colleges and universities to improve their
that education in science, engineering, and mathematics educational efficiency and effectiveness.
is critical to the economic vitality and security of the 4. Stimulate and support a variety of efforts to improve
Nation. Accordingly, heavy investments are being made
public understanding of science and technology.
in graduate education and research and strong pro-
grams have been initiated to improve the effectiveness of 5 Stimulate' t Nati e and productive activity in teaching
precollege education. Now, sound national policy re- and learning (and research on them), just as it does in
quires that the strategy be made complete by supporting basic disciplinary research. New funding will be re-
the revitalization and improvement of undograduate edu- quired, but intrinsic cost differences are such that this
cation in science, mathematics, and engineering. result can be obtained with a smaller investment than
The enabling legislation for the National Science is presently being made in basic research.
Foundation obligates it to take leadership of efforts to
revitalize and improve undergraduate mathematics, en- 6 Bring its programming in the undergraduate educa-
gineering, and science education in the United States. tion area into balance with its activities in the pre-
In support of these objectives, the Foundation should college and graduate areas as quickly as possible.
concentrate on key undergraduate programs that empha- 7. Expand its efforts to increase the participation of
size motivation arid initiative for needed change, leverage women minorities, and the physically handicapped
4
 in professional science, mathematics, and 4. Course and Curriculum
engineering. Development $13 million
8. Design and implement an appropriate database ac- (encouraging and supporting efforts to
tivity concerning the qualitative and quantitative as- improve the ways in which technical
pects of undergraduate education in mathematics, en- knowledge is selected, organized, and
gineering, and the sciences to assure flexibility in its presented)
response to changing national and disciplinary needs.
5. Comprehensive Improvement
9. Develop quickly an appropriate administrative struc- Projects $10 million
ture and mechanisms for the implementation of these (addressing several of the above pri-
and the following recommendations. The focal poi. t orities simultaneously in a single institu-
should be the Directorate for Science and Engineering tion, or across a given discipline, or in a
Education; it should foster collaboration among all
combination of these through consortial
parts of the Foundation to achieve excellence in sci-
efforts)
ence, mathematics, and engineering education.
Leveraged Program Support. The Committee recommends 6. Undergraduate Research
that National Science Foundation amival expenditures at the Participation $ 8 million
undergraduate level in science, mathematics, and engineering (stimulating and supporting the involve-
education be increased by $100 million. Such an enhanced ment of advanced undergraduate stu-
level of expenditure would be consistent with the fund- dents in research in their colleges and in
ing goals recommended for NSF precollege activities by other places with programs of technical
the NSB Commission on Precollege Education in Mathe- investigation)
matics, Science and Technology ($175 million), and with 7. Minority Institutions Program $ 5 million
the level of present Foundation support of research (strengthening the capability of minority
($1,300 million). institutions to increase the participation
The Committee intends that the programs it reccm- of minorities in professional science,
mends be highly leveraged. Initially, "upstream" par- mathematics, and engineering)
ticipation in financial support--e.g., through matching
will be required in many areas. This kind of leveraging is 8. Information for Long-Range
specific and quantifiable; for example, the College Sci- Planning $ 1 million
ence Instrumentation Program generated in 1985 contri- (collecting, studying, and analyzing in-
butions from awardee organizations that exceeded the formation and data on undergraduate
federal funds made available. The Committee fully ex- education in science, engineering, and
pects these programs will exhibit strong leverage mathematics to assist long-range Foun-
"downstream"that their influence on the quality and dation planning; this funding would
scope of education will be very gn2at. An example of include an appropriate level of collab-
downstream leveraging is the computer language orative work with the Department of
BASIC, developed under an award from NSF. Education and other major data sources)
The following items list the program areas of highest
priority and indicate the distribution of funds appro--,i- This increase of $100 million, although insufficient to
ate to their complementary and interactive character: solve all of the problems of undergraduate science engi-
1. Laboratory Development ........ $20 million neering, and mathematics education in the United States,
can cause truly significant, positive changes. In constant
(supporting development projects to im-
prove the laboratory component of sci- dollars, the proposed programming is not far short of the
ence and engineering instruction) level of the Foundation's undergraduate activities in the
late 15o0s. Review of these programs indicated that many
2. Instructional Instrumentation and of them had strong positive influence on the quality of
Equipment $30 million undergraduate education, and that experience provides
(encouraging and supporting joint assurance that this proposed level of activity can be
efforts to remedy the serious deficiencies effective.
of instructional instrumentation and The levels of funding described above assume that
equipment) other federal agencies will continue and expand their
3. Faculty Professional present support of undergraduate education, that the
Enhancement $13 million Foundation's efforts will stimulate the very much larger
(stimulating new ways and sharing the necessary expenditures by states and municipalities, and
support of the best new and traditional that the private sector will make an appropriate response
ways of improving the professional to the national needs described in this report. We believe
qualifications of college and university that a proper response to this effort by the National
faculty members) Science Foundation will require additional annual expen-

5
 ditures of sums aggregating $1,000 million by states, dent loans and scholarships; and programs to assist fac-
municipalities, other agencies of the U.S. Government, ulty members to earn advanced degrees. All of these (and
industry, and other parts of the private sector. many others considered by the Committee) are mer-
The Committee recommends that this comprehenskc itorious and would assist progress toward the principal
program at the undergraduate level be funded and imple- objective addressed in this repo/ timprovement of un-
mented as quickly as possible. Because the program ele- dercraduate education in science, mathematics, and en-
ments are complementary and interactive, their imple- gineering. However, they all have the character of cap-
mentation will have the greatest beneficial impact done italnot catalytic investments. The Foundation rust
in parallel. limit its role to leadership and catalysis; basic capital
We are recommending additional funding of $100 r 'I- expenditures in pursuit of these national educational
lion a year. hi addition to the $13 million support in- goals must be made by state and local governments and
cluded in the Foundation's FY 1987 Budget Estimate to by the components of the private sector.
Congress, a viable set of program activities re,.,uires $50 The Committee carefully Lonsider,1 groups and in-
million in new funds for fiscal year 1988; attainment of a stitutions with special needs in arriving at its recommen-
total of $100 million in new funds by fiscal year 1989 will dations for programs and funding. We recommend that
permit a frontal attack to be made on the problems that special needs be met within the programs described
the Committee has identified. above, utilizing NSF's Review Criterion IV as is done in
We make these recommendations of funding levels in the other regular support programs. With these consid-
full knowledge of current federal budget exigencies, erations in view, we stress the following three recommen-
including the possible effect of the Gramm-Rudman-Hol- dations that cut across the areas just described:
lings Act. The Committee believes the mix 'nd balance of 1. Increased participation of women, minorities, and physically
programs described above to be sufficiently important handicapped. NSF should actively seek this goal in im-
that they should be initiated within the existing Founda- plementing the above recommendations, including
tion resources rather than wait until incremental funds program management and proposal review, and in
are made available. the projects that are supported.
The following brief tabulation summarizes the (...om-
mittee's proposals for the distribution of new funds.lne 2. Institutional diversity. The Committee 7.,elieves that the
entries in the table show the phasing of specific pro- diversity of institutional types in the United States is a
gram funding and reflect the priorities of the Committee. stre,gth to be nurtured. Care should be exercised to
7.xamination of this tablr! in the light of the findings and assure that high-quality projects are supported at all
conclusions of this report reveals the imbalance and lack types of institutions. It is important to utilize and
of synergism even at the $50 million level of additional motivate the best and most talented faculty at all in-
funds. Nevertheless, the effects of built-in leveraging will stitutions to strengthen the instructional component
permit a reasonable attack to be made on certain prob- of higher education.
lems. But, it is only at the recommended $100 million 3. Engineering education and new technologies. The Com-
level of additional expenditure that this leveraging from mittee recognizes the current extraordinary levels of
state and local, poblic and private sources results in a concern ai.d need in the various fields of engineering.
strong nationwide eit irt that can solve these problems. The impact of the new technologies (e.g., com-
puterization and biotechnology) on all fields is great
Recommended also. Accordingly, it recommends that the programs
Funding Above initially target their support heavily in these areas.
NSF Budget FY 1987 Budget
Estimate Estimate Review of the appropriateness of support distribution
FY 1987 FY 1988 FY 1989
across *lie disciplines and in the other areas of special
$13 Program (shat title) $50 $100
need should be a continuing concern of the Directorate
for Science and Engineering Education.
Laboratory develcpment 10 20
2 Instrumentation 10 30
The Committee emphasizes the importance of educa-
7 Faculty enhancement 10 13
tional and sciefltific merit as established by the peer
Course and curriculum 7 13 re jets process in the selection of projects for support
Comprehensive improvement 10 under programs developed in response to these recom-
4 Undergraduate research 8 8
Minority institutions
mendations. Such projects must meet the traditional
5 5
Planning 1
standards of quality and excellence demanded by the
Foundation.
Dollars in millions
The Committee recommends that the Director of t;.:e
The Committee considered carefully within its charge, National Science Foundation move to implectent the
a number of educational needs to which it does not at this program and action recommendations contained herein.
time assign high priority for NSF f ,nding. Among such A detailed plan for both the leadership and the program
needs are: construction and remodeling of facilities; stu- activities, including an ad ninistrative structure, within
6
the Directorate for Science and Engineering Education, urges needed actions by other sectors, both public and
program descriptions, guidelines, etc., should be com- private.
pleted in time to permit the program to be initiated The Committee believes that NSF should be a signifi-
during fiscal year 1987. cant presence in undergraduate science, mathematics,
Finally, the Committee recommends that respon- and engineering education. But the greatest efforts must
sibility for monitoring the implementation of this report come from the people directly responsible for the health
be assigned to the National Science Board's Committee of colleges and universities. The Federal Government, in
on Education and Human Resources. general, and the National Science Foundation, in par-
ticular, cannot and should not be looked to for the sub-
Conclusion
stantial continuing infusions of resources that are
needed.
The principal charge given to the Committee by the Undergraduate education occupies a strategically crit-
Chairman of the National Science Board was ". . to con-
. ical position in U.S. education, touching vitally both the
sider the role of the National Science Foundation in un- schools and postgraduate education. We hope that this
dergraduate science and engineering education." This report will contribute to the resurgence of quality
report defines a role that is both appropriate to NSF's throughout higher education that is essential to the well-
mission and responsive to the Nation's needs. It also being of all U.S. citizens.

7
;
 Mr

II. TESTIMONY PRESENTED TO THE COMMITTEE

AT PUBLIC HEARINGS

The Committee conducted four public hearings from September to December 1985. The follow ing
individuals presented testimony at }hose hearings:

September 26, 1985

Joseph M. Ballantyne,, Vice President for Research and Advanced Studies, Cornell
University
Thomas W. Cole, Jr., President, West Virginia State College
Richard J. Gowen, President, Dakota State College
Bernard J. Luskin, Executive Vice President, American Association of Community and
Junior Colleges
S. Frederick Starr, President, Oberlin College
Jon C. Strauss, President, Worcester Polytechnic Institute

October 16, 1985

John P. Crecine, Senior Vice President for Academic Affairs, Carnegie-Mellon University
M. Richard Rose, President, Rochester Institute of Technology
David P. Sheetz, Vice President and Director of Research and Development, Dow Chemical
Company
John S. Toll, President, University of Maryland
Paul R. Verkuil, President, College of William and Mary
Betty M. Vetter, Executive Director, Scientific Manpower Commission

November 20, 1985

Jean E. Brenchley, President-Elect, Air .rican Society for Microbiology
Edward E. David, Member, White House Science Council
Anthony P. French, President, American Association of Physics Teachers
Fred W. Garry, Vice President for Corporate Engineering and Manufacturing General
Electric Company
Andrew M. Gleason, Professor of Mathematics, Harvard University
David T. McLaughlin, President, Dartmouth College
William G. Simeral, Executive Vice President, E. I. du Pont de Nemours and Company
Lynn A. Steen, President, Mathematical Association of America
Robert R. Wilson, President, American Physical Society

December 20, 1985

Terry L. Gildea, Technical Training Manager, Hewlett-Packard
Samuel Goldberg, Program Officer, Alfred P. Sloan Foundation
Frederick Humphries, President, Florida A&M University
Philip H. Jordan, Jr., President, Kenyon College
Timothy O'Meara, Provost, University of Notre Dame
Kenneth Starr, Director, Milwaukee Public Museum

1
UNDERGRADUATE SCIENCE AND ENGINEERING EDUCATION
IN A LARGE PRIVATE RESEARCH UNIVERSITY
Joseph M. Ballantyne
Vice President for Research and Advanced Studies
Cornell University

A number of strong factors for change nave had major versi y of New York and, hence, have characteristics sim-
impacts on undergraduate education at Col nell and sim- ilar to those possessed by state universities, the other
ilar institutions during the last 20 years. These factors colleges enumerated are privately endowed. With the
include: exception of the biological sciences, which are spread
among the statutory and private colleges, the other phys-
Curtailment of federal support for construction of ical sciences, mathematics, and engineering all reside in
research buildings; the endowed side. In its selection of students, Cornell
Shifting enrollment trends among disciplines, es- also resembles more a private university than a public
pecially engineering; one. The enrollment of 12,000 undergraduate students
has been essentially constant for the last 20 years. The
A push toward excellence in research; Graduate School enrollment and the faculty size have
The phase-out of several National Science Founda- shown an overall modest increase of one or two percent
tion programs for support of undergraduate educa- per year, with larger increases in selected fields.
tion in science and engineering; The University is one of the major research institutions
in the country, with research expenditures exceeding
The general acceleration of technological change oc- $200 million in the 1984-1985 fiscal year. It also has an
curring in the country, including the availability of emphasis on quality undergraduate education, and it is
computers and an increase in interdisciplinary stud- among the most selective undergraduate institutions in
ies; and the country. The basic sciences at Cornellbiology,
chemistry, physics, and mathematicshave been excel-
The relatively more austere climate for research lent throughout recent history. On the other hand, the
funding at universities in the seventies as compared
Engineering College, which is among the three or four
to the sixties. largest private colleges of engineering in the country in
I will discuss some of the above issues as they relate to terms of student _nrollment, has returned to a position of
the three major needs we at Cornell see for undergradu- national prominence and excellence in research only re-
ate education in the sciences and engineering: improved cently. At the end of World War II, the Engineering
facilities, curriculum improvements, and increased num- College was primarily an undergraduate co, ge. Since
bers of faculty. that time, it has developed into a major research college
In this discussion, I will take the point cf view that is while maintaining a large undergraduate student body
most familiar to me, which stems from the environment and a strong emphasis on quality undergraduate
of Cornell University. In doing so, I anticipate that other education.
universities with characteristics similar to Cornell may be Against the foregoing background, I will discuss the
facing similar problems. three needs that we see for improved undergraduate
Cornell is a comprehensive, major research university education in the sciences and engineering at our institu-
of the first rank which offers the Ph.D. degree in 88 tion. While these needs for facilities, curriculum im-
different fields and includes the following academic col- provement, and faculty are common to both the sciences
leges: Agriculture and Life Sciences, Human Ecology, and engineering, the relative priorities are substantially
Veterinary Medicine, Industrial and Labor Relations, different between the sciences and engineering.
Arts and Sciences, Engineering, Architecture, Art and
Planning, Hotel Administration, Johnson Graduate Facilities
School of Management, Law, and Medicine. The Univer-
sity enrolls about 12,000 une .rgtaduate students and From the point of view of the entire University, impro al
5,000 graduate students, and has a faculty of 1,500. The facilities are our greatest need for improved undergradu-
first four colleges enumerated are part of the State UM- ate education. However the types of facilities needed

11

16
 vary with the discipline. In engineering, the greatest aided teaching and video. An example is the recent expe-
need is for more instructional space, particularly teaching rience of Professor Hubbard in our Department of Mathe-
laboratories. This is a consequence of the strong growth matics who has been a pioneer in developing new "ex-
in research that has occurred in the Engineering College perimental" techniques for teaching undergraduate
over the past three decades. The Engineering College mathematics using computers. The faculties in mathe-
occupies a physical plant that was, for the most part, matics, engineering, and the physical sciences at Cornell
constructed in the mid-1950s. When constructed, this are excited about the innovative techniques Professor
plant was an excellent one for undergraduate instruction, Hubbard has developed. A major publisher is interested
but it did not contemplate any major research activity. in handling a book that he is preparing to describe his
The strong growth in research that occurred in the college
new methods. However, the publishers have indicated
has resulted in the conversion of what were formerly
that he should not waste his time developing modules for
teaching labs into research laboratories. In addition, stu-
dent enrollments on both the undergraduate and gradu- computer-aided instruction to go along with the new
ate levels have soared while faculty size has remained book, since the availability of Macintosh personal com-
fairly constant. The combined forces of increased pres- puters in the academic world is so minimal as to con-
sure on faculty (from both increased research and more stitute a negligible market for any such educational mate-
undergraduate instruction) and space pressures due to rial. While Professor Hubbard has been able to imple-
expansion of research have resulted in the demise of ment his computer-aided teaching methods at Cornell
laboratories formerly used for teaching purposes. due to generou corporate donations of equipment, other
I will use the School of Electrical Engineering as an institutions have apparently been less fortunate and are
example of the most critical problems in the college. In not able to utilize such teaching methods in their mathe-
the last two decades, four major teaching laboratories matics courses. Federal support for such teaching facili-
were discontinued: the communications laboratory, the ties is sorely needed throughout the country.
senior projects laboratory, the master of engineering de- The final category of needed facilities is laboratory
sign laboratory, and the plasma laboratory. These labora- equipment. In this area, the sciences and engineE ring
tories constituted roughly one-third of all the under- share common needs. Because of its stature, Cornell has
graduate teaching laboratories in Electrical Engineering. probably been relatively more fortunate in attracting cor-
In addition, the required junior laboratory now occupies porate gifts of laboratory equipment than have many
less than one-half of the space it did originally, yet serv- other schools. One of the departments that has greatly
ices triple the enrollment. The amount of laboratory in- benefited from such corporate gifts is our School of Elec-
struction per week in this course was reduced from five trical Engineering. Gifts of new instructional equipment
hours to three hours to help accommodate the increased worth several hundred thousand dollars per year have
load. not been uncommon in recent years. These gifts have
The School of Electrical Engineering occupies roughly been stimulated by the incentives offered to equip-
the same physical space today as it did when it moved ment manufacturers. Even so, the teaching labs in Elec-
into its new building in 1955. During this period, the trical Engineering still make regular use of instruments
undergraduate enrollment has increased by a factor of manufactured in 1920, oscillators manufactured in 1940,
three, the master of science enrollment has increased by a microwave equipment manufactured in 1955, os-
factor of three, the Ph.D. enrollment has increased from cilloscopes manufactured in 1962, and computers man-
two or three to over 100, the amount of research funding ufactured in 1970. It is evident that the corporate gener-
has increased by orders of magnitude in real terms, and osity has not been sufficient to fill the full need for mod-
the faculty size has increased about 10 percent. ern teaching laboratory instrumentation. Because the
A major reason for the crol-ded facilities in Electrical major source of new teaching equipment has been corpo-
Engineering was the phase-out of federal support for rate gifts, and there is no regular university budget to the
construction of research facilities in the late sixties. This College of Engineering for equipment in undergraduate
has had a severe impact on engineering, but a less severe teaching laboratories, strong equipment needs remain.
one in the physical sciences. New research buildings in This shows up most particularly in courses such as the
the physical sciences were constructed at Cornell in the discontinued senior projects laboratory, which had as
sixties while federal funding was still available, but this one objective the provision of a flexible environment
scurce of funding was not available in the late seventies where students could design their own experiments. In
when it became painfully apparent that a major research this type of laboratory, a wide variety of equipment is
plant was needed for the College of Engineering. Hence, needed, quite a bit of which is made by small companies.
federal funds for the construction of research facilities These small companies have not been active in giving
would serve in a major way to upgrade the quality of donations since their profits and taxes are not large and
undergraduate instruction by freeing badly needed space the tax incentives are not substantial. There is, therefore,
for teaching laboratories. a great need for a federally funded program to supply
Another category of facilities need is brought about by instructional equipment for undergraduate teaching lab-
the emergence of new technologies including computer- oratories. Such a program would encourage substantially

12
more innovation in the design and construction of new petitive basis to departments in response to proposals for
laboratory courses than presently exists. their use in innovative ways to develop new undergradu-
ate educational materials. They are used broadly
Curriculum Improvement throughout the University and are not restricted to the
sciences and engineering.
Since the phase-out of NSF programs to support innova- However, foundation and corporate support is not
tion in undergraduate science and engineering teaching, enough. C ne element that is missing is a competitive
there has been a marked decline at Cornell in the number focus for individual professors to seek funds for new
of such programs. The normal avenues of change are teaching ideas. Also missing is the visibility provided by
small amounts of released time for faculty to prepare new the competitive process. At a place like Cornell, the
courses and texts and a sabbatical every seventh year for worth of a faculty member is often judged by his or her
college and university faculty to renew themselves. success in the competitive process of seeking research
These avenues were sufficient in a period without expo- grants A national competitive process for seeking funds
nential growth rates in research and knowledge, but are for innovative teaching and curriculum improvements
insufficient to renew the teaching of science and mathe- would also give young faculty visibility and "credit" in
matics in engineering at present. In the 1960s, "after the tenure process. Without this visibility and credit,
Sputnik," the National Science Foundation issued grants there is less incentive for faculty at institutions like Cor-
providing released time for research university faculty nell to participate in innovative teaching activities. An-
members for preparation of new course materials. NSF other element that is missing when a competitive federal
also gave grants to universities for retraining teachers. program leaves is the general requirement for some in-
Universities selected these ' eachers by open advertised stitutional matching. Matching is an effective lever to pry
competitions. Similar efforts are needed now. Funded funds away from other priorities. In its absence, funds
released time is required for those faculty in research that might be used for innovative teaching get diverted to
universities willing to prepare new course material. match programs in other areas such as research.
Money for programming aid is needed for preparation of
new computer modules that go with them. Since the Faculty
phase-out of NSF programs, we have seen a decrease in
the flow of new educational materials from the research Shortage of faculty makes a critical impact on the quality
universities. of undergraduate teaching in engineering, but is less of a
Funded non-sabbatical leave is needed to allow under- problem in the sciences. This is due to two kinds of shifts
graduate science, engineering, and mathematics teachers involved in engineering: (1) shifts of undergraduate stu-
to return to research university environments long dent majors from other fields into engineering and
enough to pick up needed subjects that they never had in (2) shifts of students from one engineering field to
school, now necessary to be introduced into their own another.
undergraduate curricula. One model is provided by a In the first case, statistics show that on a nationwide
Dana Foundation grant to the Cornell Department of basis, undergraduate enrollments in engineering have
Mathematics. Under this grant, professors of under- nearly doubled since 1965. In the period from 1976 to
graduate mathematics at liberal arts colleges come to 1982, the number of undergraduate students in engineer-
Cornell and teach two freshman calculus courses pe, ing increased by over 50 percent in 51 large engineering
term. In return, the University allows them to take schools, while, during the same period, the engineering
courses in applied mathematics, statistics, and computer faculties increased less than 10 percent. This is a problem
science to upgrade their teaching skills in these areas. for most universities. It has not been a problem at Cornell
The Dana Foundation pays a half salary for each partici- because each college has a strict quota on its undergradu-
pant, and the University grants tuition relief. This has ate enrollment, and the number of undergraduates in
allowed Cornell to change its calculus program from engineering at Cornell has not changed materially over
large lectures to small sections, each enrolling about 20 that six-year period.
students, with the Dana fellows as teachers. In addition, The second type of shift, however, the shift of students
the Dana fellows obtain the new knowledge they need. from one field of engineering to another, did occur in the
In the case of the present six fellows, two who have College of Engineering at Cornell, recreating severe prob-
Ph.D.'s in mathematics will receive Master of Engineering lems. Cornell has maintained the flexibility of an admit-
degrees in Computer Science as a result of participation ted student to choose freely his area of major within the
in this program. Engineering College. This has resulted in massive shifts
Some of the burden for curriculum improvement that of students into electrical engineering. As an example,
NSF formerly assumed has, therefore, been assumed by the School of Electrical Engineering currently awards
foundations like the Dana Foundation ar i also by corpo- about five bachelor of science degrees each year per fac-
rate initiatives such as the IBM-sponsored Project EZRA ulty member. The School of Civil Engineering currently
at Cornell. Under the latter, IBM donated 500 personal awa-as about one bachelor's degree per faculty member
computers to the University. These were given on a corn- per year. In the School of Electrical Engineering, there are

13
t
 no multiple sections taught of any class with an enroll- and recognition inherent in federally sponsored pro-
ment under 250 students. Most senior electives enroll grams for curriculum improvement and by the loss of
over 100 students, and required courses enroll 200 stu- "leverage" that such programs provide. A relatively small
dents. Graduate courses in popular fields enroll 75 to 100 amount of federal funding could have a marked effect in
ctudents. In the sub-area of computer engineering, all this regard. For example, at Cornell University, I estimate
graduate courses are larger than 50 students. The large that federal funding of the order of $500,000 per year for
class sizes are ameliorated somewhat by a policy of hav- curricular improvements would have a very substantial
ing recitation sections enrolling about 30 students each effect on the production of new teaching materials and on
for such large undergraduate classes. Each recitation sec- the visibility accorded to curricular innovation at the un-
tion is taught by a faculty member. However, there is no dergraduate level in engineering and science.
doubt that the large class sizes have caused a deteriora- I recommend the following:
tion in the quality of the undergraduate instruction and
have led to an absolute halt on acceptance of transfer 1. Federal programs fo provide funding for construction
students into the School of Electrical Engineering at of science and engineering buildings should be
Cornell. strengthened. These would strengthen undergradu-
Such a situation poses difficulties for the Dean of the ate education by relieving pressure on such facilities
College. It is not possible to shift tenured faculty from the created by research expansion and by providing mod-
School of Civil Engineering into the School of Electrical ern teaching facilities that incorporate video, com-
Engineering, yet major infusions of faculty are needed in puter aids, and so forth.
fields such as electrical engineering and computer sci- 2. Federal programs to support innovative curriculum
ence. One solution to this problem may be to recruit development by paying faculty salaries for released
qualified engineers in industry to teach for short periods time (and other costs such as program support and
at universities. A federal program to pay the salaries of publication costs) should be developed. Programs that
such short-term teachers from industry would be a major fund the salary of undergraduate science teacher:. to
help in alleviating the faculty shortage in a few critical work for a one-year period at a research institution
fields. Other programs already in place such as the Presi- should be instituted. These programs would improve
dential Young Investigator awards should be preserved the quality of undergraduate instruction at both the
and strengthened, since they materially enhance the at- research universities and the primarily undergraduate
tractiveness of an academic career to young faculty institutions.
members.
While the faculty shortage in the sciences and mathe- 3. The federal program to provide equipment for teach-
matics is not as severe as that indicated above, a program ing laboratories in science and engineering should be
like the one funded at Cornell in mathematics by the reinstituted, and it should include equipment for
Dana Foundation should be instituted on the national computer-aided teaching in classrooms.
level in the sciences. This would have the effect of in- 4. A federal program of paid leaves to support engineers
creasing the quality of undergraduate instruction in the in industry while they teach in engineeri tg fields that
research universities by allowing either small class sizes are suffering critical faculty shortages should be
or faculty released time to prepare innovative teaching instituted.
materials. It improves the quality of undergraduate edu-
cation at the smaller schools by upgrading the skills of The reinstitution or creation of the above federal pro-
their faculty. grams to support undergraduate education in science
and engineering would have a major salutary effect on
Summary and Recommendations the health and vitality of the educational function in these
fields. The annual costs need not be great, and would
There has been a reduction in the amount of innovative probably not exceed the price of one or two large air-
educational material for undergraduate instruction com- planes for the Department of Defense. Such a modest
ing from first rank research universities. This is probably redirection of funding would have a major qualitative
due in part to the removal of the competitive incentive impact on future generations of engineers and scientists.

/9
14
 Conditions and Trends in U.S Undergraduate Science and
Engineering Education: Perspective of Academic Institutions
Thomas W. Cole, Jr.
President
West Virginia State College

am a graduate of Wiley College, a historically Black critical demand is to restore to higher education its
private liberal arts college in Texas, and I received the original purpose of preparing graduates for a life of
Ph.D. in organic chemistry from the University of Chi- involved and committed citiz-nship. It is a need
cago. I was a member of the faculty at Atlanta University which arises from the unfolding array of societal
for 16 years with intervening appointmerts as visiting issues of enormous complexity and seriousness
professor at the University of Illinois (Urbana-Cham- issues such as, how to accelerate the integration of
paign) and the Massachusetts Institute of Technology. At growing and diverse minorities, how to control the
Atlanta University, I served as Vice President for Aca- continuing proliferation of nuclear arms, how to re-
demic Affairs and Provost and Director of the first Re- duce the dangers of toxic wastes . . . and fashion
source Center for Science and Engineering established solutions acceptable to the community. Colleges and
by the National Science Foundation before assuming the universities must be willing to examine how suc-
presidency of West Virginia State College in March 1982. I cessful each is in meeting the goals espoused for
am also a member of the NSF Committee on Equal Op- truly effective liberal education, for active involve-
portunities in Science and Technology (CEOST). I am ment of students in their own learning, for the de-
here today, however, in my capacity as college president. velopment of research and technology that is at the
The views I express do not represent the position of NSF cutting edge of world scholarship . . . . At stake is
CEOST or any particular group or organization. They are the fundamental issue of the place of the United
a reflection of my own experience as an undergraduate States in the world."
chemistry major, a faculty member who has taught at the
undergraduate and graduate levels, and a president of an I cite this report, not because it uniquely presents all
undergraduate college that is one of four Historically the issues of importance in a national debate on American
Black Institutions (HBIs) that now has a predominantly' higher education, but because it does raise questions of
white student body. interest to this Committee in its deliberations on under-
I want first to commend the National Science Board for graduate science and engineering education. The
convening these public hearings to assess the condition Newman report cites several assumptions about higher
of undergraduate science and engineering education in education that need to be refocused, two of IA hich are
the nation's colleges and universities. I have long felt that relevant to my remarks. The first is access.
National Science Foundation support programs at the
undergraduate level have not kept pace with the atten- "Many assume that the great gains in broadening
tion given to the precollege and graduate levels, and the access to higher education made in the 1960s and
quality of undergraduate education has suffered as a 1970s have done the job. But concern for access must
consequence. include concern for outcomes as well. Both economic
I am impressed by the array of questions raised by this development and civic integration require the full
Committee. I am tempted to respond to most of those in participation of more than just an elite, particularly
which I have a particular interest. However, I will confine just a white elite. The enduring and honorable
my remarks to two broad areas and respond to other American tradition of opportunity must function for
issues if time permits. the whole of the population. This requires higher
Frank Newman, in jet another report on American education to do a better job of drawing people from
higher education, states: all segments of society into those programs that lead
to positions of leadership in the life of the country."
. .the American system of higher education is the
The second is expertise:
best in the world .. .American higher education
.

must be even more effective if it is to meet the needs "The economic times have changed. Ours is a more
of this country in the decade ahead . . . .h e most
. technologicA, more international, but most of all
 more dynamic world. This country's ability to com- fessional school. Thus, Blacks, Mexican Americans, and
pete and to lead is dependent on the nature and Puerto Ricans lag significantly behind Whites at each
quality of higher education. Much of the focus until potential entry point into the S/E workforce.
now has been on the needs for greater expertise but it
is clear that technical expertise alone i5 not enough Table 1. 1980 U.S. Population, Science,Engineering Workforce, and
The graduates of American colleges and universities Doctoral Scientists and Engineers by Race/Ethnicity.
must be more entrepreneurial, more creative, more
flexible, and they must be more internationally % in %fn % in
minded." Race Ethnicity Population S/E Workforce Doctorate SiE

It is time to teach science in our classrooms and labora- White 79 6 95 0 89.0

Black 11 5 19 1.1
tories in relation to international problems. Given the American Indian 06 a b
technological bent our society is taking, college gradu- Asian & Pacific Islander 15 2.8 6.6
ates must be produced who understand the issues. The Spanish Origin 64 a b
liberal arts colleges present the best opportunity to inte- Other/No Response 04 a b
grate scientific principles with the humanistic values that 100 0 100 0 100.0
can bring a human perspective to problems of global
concerns. And, thus, I think that there is a need for NOTE Categories with a total 0 3 percent of the 1980 science engineering workforce catego
TIPS those with b total 3 3 percent of the doctorate science engineering pool
improvements in the undergraduate curricula for science
majors and non-majors, and NSF has a responsibility to SOURCE National Science Foundation U S Scientists and Engineers. 1980 NSF 82-314

provide leadership in this area.

Let me now turn to one of the important issues already Table 2. The Educational Pipeline Index.
identified by this Committee: minority participation in
science. Numerous data sources have documented the Mexican- Puerto American
Educational Stage Whites Blacks Americans Ricans Indians
fact that American Indians, Blacks, Mexican-Americans,
and Puerto Ricans are seriously underrepresented in sci-
ence and engineering fields, in comparison to their re- Enter First Grade 100 100 100 100 100
Graduate from School 83 72 55 55 55
spective representation in the general population. Enter College 38 29 25 17
22
Table 1 shows the percentage composition of the gen- Complete College 23 12 7 7 6
era! population, the science and engineering (S/2) work- Enter Grad Prof School 14 8 4 4 4
force, and the doctorate S/E pool by race/ethnicity. The Complete Grad/Prof
table shows, for example, that Blacks represented over 11 School 8 4 2 2 2

percent of the U.S. population in 1980 but accounted in

that same year for less than 2 percent of the SiE work- SOURCE Adapted from the Commission on the Higher E fucation of Minorities Final Report of
the Commission on the Higher Education of 11.4, wales Higher Education Research
force. Persons of Spanish origin represented more than 6 Institute Inc 1982
percent of the population (proportionately, about half the
representation of Blacks) but less than one percent of the Table 2 also shows differences in the percentage of the
S/E workforce. By comparison, Whites represented 95 various groups entering college at the tinge this longitudi-
percent of the S/E workforce while comprising only 80 nal study was made. The rate of entry into college of at
percent of the population. Asians are even more "over- least sonic of the underrepresented groups actually im-
represented" in the S/E workforce (approximately 3 per- proved significantly during the 1970s. According to a
cent, almost twice their representation in the popula- 1983 Department of Education study on the participation
tion). Within the S/E doctorate pool, the representation of of Blacks in higher education, during the first half of the
Asians is more than four times their representation in the 1970s, there was a large increase in Black enrollment that
population. coincided with an expansion of federal legislation and
Differences in attrition rates between Whites and the policies. By 1975, the ye; cent of Black high school graduates
unclt rrepresented minorities at various points along the enrolling in college was tne same as that for Whites, resulting
edu -a. ional ladder help to explain their relative represen- in a significant increase in the number of Blacks receiving
tation in the S/E workforce and the doctorate S/E pool. undergraduate science degrees.
Table 2 shows that for every 100 Whites who enter first During the last half of 21970s, however, the number
grade, e3 complete high school, 23 complete college, and of Blacks who enrolled in college remained essentially
8 complete graduate or professional school. By contrast, unchanged, even though the pool of Black youth in the
for every 100 Blacks who enter first grade, 72 complete college age group increased by 20 percent. Broadly
high school, 12 complete college, and only 4 finish gradu- stated, minority participation in higher education has
ate or professional school. Of every 100 Mexican- declined at all levels in the 1980s following dramatic
American and every 100 Puerto Rican children entering improvement in the 1960s and 1970s. In 1975 and 1980,
first grade, 55 will grach. te from high school, 7 will the percentage of Black high school graduates enrolling
complete college, and only 2 will finish graduate or pro- in college d.:,:lined from 32 percent to 28 percent, with a

16
2
 similar decrease for Hispanics from 35 porcent to 30 tions, where minority students are located, that have a
percent. historical track record in producing quality graduates at
An even more serious concern is that students from all the undergraduate level. A similar argument could be
minority groups tend to be disproportionately concen- made for support to women's Lollege, There are targeted
trated in two-year public colleges. In 1978, more than half efforts to increase support to I-1131s, but it is not clear that
of all Hispanic and American Indian college students these efforts have been focused enough and been sus-
were enrolled in public community colleges, compared tained long enough to have a lung -term impact on science
with only 39 percent of Black students and 33 percent of and engineering education.
White students. A subsequent study of minority stu- Why should the National Science Foundation be in-
dents enrolled in 65 flagship universities showed that in volved? This is not a social problem as some would sug-
about 75 percent of those institutions, enrollment by gest. The Foundation must increase its involvement in an
minority students was seriously underrepresented in activity designed ultimately to increase the flow of minor-
comparison to the minority population in the state. Inter- ity students into science and engineering fields. To pro-
estingly, the institutions with the greatest underenroll- duce minority citizens who are better informed about
ment of Blacks are located in the South and are all tech- scientific issues is the Foundation's historic responsibility
nologically oriented universities. for the health of science in the nation.
In 1980, two-thirds of all Black college students were National reports speak of the dire social and economic
enrolled in institutions whose student bodies were pre- consequences to the country of not providing minority
dominantly White; 42 percent, in two-year colleges; 27 youth with the technical sells needed for constructive
percent, in predominantly Black institutions. In 1985, and productive participation in our economy. Such a
approximately one in five Black college students in the forecast is based in part on the demographic changes
United States attended HBIs. projected within the public school population (30 percent
What is significant about these statistics is that while minority by 1990) and the projected shifts in popula-
minority student enrollments have increased over the tion in several of our major cities (53 will be predomi-
past decade, they are disproportionately concentrated in nantly minority by the year 2000). It is also projected that
those institutions at the lower end of the educational by 1992 there will be a substantial drop in the number of
hierarchical system with respect to financial resources, qualified students entering engineering colleges in 38
e.g., community colleges and HBIs. Given the great dis- states, unless special efforts are undertaken.
parities in institutional resources and uneven distribu- Such projections compel us to focus on improving the
tion of minorities among the various types of institutions, educational preparation of minority students so that
the concept of equal opportunity should be modified to quantitatively based careers are among their options.
take into account the type of institution. In answer to the They would justify, for reasons of national interest, the
question posed by this Committee, "Should NSF pro- involvement of NSF in activities designed to attract more
grams differentiate between types of institutions?" I minority students into scientific and technical careers. In
would say yes. addition, the extent and nature of the poor preparation in
The impact of the type of institution is even more science and mathematics received by minority students
dramatic when one looks at degrees awarded. For exam- argue for major systematic changes.
ple, in 1981, the majority of Black degree recipients at The Outlook for Science and Technology 1985 (by the Na-
each level, except doctorate, earned their degree in a state tional Academy of Sciences, et al.) comments on the
where 1-IBIs are located, primarily because of the 1-IBI. In importance of "providing the fullest opportunities for
that year, 83 HBIs that granted bachelor's degrees pro- women and minorities to contribute to the health and
duced more Black baccalaureates in the sciences, mathe- vigor of the research enterprise." A second report, Engi-
matics, and engineering than did the 673 non-HBIs in neering Eilikation and Practice in the United States: Founda-
those states. tions of Our 7i'clino-Ecotionne Future (by the National Re-
The point is that minority students are still very much search Council's Committee on the Education and
concentrated in minority institutions, which are more Utilization of the Engineer), reports on the decline in
effective in training minorities who receive degrees than minority freshman enrollment in engineering that began
any other group of institutions. Majority institutions, in 1982 after several years of successful recruitment
while effective for some minority students, have become efforts in the 1970s. It emphasizes that "efforts must be
a revolving door for so many minority students, where made to reduce attrition of minorities all along the educa-
they are "the only" in the department, without a psycho- tional pipeline."
logical and academic safety net, without faculty who can These Foundation-supported reports, as well as oth-
see beyond the rough to the diamond, beyond the lack of ers call for increased attention to the preparation of
experience to the talent waiting to be nurtured and minority youth for scientific and technical careers. Also
claimed. This means that if the federal government takes signaling the need for greater involvement of NSF in
seriously its responsibility to increase he representation programs targeted to minorities are (1) the continued
of minorities in science and engineering, one component underrepresentation of minorities in the science and en-
of the solution should involve support of those institu- gineering workforce, (2) the lack of significant minority

17
2 6.
involvement in science decisionmaking and policy- HBIs with graduate programs (approximately 10 institu-
making role,, and (3) declining minority enrollments in tions) that perceive their mission more broadly and are
higher education, particularly in science and engineering more competitive th-n the smaller undergraduate col-
fields. leges, but are not yet part of the mainstream program of
HBIs are not a monolithic subset of institutions. Most support in science and engineering education and
are teaching institutions, just as are majority colleges, research.
and they should not be expected to develop state-of-the- This program should not be funded indefinitely. The
art research programs to compete with research univer- Foundation's commitment to each project should be at
sities. But, as a subset of institutions, they enroll 20 least tive years with possibilities for continuation for
percent of Black college students and produce almost 40 those institutions that show significant progress.
percent of the Black baccalaureates in science and engi- The strategies and programs that I have presented to
neering. These are impressive figures, and they should you can be accomplished, but not without external sup-
port beyond the current budgets committed to HBIs to
be considered carefully in any funding scheme to in-
bring these colleges and universities into the mainstream
crease minority participation in science, mathematics,
programs of the Foundation. It will require a commit-
and engineering. I should point out, however, that much ment that supersedes short-term considerations for long-
of the success of these institutions in recent years is due term resultsone that implies a commitment to the long-
to support programs of the National Institutes of Health term development of sciences.
and other federal agencies. Indeed, in fiscal year 1983, It is time for the scientific establishment, and the Na-
NSF awarded only $2.4 million (0.3 percent of its total tional Science Foundation as one of the leaders of this
awards to higher education institutions) to HBIs. Addi- establishment, to take the lead and make the commit-
tionally, other federal agencies have incorporated some of ment to reduce the underrepresentation of minorities in
the best elements from good, but discontinued, NSF science and engineering.
programs, such as CAUSE, COSIP, MISIP, and RCSE,
and have established focused programs at minority in- References
stitutions that are yielding excellent results. For some Annual Federal Plan of Assistance to Ihstoncally Black C olleges and
reason, NSF initiatives in science and engineering educa- Universities, FY 1983 T. H Bell, Secretary of Education
tion appear to be short-lived, and many exemplary pro- Ashn, Alexander W Mulontws in Amman 11Igher blutatwn Jossey-
grams have been discontinued before they had time to Bass, 1982
mature. Hill, Susan. "The Traditionally Black Institution, of Higher Education:
Let me conclude by making one specific recommenda- Their Dexelopment and Status, 1960 to 1982." 1 hstorical Report, NCES,
tion. Nsr increase its support for HBIs to the level of $10 Mardi 1985, and "Participation of Black Students in Hibhcr Educ,.tion A
million/year (less than one percent ')f the total NSF bud- Statistical Profile from 1970-71 to 1980-81 Special Report NCES,
November 1983
get) by funding competitive proposals in two broad
areas: (1) projects at smaller undergraduate teaching in- Malcolm, Shirley "Testimony Before the ra k Fone on Science Policy,
Committee on Science and Technolog U S Holise of Representatn es,
stitutions to equip them with the latest teaching tools and
July 1985
instructional methodology in science and engineering
education, incicding program opportunities to allow in- Md3ay, Shirley M "Strategies for Increasing finority Participation IA
Science" Unpublished report, May 1984
dividual faculty and their students to participate in re-
search, most of which would occur during the summer Newman, Frank "Higher Ldiaation and the American Resurgence"
Reported in 11w Chronwle of Higher 1:datatwn, September 18, 1985
term; and (2) research and educational projects at those

n20 t..)

18
 Enhancing Undergraduate Science and Engineering in Public
Institutions
Richard J. Gowen
President
Dakota State College
Representing the American Association of State Colleges and Universities

I am an engineer and a scientist concerned about the It is my belief that there is urgent need for change in the
need to improve the support provided for undergraduate federal policy of support for the education of scientists
science and engineering education. In 1984, it was my and engineers.
privilege to serve as the President of the Institute of
Electrical and Electronic Engineers (IEEE), an organiza- A Growing Problem
tion of engineers and scientists with over 250,000 mem-
bers in 128 countries, which is the world's largest profes- Our great nation is in the midst of uncomfortable changes
sional technical organization. In 1984, IEEE celebrat- in its economic health. For the past several years we have
ed its centennial year by reflectiag on the achievements become increasingly aware that our historic trade lead-
made by a century of giants, most of whom received their ership in many markets has drastically eroded. The
entire professional education in undergraduate effects of such market changes in the areas of steel,
programs. shipbuilding, automobiles, consumer electronics, and
heavy machinery are felt throughout every corner of the
During 1984, I was invited to serve as President of
Dakota State College, an institution designated by the nation. Thday we face a growing crisis in our agricultural
Legislature of South Dakota to develop new approaches economy, and for the first time in 71 years we are con-
fronted with a growing trade deficit.
to education with special emphasis on the appropriate
use of computers and other technologies. I serve as a The full magnitude of the need for the nation to im-
prove its ability to compete is difficult to judge. Yet in this
Director of ETA Systems, a new company with the goal to
produce a 10 gigaflop supercomputer in the short period age of computers and information systems, we now find
that even our high-tech computer components and sys-
of only three years. I have been a research director and
principal investigator of several research programs that tems industries are joining the list of areas in which we
have ranged from space medical experiments to weapons appear to be losing our competitive edge. One need only
systems development. visit with the leaders of Silicon Valley to gain a most
Public institutions of higher education are concerned distressing view of the growing problem of the loss of the
with the policy of the federal government for the con- competitiveness of the American semiconductor indus-
try in the world marketplace.
tinued development of undergraduate science and engi-
World trade and competition are complex subjects and
neering education. Many of these institutions belong to
the American Association of State Colleges and Univer-
are receiving much attention, not only in the nation's
sities (AASCU), an organization of more than 360 col- capital, but throughout every city and town of our coun-
try. An important facet of competition in the marketplace
leges and universities representing the rich and diverse
is the development of new products. In particular, let us
heritage that is the essential spirit of higher education in
focus on the role of science and engineering in the de-
America. As a representative of AASCU, I speak to you
on behalf of institutions that range in size from 400 to velopment of the products that ultimately must be
provided if we are to regain our leadership in the world
more than 34,000 students; institutions that in many marketplace.
instances were founded as normal schools and now are
multipurpose institutions. Most of our institutions offer
programs of study in the sciences. Also, 52 engineering Policy of Federal Support
colleges are members of AASCU. Together, AASCU in- The federal policy for the support of academic programs
stitutions annually graduate ov-r 250,000 students with in science and engineering is largely determined by the
baccalaureate degrees, or approximately 31 percent of the policies of the Nat, nal Science Board and the National
total baccalaureate degrees graduated in this country, and Science Foundation. The other federal agencies look to
we also award 27 percent of the master's degrees. NSF to guide the development of federal policy that
19
collectively has a profound effect on the actions of state Dr. Moore, in I-is address to the Council of Under-
governments, industries, and professional organizations g; aduate Research, noted:
and associations.
There appears to be nothing in the current authoriza- "This worldwide competition in manufacturing and
tion of NSF that would exclude greater participation in trade is paralleled by sharply increasing competition
developing undergraduate science and engineering edu- in research, notably in fields where discoveries have
cation. The mission of NSF is broad. As stated in the clear economic implications such as materials re-
preamble to the Foundation's organic iegiclation, its pur- search, computer science and biotechnology.
poses are:
"The competition in research is not limited to such
fields as these, but can be found in others as well.
. . to promote the progress of science; to advance High-energy physics is just one example. Further-
the national health, prosperity and welfare; to secure more, the lag between basic discoveries and their
the national health, prosperity and welfare; to secure appearance in new products is decreasing rapidly.
the national defense. . . ." The link between basic research and economic well-
being has never been clearer.
As described by Dr. John Moore, the Deputy Director "In short, the long-standing pre-eminence of the
of the National Science Foundation: United States in research can no longer be taken for
granted. It is being strongly challenged in many
"To meet these purposes, NSF is directed to support areasand not just by the traditional European
programs or basic research in all fields and programs countries. There has been a tendency to underesti-
to strengthen the Nation's scientific potential." mate this trend. I hardly need emphasize to this
group the danger of doing so."
The historic thrust of NSF has been the support of basic
research, often in areas in which other funding, either The urgency of this need may far surpass that brought
federal or private, would be difficult to obtain. NSF has to our attention by the 1957 Leeping satellite circling the
served and continues to serve the nation well in a number world. We have no beeping Sputniks to awaken us, we
of areas. However, because of the changing economic have only our eroding marketplaces!
conditions and the unparalleled importance of under-
graduate education in preparing people to develop the A Need for Equity
technology needed to compete in the marketplace, there
is an urgent need for NSF, the Administration, and the Our current system of comprehensive support for aca-
Congress to extend and broaden existing NSF programs demic research and graduate education in the sciences
and create badly needed new programs for the support of began in the 1950s. However, an effect of this focused
undergraduate education in science and engineering. funding has been the creation of the two-tiered system of
colleges. Federal funding for academic research and de-
velopment is approximately $2 billion annually and con-
The Role of Undergraduate Education in Science tinues to have a substantial impact. As noted in a report
and Engineering of the National Academy of Engineering (NAE) on engi-
NSF has focused on the need to develop leaders in sci- neering education and practice:
ence who have the vision and wisdom essential for the
generation of new scientific knowledge. Through sup- "Three decades of rising annual funding fostered a
port to research and graduate education,, NSF has helped group of research universities or institutionsthe
to develop a flow of graduate-level personnel to meet first-tier schoolswhose graduate and research pro-
national research needs. While this sy stem seems to have grams became heavily dependent on contract re-
worked well in some areas, perhaps it is time to address search. This system of government grants and c,m-
the ability of the present funding policy to prepare ade- tracts has greatly benefited many enbineering col-
quate numbers of the persons needed in tlw future. leges, but its focus has been almost exclusively at the
There is an urgent need for an in-depth review Of the graduate level. As a result, it has been the driving
process by which we prepare our scientific leaders. I force in graduate engineering education. It has pro-
applaud the efforts of the National Science Board to Im- duced an array of sophisticated laboratories, so that
prove funding for academic research and graduate edu- some 15 to 20 schools now liave one or more unique
cation. We must continue to revitalize the capabilities of and cutting-edge laboratory facilities for research."
our research universities to prepare the best minds to
develop the science and the engineering technologies A number of major corporations have recently made
essential for this nation to regain leadership in the world sizable grams to a relatively small number of institutions.
marketplace, but we must also address the needs of However, most of these initiatives focused on the gra,.:'
undergraduate education. ate research level in the same group of institutions that

20
25
 have been recipients of government funding. As noted in compete in the world marketplace and to ensure the
the NAE report: security and defense of our country. The development of
technology requires a delicate transfer of knowledge be-
"Industrial support for academic R&D expenditures tween scientists and engineers, a process that itself is
now amounts to about 4 percent of the total (al- constantly changing as a result of the technologies de-
though it is around 10 percent for engineering re- veloped. The traditional beliefs that science and engi-
search) (National Science Board, 1982). Thus, the neering are fundamentally different no longer are ap-
federal government plays a dominant role in funding plicable. The National Science Board, in its twelfth
academic R&D." annual report, Only One Science, brought attention to the
change in the relationships between scientists and engi-
The NAE study goes on to note the distinct advantages neers with the use of a quote from Louis Pasteur on the
that influence education at such institutions: title page of the report:

"Their recruitment of faculty is enhanced because "To him who devotes his life tc science, nothing can
the young assistant professor cal continue working give more happiness than increasing the number of
in a research environment similar to that experi- discoveries. But his cup of joy is full when the results
enced in graduate school. Their policieF thereby sus- of his studies immediately find practical application.
tain and perpetuate the academic value system."
"There are not two sciences. There is only one science
"Teaching loads at research universities are relatively and the application of science, and these two ac-
low, and [each] faculty mem L.21- has a cadre of re- tivities are linked as the fruit is to the tree."
search assistants."
"The research infrastructure includes laboratory fa- This report provides dramatic documentation of the
cilities, access to modern machine shops, and exten- melding of distinctions between science and engineering
sive library holdings, along withmost recently that mark the shift in the way that research is now
extensive computer equipment." brought to application. The historic differences in the
education of professionals in most of the fields of science
"Typically, the benefits also include strong secre- and engineering are also changing, at least in part as a
tarial and technical support as well as ample travel result of the almost incredible capabilities we now enjoy
funds."
through the use of computers, new materials, bio-
"Taken as a whole these benefits give a powerful technology, and similar leading-edge technologies. This
impetus to academic research in graduate engineer- fundamental change in the way we practice science and
ing education." engineering has had a profound effect on the educational
"At the undergraduate level, no set of national pol- system for preparing scientists and engineers.
icies or programs recogrizes the important role of
engineering education in contributing to the imper- A Change in Practice
atives of a technology-based world economy. Be- The student of science or engineering today soon realizes
cause government and industry focus on research the meaning of the information explosion. Not only must
and graduate education, colleges that have as their these students master traditional approaches to their
primary focus undergraduate education in engineer- chosen fields of specialization, but they must develop
ing have not enjoyed the advantages just described. exceptional abilities in the use of information. Hopefully,
They occupy a second tier within the engineering we who are educators will continue to learn how to make
educational system." better use of the great power and low cost of computers to
"Because approximately half of the B.S. engineering enhance tne processes through which our students
degrees are granted by colleges of the second tier, learn.
government, industry, and academe will continue to Dr. Jerrier Haddad, Chairman of the Committee on the
depend upon graduates of these primarily under- Education and Utilization of the Engineer, recently noted:
graduate colleges for at least half their engineering
work force. Yet, because both government and in- "To deny an engineer sufficient computer capability
dustry focus their funding on graduate study and is to guarantee poorer less effective results. This has
research, these colleges are forced to depend on resulted in laboratories that no longer have the same
other, appreciably smaller sources of funding." look as fifteen or twenty years ago. No longer do we
have rows of oscilloscopes or machine shops with
tons of precision equipment. Rather, today's labora-
Only One Science tory is more likely to look like a set of desks with
terminals or personal computers alongside. When
As an engineer and scientist, I am concerned with the one does see a laboratory with instruments and ex-
ability of the United States to develop the technology to periments, the chances are that small computers are

21
 working with transducers to collect and reduce the neering education both to meet immediate local growth
data." needs and as an investment in future economic growth.
But, it is not easy to cor vince legislators to provide the
Dr. Haddad also commented on the need for greater higher funding levels per full-time equivalent (FTE) stu-
understanding of integrated circuits through' ut the dent needed for science or engineering education for
practice of engineering: what often appears to be only a limited number of stu-
dents, when the same amount of funding could be used
"No chemical engineer, no mechanical engineer, no to educate large numbers of students in other areas.
engineer designing appliances or automobiles or re-
fineries or office buildings or airplanes can be igno-
rant of the power and effect of integrated circuits and Increasing State Support
do a proper job in his field. This is change of the I urge that this Committee recommend to the National
highest order."
Science Board that it take action now to assist colleges and
universities in obtaining support from legislatures for
This change in the availability of technology has a far-
much needed improvements in science and engineering
reaching effect on the practices of science and engineer-
education by leading the formation of federal policy that
ing. There is a growing concern that the level of education
will clearly identify the value of such increased support
expected of scientists and engineers to practice their pro-
fessions must be accompanied by significant improve- for undergraduate science and engineering education.
ments in the level of preparation of high school gradu- While the v-lue of local support from ricerned indus-
ates. Only 13 percent of high school graduates have the tries and community leaders is important in developing
background that many feel is necessary to enter studies support for public higher education, perhaps such sup-
in engineering. port could be even more effective if it were possible to
combine it with a federal commitment in the form of both
Support for Public Education policy and dollars. Such a visible sign of endorsement of
the importance of support might serve to encourage state
There is a growing awareness of the importance of excel-matching funding and would have a profound effect on
lence in education in the economic future of this nation. the improvement of undergraduate science and engi-
The sleeping giant of America is awakening to the need to neering education.
prepare students better in science, mathematics, com- I know from first-hand experience the importance of
pu_ Ts, and foreign languages along with perhaps the having our legislative decisionmakers understand the
more traditional and more generally accepted require- possible future imp.-t of significant investment in public
ments for excellence in English, the social sciences, and
higher educ -.tion. In 1984, the Legislature of South Dako-
the fine arts.
ta, a state in the midst of the agricultural crisis, chose to
This awakening awareness has had little effect at the
college level. Unfortunately, the condition of the econo- invest in its future by designating one of its public col-
my coupled with the need for vast improvement- '1 our leges to reor..nize end develop its curriculum, faculty,
elementary and secondary schools and the requirement and facilities to better prepare graduates to support new
to teach the growing population of young students has economic growth in the region. Indeed, this designation
Id' precious few resources for the improvement of public of mission change and the allocation of additional fund-
Nigher education. Our state-supported colleges and uni- ing was a bold move for the future, taken only because
versities must compete with the growing feelings 0, the leadership 0. the statethe Governor, the Legis-
urgency for increased funding for elementary and sec- lature,, the Board of Regents, and the industriesbe-
ondary education. Further, our science and engineen4, lie ed that this ins estml i could bring about change that
colleges must then t ompete within the higher educatio, tyLuld impro c the ek.oni mic base of the state. It is my
system for the increased levels of funding needed pro. ilege to hay e been in ited to be President of thk.,
vital curriculum improvement; funding to retain out- institution.
standing faculty while also attracting needed new faculty, There are mangy Alm examples of states providing
and funding to provide the facilities and equipment so special support for serene. or engineering education
urgently required to support the curriculum and faculty. through turd.-)g fit laboratones,, leseartit facilities, and
In many states, our legislators seek to gain the perspec- taculh support. Additionally, there have been significant
tive essential to choosing among the requests for funding programs ut support pro\ Med by many corporations in
if much needed support is to be provided to science and the form of grants for equipment, programs, schol-
engineering education. The need for the development ut arships, tai ult salary, and utile' supplemental awards.
technology, and hence the education of scientists and But, untottunatek, the Lollet.th impact of such support
engineers, transcends state and regional boundaries. In is tar too rests ti tir e tot the j.11 that must be done if we are
my state, South Dakota, the Legislature has chosen to to bring out eduLational prow ams in line with our na-
provide the extra support needed for science and engi- tio?' )1 needs.
Yw-

Restoring the Balance The historic feeder role of undergraduate inJitutions is

well documented; it is now time to increase the number
We must not lose sight that these research and graduate
of baccalaureate graduates who are prepared to enter
education programs are only the finishing touches of a
research and graduate education. The need for federal
process that began many years earlier. A major portion of
support for undergraduate education in engineering and
the education of the scientists and engineers needed for science is critical and remains largely unheeded.
the economic growth of this nation occurs at the under-
graduate level.
Broadening Science Education
It is a well-documented fact that less than half the
engineers studying in our graduate programs today are It is time for our federal policy to recognize the role of
U.S. citizens. Truly, this nation continues to make a great undergraduate education at all colleges and universities
contribution to the health, welfare, and stability of the in the preparation not only of engineers and scientists,
world by providing opportunities for research and grad- but also in the preparation of all future citizens. Because
uate education of engineers and scientists from of the urgent problems we face in trade, there is a grow-
throughout the world. Many of these outstanding schol- ing need to modify the educational opportunities we
ars choose to remain in this country and have played provide to all undergraduate students in the areas of
important roles in the continued development of our science, mathematics, and computers.
technology. But, clearly, we must take steps now to pre- The baccalaureate graduate, whether aspiring for a
pare additional American students to enter our research career in business, education, or .7,overnment, must be
and graduate education programs. prepared to function in a world that is rapidly increasing
Many suggestions have been made throughout the in technological complexity. While it is essential that we
science and engineering community for attracting more must have new technological advances if we are to have
American students into our graduate programs, and I new products, it i5 equally essential that our business
strongly urge the provision of additional graduate fel- leaders be prepared to understand fully such tech-
lowship support so that our brightest and best minds will nologies so that they can realize the fullest competitive
choose to enter these programs. However, I suggest that advantages of the marketplace On a recent trip to China
we must go far beyond such short-term approaches and in my capacity as President of the Institute of Electrical
act now to increase the number of students ready to enter and Electronic Engineers, I met with a large book dis-
graduate education. It seems to follow that if there were tribution company. One of the employees of the com-
more American graduates from baccalaureate programs pany looked at the logo of the IEEE and said, "That's the
in science and engineering, and the same percentage right-hand rule." This employee was a journalist who
chose to enter graduate school, then there would be more majored in a foreign language, English. She had learned
American graduate students. of the current-magnetic field relationship embodied in
It is often noted that many of our baccalaureate gradu- Le right-hand rule in high school physics. One cannot
ates are attracted to industry rather than graduate school help but consider how many employees of American
to continue their education. While many who choose to marketing or other companies would equally understand
pursue careers in science will continue graduate study either the logo or the scientific principles it represents.
through the Ph.D., over two-thirds of the 1.5 million The need is great! It is a need that transcends all state
baccalaureate-level engineers will enter the practice of boundaries and all academic boundaries. We n. 1st re-
their profession without further graduate education. spond to this need at the federal level. Publish supported
There certainly is nothing wrong with many of our colleges and universities turn to our leaders at the federal
brightest and best engineers choosing careers in indus- level for the development of new policy direction. We
try, but if we are to have more participants in our research request the National Science Board and the National Sci-
and graduate programs, then we must have more stu- ence Foundation to take immediate action to modify the
dents studying in our undergraduate programs. policies of support to include more funding for the con-
One highly possible result of increasing the numbers of tinued growth and improvement of undergraduate sci-
American students who are prepared to enter research ence and engineering education,
and graduate study will be an increase in the numbers of
future science and engineering faculty. Perhaps the most Action
pressing problem of engineering education today is the
need for additional faculty. Estimates of the shortage Support for undergraduate education, whether in the
range from 1,567 faculty members reported in a recent areas of science, engineering, or in the broadest sense of
survey of engineering deans to an estimated 6,700 faculty preparing all graduates for a greater understanding of
required to restore student-faculty ratios to the levels technology, can be classified into the areas of faculty,
believed needed to provide high-quality education. Ad- curriculum, and facilities.
ditic ally, the retirement of an estimated 7,000 faculty Faculty. There is a need to strengthen the support
over fir next 15 years makes this problem a continue( provided for the continued professional development of
urgent need. faculty who are teaching predominantly in undergradu-

'3
ate programs in science and engineering. Many state- ence and engineering education. Such a study should
supported budgets provide only 1;mited funding for re- seek to identify those unique developments that help to
search or other scholarly activity, for participation in ma- prepare undergraduates better in science or engineering
jor conferences or national workshops, or for travel or to integrate more fully both traditional excellence in edu-
sabbatical leaves. In this time of a rapidly expanding cation with the expanding science and engineering
technological knowledge base, it is vital that faculty have knowledge base.
the opportunity to gain a hands-on appreciation of the There has been wide recognition of the educational
new discoveries of scientists and the technology de- value of an integrated research experience as a capstone
veloped by engineersinformation beyond that available for undergraduate science education. The Joint Board-
in professional and technical publications. Council Committee on Professional Training of the
I urge this Committee to recommend to the National American Chemical Society reports:
Science Board that a coordinated federal program be
formed to provide support for: "In the Committee's judgment, the best indicator of
1. Science and engineering undergraduate faculty de- the provable excellence of a baccalaureate degree
''elopment grants, awarded for programs judged to program is its emphasis on undergraduate research.
have the greatest impact in improving the level of More than any other factor, joint participation of
science and engineering education. faculty and undergraduates in research seems to
characterize excellent programs!'
2. Faculty research participation, by increasing the fund-
ing available for the Research in Undergraduate In- I urge that consideration be given to reinstating the
stitutions (RUI) Program and by expanding the Undergraduate Research Participation Program, which
guidelines for participation to recognize that while a was the mainstay of many undergraduate research in-
doctoral-level program may exist in one field of sci- volvements in the sciences, but has not been funded
ence or engineering at an institution, such a program since 1981.
may provide no appropriate opportunity for participa-
tion by faculty in other fields, departments, or Facilities. I urge the National Science Board to continue
colleges. to expand the College Science Instrumentation Program.
This program is of vital importance to the development of
3. Participation by undergraduate faculty in research undergraduate science and engineering education and
programs, by providing additional incentives in the should receive increased funding.
funding of research centers or requests for equipment
Dr. R. D. Kersten, Professor of Engineering and Dean,
and other facilities if such proposals include provision
University of Central Florida, reported to the Henniker
for the inclusion of undergraduate 'acuity as direct 1983 Engineering Foundation Conference on the Under-
participants and members of the team of graduate Engineering Laboratory that over $2 billion may
investigators.
be needed to return undergraduate engineering laborato-
During the first of three years of extraordinary funding ries to the level of current state-of-the-art. Further, his
for the change in mission at my own institution, Dakota study suggests that the period of obsolescence for much
State, we have observed the significant effect that fund- of this laboratory equipment may be as short as 10 years.
i ig for faculty development has on the growth of under- Additionally, I recommend that special consideration
graduate education. The faculty of this largely liberal arts- be given to enhancing the availability of shared large data
oriented institution has completely revised the curricu- bases and scientific and engineering information retrieval
lum and developed new strong computer science-infor- systems for undergraduate programs. Further, there is
mation systems majors in English, mathematics, busi- significant educational value in providing shared access
ness, and teacher education. Additionally, they have to engineering data bases to support computer-aided
appropriately integrated computers in over one-third of design and the development of automated manufactur-
all the courses. In the teaching of English, computer ing systems. Many colleges and univeisities have beg,
programs developed by faculty now provide students activity in suer areas, but consideration should be given
with an enhanced ability to improve the grammar and to supporting these efforts through shared data bases
technical aspects of their themes so that they now come that will enhance the educational value of local facilities
to class to learn about the more advanced ,oncepts of and activities.
style and expression in writing. Much the same has oc-
curred in the teaching of mathematics and science. This Summary
environment has led to nearly $500,000 of new research
funding being awarded to the institution in this first year. I urge this Committee to reLommend that the' National
Science Board:
Curriculum. I encourage the National Science Board to
support a study of curriculum innovations that have the 1. Reconsider the NSF pohLy fur the funding of research
promise of significantly improving undergraduate sci- and graduate education to pro ide fur Mu-eased sup-

24
 port for undergraduate science and engineering enhancement of faculty, curriculum, and facilities in
education. undergraduate science and engineering education.
2. Urge the adoption of coordinated federal funding pol- The continued growth of science and engineering is
icy that both recognizes the value of increased funding vital to the growth of America. I have presented several
for undergraduate science and engineering education examples of how an expanded policy that includes in-
in the improvement of this nation's competitive posi- creased support for undergraduate science and engineer-
tion in the world marketplace and provides coordi- ing education will inspire the nation's overall capabilities
nated funding support across all federal agencies. in research and graduate education, while also increasing
our overall ability to grow as a technologically oriented
3. Urge the increase in funding and modification of pro- free society. I commend this Committee the NSF, and
grams that currently support undergraduate educa- the National Science Board for addressing these ques-
tion in science and engineering. I recommend the tions that are so important to the continued growth,
addition or restoration of programs to support the security, and prosperity of the nation.

25
I
',..1 -'
 The Role of the National Science Foundation in Undergraduate
Science and Engineering Education
Bernard J. Luskin
Executive Vice President
American Association of Community and Junior Colleges

My broad concern is undergraduate science education as The National Science Foundation must, in my view, be
it relates to all of America's postsecondary institutions. a guiding force in science education and in public under-
The institutions whose concern I reflect specifically are standing of science and technology transfer issues, in
the 1,222 community, junior, and technical colleges that addition to stir:porting science research. We at America's
now form the largest branch of American higher educa- community, technical, and junior colleges are eager to
tion. Figure 1 shows the geographic distribution of work with NSF to further the cause and are glad for this
America's community, junior, and technical colleges. opportunity to contribute our perspective to this national
This year, community, junior, and technical colleges policy discussion.
enrolled almost five million credit students. They serve In my brief comments, I will address four imperatives
52 percent of all Americans who go to college for the first that I believe are critical to the future of science education
time and 41 percent of all full-time freshmen and and the role of the National Science Foundation. 1 hey are
sophomores. population, v Irk, equipment and technology, and tech-
Our colleges are now the largest door of postsecondary nology transfer.
access for minority students. In 1985, community col-
leges enrolled approximately 42 percent of all Black col- Population
lege students, 54 percent of all Hispanic college students,
and 43 percent of all Asian college students attending Public Understanding of Science. During the coming
higher education institutions. years, the United States will be confronted with major
While we meet the needs of large numbers of 18- to 24- policy decisions involving science and technology. These
year -olds, many typical community college students dif- policy decisions will have far-reaching consequences for
fer in fundamental ways from the "traditional" college all American citizens. If citizens are to react to issues in as
student. He tends to be older. She tends to work and rational a manner as befits the world's most scientifically
attend college part-time. They are commuters. He is and technologically advanced nation, they must be able
often from a minority group or is a new immigral it. She is to sort out, from all the conflicting information aimed at
often the first member of her family to attend college. He
them by self-interested parties, the unvarnished facts
from which policy should be made.
is more likely to pursue an occupational than a liberal arts
The task of informing and educating the public with
program.
regard to issues involving science and technology is a
Undergraduate science education is vital to the future formidable one, yet it is one that must be accomplished,
of this nation. The National Science Foundation should for our democratic society rests upon the active involve-
assume a leadership role in undergraduate science edu- ment of an informed citizenry. As the issues we must
cation. And, since community colleges are a major grapple with become increasingly scientific and tech-
provider of undergraduate science education, NSF needs nological in nature, so must our people become more
to work closely with the two-year colleges tv support and
scientifically and technologically sophisticated. Com-
enhance their work in this area. munity colleges, known as "Democracy's colleges," are
The very fact that our colleges now enroll the majority an ideal vehicle for achieving the upgrading of scientific
of Americans who are starting college suggests that we knowledge on the part of our citizens.
serve a stream of talent that, in the national interest, NSF
can ill afford to ignore. The assumption that all the learn- Public Support of Science. A general public receptivity
ers who are better suited to science and mathematics to science undergirds the public's general attitude toward
automatically take their undergraduate work at senior the importance of science. A public that does not under-
institutions is the kind of position that could very well stand space, laser, biological, telecommunications, ge-
undermine American leadership in global economic and netic, and engineering technology cannot be expected to
technological competition. support programs that break new ground in these areas.

27

3=
 I.1,

Total colleges: 1,222

Colleges not shown:
Alaska 10
Hawaii 7
Outside U.S. 22

Figure 1. Distribution of America's Community, Junior, and Technical Colleges.

Minority Understanding of Science. Minority groups this nation. The literature is replete with descriptions of
are a steadily increasing proportion of the population. It the changing nature of work and the increasing demand
is estimated that by 1990 minorities will constitute ap- for analysis and computation in technical fields.
proximately 25 percent of the labor pool as compared If the nation's technical workforce is allowed to deterio-
with 17 percent in 1980; women will make up about 47 rate, or to fall behind the skill levels of its global rivals,
percent of the workforce. In 25 major urban centers, American prosperity can only decline, as will the reve-
minorities are now the majority of the community, and nue and resource base that sustains our leadership in
many of 'iese individuals attend community colleges. science and technology.
For minority groups, the growing need for under- Simply put, the welfare of our country and en-
standing of science and technology nas special implica-
lightened self-interest on the part of the science com-
tions. Already out of the economic and social main-
munity demand leadership in science and science educa-
stream, these population groups cannot afford to fall any
tion. Only the National Science Foundation is in a
further behind. Yet, will the growing numbers of minor-
position to respond in these areas.
ities shy away from science-based programs because such
programs are ill equipped, poorly taught, and not up-to-
date? Equipment and Technology
My point I' re is simply that two-year colleges provide As I have demonstrated, the need for more and better
the first opportunity for postsecondary education for half
science education is great, and it is clear that NSF must
of all the minority students in the country. If, as a nation,
play a major role in improving science education in un-
we are serious about attracting minorities into science
dergraduate programs. Unfortunately, many postsecon-
education, we must address their needs in two-year
dary institutions are poorly equipped to provide the
colleges.
increased sophistication in science education that is so
Work badly needed.
Occupational Demands. 7,mployees competent in the As I am most familiar with community colleges, let me
applied science fields are imperative to the well-being of present the circumstances in which many of our schools

28

'6;
 find themselves. Most of the nation's community colleges (ITFS), point-to-point microwave, video disk and video
were built during the 1950s and 1960s, in part as a result cassettes, telecomputer networks, and the various sub-
of the G.I. Bill and the influx of veterans. They have groups encompassed by each of these technologies ale
grown from one-half million students in 1955 to the five creating new means of access and are changing the shape
million students currently enrolled. In too many in- of teaching and learning through diversity. They also
stances, the community colleges have aging science fac- reflect the socialization of the exploding media tech-
ulties, working in outdated laboratories that lack state-of- nology and communications.
the-art equipment. The colleges desperately need new As their use permeates education, they provide many
equipment, and the faculties need training and opportunities to do an even better job of what we already
straining. do well in education, by bringing new dimensions to the
The National Science Foundation has concentrated its roles of teachers and students. The effectiveness of these
support on a mere handful of institutions. The 100 in- approaches has been demonstrated in hundreds of ex-
stitutions that receive the largest share of NSF money are periments. Classroom and non-classroom-based learn-
all doctorate-granting institutions representing only 3 ing systems will coexist side by side as new, accessible,
percent of the nation's universities. Not only do these 100 and flexible educational forms emerge. In fact, broadcast
institutions receive 61 percent of all federal aid to educa- courses, which enable formal learning to take place in the
tion, they also receive more than 80 percent of all science home, give education the potential of becoming a family
money. The 353 doctorate-granting institutions receive 76 affair and offer examples of both dramatic technology
percent of all federal funding for education and 97 per- transfer and vehicles to strengthen both science educa-
cent of all science money. Clearly, undergraduate institu- tion and public understanding of science.
tions are underrepresented and underfunded. Industry is investing millions of dollars into configur-
There are specific, identifiable needs for science educa- ing the home entertainment center for movies and rec-
tion at undergraduate institutions. These are science in- ords. Science recently sent a rocket through the tail of a
struction and curriculum, faculty needs, and facilities comet and computer-controlled cameras Litt) the ocean
and equipment. depths to scan the decks of the Titanic. Science research is
The following examples of science associate degree going to outer space and inner space with accelerating
programs in community colleges show the range of pro- intensity. These developments all have implications for
grams now offered and for which attention is needed: science and science education. The question we face is,
Engineenng Science Cytotechnology "What will be the nature of the home education center
(Transfer) Fluid Power Technology and how will these developments affect instruction on
Biology (Transfer) Genetic Engineering campus?"
Geology (Transfer) Technology The National Science Foundation has made a signifi-
Astronomy (Transfer) Information Systems
Chemistry (Transfer) Technology
cant economic and leadership contribution to these
Mathematics (Transfer) Laser Electro-optics efforts and it must now be prepared to help colleges and
Physics (Transfer) Technology universities stay abreast of these advances.
Aeronautical Engineering Machine Tool Technology
Technology Materials Engineering Some Concluding Observations
Airframe and Power Plant Technology
Technology Mechanical Design in conclusion, as obvious as some of the realities may be,
Architectural Engineering Technology several are worth reemphasizing:
Technology Nuclear Technology
Biomedical Electronics Petroleum Technology 1. Most science faulty members have been around for
Technology Plastic Technology awhile. An entire generation of science teachers are
Civil Engineering Radiologic Technology
Technology Robotics and Automated reaching the last third of their careers. Fifty percent of
Communications Manufacturing these faculty, according to studies I have seen, indi-
Technology Telecommunications cated that they received their initial training because of
Computer and Digital TV and Satellite Technology both the encouragement and financial assistance of
Technology Viticulture the National Science Foundation. Who will take their
These programs are expensive and they take sophisti- places? This issue should be a major concern of NSF.
cated, highly educated, up-to-date faculty and state-of- For many community college faculty, contact with the
the-art equipment to teach them. mainstream is non-existent. Look at the map of college
If the National Science Foundation does not give its locations shown earlier. Ignoring this reality deprives
weight of prestige, support, and commitment to the ob- our educational system and country of the vast rt.-
vious needs I have described, who win? source in talent, experience, and dedication that exists
in the science faculties of these institutions. For those
Technology 11.ansfer with experience, some genuine improvements in in-
struction would occur with modest funding commit-
In terms of instruction, computers, broadcast television, ments from relevant agencies. Opportunities for com-
satellites, cable, instructional television fixed service munity college teachers to re-enter the mainstream

29
 via funded sabbaticals at research institutions or at 4. Include two-year college faculty in programs for grad-
research laboratories would create extremely effective uate fellowships.
paths to upgrading undergraduate education.
5. Support summer institutes and workshops that
2. In the area of equipment, we face a constant struggle. provide for the improvement of science teaching and
Nationally, each year, funds are cut with the same programs.
consistency and dedication with which they were in-
cluded in the budgets in the first place. In the long run 6. Fund commissions, task forces, and publications that
this leads to an inferior level of some of the equip- specify and urge new developments and directions in
ment. High-quality chemistry scales, computer hard- college science teaching.
ware for laboratories, numerical control machines for
such programs, etc., create obstacles that faculty must Science Equipment Programs. NSF should:
"teach around." Stimulating commitment and provid- 1. Support programs that provide strategic science
ing a catalyst for support is a responsibility that NSF equipment for new and emerging science education
should consider. programs.
In short, there seems to be both good news and bad 2. Fund commissions, task forces, and publications that
news. outline the need for refurbishing science teaching
Regardless of obstacles, including ill-prepared stu- equipment in colleges and that develop recommenda-
dents, heavy teaching loads, feelings of isolation, etc., tions for improvements.
most of the science teachers in our community colleges
will continue to do their jobs even if they never hear from Technology Transfer. NSF should:
NSF again. They love what they do and care deeply about
the students in Their classrooms. They are, however, 1. Support broad-based projects designed to foster wide
eager to do better and to learn new science and new ways use of high-technology applications in teaching.
of communicating that science, if given the opportunity. 2. Support studies and publications that foster tech-
So the good news is that people are doing the best they nology transfer.
can in deteriorating circumstances. The bad news is that a
large segment of the educational population has been Public Understanding of Science. NSF should:
long-ignored by those making funding decisions.
Perhaps that middle 59 percent of the student popula- 1. Provide support for special programs that help the
tion who are part of the "neglected majority' will con- general public understand the benefits and the prob-
tinue to be excluded from the more elite educational lems related to technological development.
community either by birth or circumstances, but their
dedication and talent can be as important to our national Science Education Programs in General. NSF should:
success as that of students attending large and pres-
tigious institutions.
1. Support programs that encourage and improve artic-
ulation of programs and facilitate student transfer
from high schools to colleges. Improve the high
Recommendations
school/college connection.
Teacher Training and Retraining. NSF should:
2. Support roundtables across the nation that improve
1. Take a leadership role in identifying and supporting science teaching and learning in both high schools and
areas important for the improvement of science teach- colleges.
ing, such as attracting qualified teachers, urging
teacher preparation programs to become state- of -the-
3. Support applied science and technical programs in
emerging science-related programs.
art, and conducting programs for retraining and up-
grading of staff. This should include: 4. Impanel a special broad-based commission to give
Establishing and operating teacher training in- guidance to high schools and colleges in science edu-
stitutes for two-year college factilfy and cation and technology transfer
Supporting development and dissemination of ma-
terials for training, retraining, and in-service de- 5. Modify the College Science Instrumentation Program
velopment in mathematics, science, computer sci- to include two-year colleges. This program currently
ence, and technical occupation fields. provides funds only for four-year institutions. v

2. Establish an industry/education matching grant pro- Funds expended to improve science faculty, equips
gram to support experience opportunities for faculty ment, and programs must be seen as an investment both
through cooperative arrangements. to move us forward and as a form of maintenance that will
prevent our programs from deteriorating.
3. Foster a faculty exchange program between institu- As previously noted, these programs should include,
tions of higher education. but not be limited to, such fields as robotics, computer

30
applications, microelectronics, laser technology, tele- tion to vast numbers o" Americans, including those who
communications, and biotechnology. transfer to traditional colleges. We call your attention to
A Look Back and A Look Ahead
the neglected majority who comprise the middle 50 per-
cent of American citizens who fix the airplanes, keep our
It is well known that science education has consistently electricity charging, man our laboratories,, and run our
been a problem area within the Foundation and should computers.
not be so, but rather should be a pacesetter for NSF.' We at AACJC believe that the needs I have expressed
Stresses between the priorities of research and the for support of teacher education, program planning and
responsibility for leadership in science education have implementation, equipment improvement, and tech-
been visible. We at the American Association of Com- nology transfer should have significant priority in your
munity and Junior Colleges advocate the need for science deliberations.
research. But, we also support the need for leadership
and support for science teaching in undergraduate sci- Reference
ence programs.
We call your attention to the two-year college as a major 1 The Annual Report of the Adk e,ors, Committee fur Suence Educa-
tion, 1976
provider of both transfer and occupational science educa-

31
 More Output from Less Input:
Science Education at Leading Liberal Arts Colleges
S. Frederick Starr
President
Oberlin College

I warmly commend the National Science Board's interest to only 8 percent in 1984. Private universities have fared
in undergraduate science. This level, after all, is not even worse over this period, falling from 22 percent
merely an early section of the "pipeline" from which interest in science to 12 percent, a 45 percent drop. Even
future scientists emerge; it is the chief pumping station the most highly selective of the private universities have
and filtration point along that pipeline. The undergradu- experienced a 34 percent reduction in the proportion of
ate years are the last point at which large numbers of students intending science majors (from 26 percent in
students not previously oriented toward science can be 1975 to only 17 percent in 1984). And, colleges as a group,
drawn into the enterprise, and, conversely, the point at even the privates, also witnessed nearly 40 percent re-
which the largest attrition from the ranks of future scien- ductions in prospective science majors since the
tists occurs. mid-1970s.
It is well known that undergraduate interest in basic These trends are not limited merely to freshman inten-
science has recently plummeted. Within a decade, the tion. They translate into almost equally serious, and just
percentage of American unc !rgraduates intending to as universal, declines in both proportion and absolute
major in science fell by 33 percent, with the absolute numbers of undergraduates being awarded baccalaureate
number of such intended majors dropping by almost 40 degrees in the basic sciences. The national volume of
percent (the difference due to a dr )in total enrollments). undergraduate degrees awarded in all science fields fell
Only slightly more ,.tan one in twenty freshmen on fully 17 percent between 1975 and 1981, from 87,442 to
American campuses intends to major in science today, 72,223. In contrast, total baccalaureate production actu-
down from a high of one in ten in the late 1960s. Mean- ally rose slightly (from 931,663 to 935,410) over this
while, of course, our graduate schools are being filled by period. Thus, the proportion of all baccalaureates being
increasingly able students from abroad. conferred as degrees in the sciences fell from 9.4 percent
In the face of this erosion of America's human re- to 7.7 nercent, a 23 percent drop. Again, even the best
sources in science, any institutions that have maintained research universities were seriously affected. The 20 pub-
a contrary trend must become the object of urgent atten- lic and private universities with the best-rated graduate
tion. In these remarks I would like to focus on a group of programs by the National Academy of Sciences conferred
four dozen or so such schools that have successfully 14 percent fewer undergraduate degrees in basic science
bucked the decline of the study of science nationally, in 1980 than they had only four years earlier (8,114 down
namely, some four dozen private liberal arts colleges to 6,974). As a proportion, this decline translates as a
"colleges of the arts and sciences" would be a better drop of over 11 percent, from 16 percent to 14 percent of
namestretching from coast to coast. Drawing on re- all baccalaureate degrees awarded by America's premier
search begun last year at Oberlin and continuing at this research universities.
moment, I will sketch in the con tours of these institu- The major liberal arts colleges have shown themselves
tions strong record in basic science, offer some explana- to be virtually immune to these strong negative trends.
tions for their achievement, and suggest means by which Since 1975, their proportion of freshmen intending to
the National Science Foundation might help assure con- major in science has remained steady at from 28 to 31
tinued strength in this quarter. percent. This is more than four times the national aver-
age, better than twice the 12 percent proportion of the
The "Pipeline" for Scientists: Changes in Flow most selective public universities, and two-thirds greater
than the level of interest in science at the best private
The rapid and sustained national decline in interest i research universities. Moreover, unlike these schools and
basic science has affected nearly all types of colleges and the nation at large, the level in science interest at these
universities. Since 1975, public universities collectively four dozen colleges since the mid-1970s has been almost
have seen freshman intention to major in science fall a flat, that is, nearly completely resistant to the unfavorable
precipitous 37 percent, from 13 percent of their students trends at even the best universities.

33

0 I)
 Considering actual undergraduate degree production, permanent faculty and undergraduate students is far
the bottom line after attrition, the performance of these higher at these schools than at even the finest
leading colleges is even stronger. Again, the proportion universities.
of all their baccalaureates awarded in the sciences has This affects all levels of teaching. One-third to one-half
been an unflagging 24 percent since 1975, and the abso of all science courses at liberal arts colleges are at the
lute number of science degrees conferred has actually introductory levels, thus stimulating the recruitment of
risen fully 16 percent, from 4,450 to 5,150, by 1983. Thus, majors. Of these introductory courses, half are taught by
the colleges are uniquely able to sustain their students' tenured members of the faculty, people with at least six
interest in science. years of classroom experience and a proven professional
The colleges' positive trends on all fronts in the face of
commitment to undergraduate education. Of course, top
downward trends nationally indicate that these select
undergraduate scientists receive excellent training at the
undergraduate institutions are rapidly becoming more
important to America's science pipeline. In 1975, the leading universities and colleges alike. Only at the liberal
leading colleges provided 42 per thousand of the nation's arts colleges, however, are they so likely to be drawn into
B.A.'s in science. In 1980, their share was 54 per thou- advanced resr arch in any numbers, and only at these
sand, a 27 percent growth. In contrast, the 20 top-rated schools are they so likely to be placed in the relationship
public and private research universities' baccalaureate of apprentice to their professors. The very practical rea-
share rose barely one percent, from 92.6 per thousand to son for this is that faculty researchers at these colleges
93.5 per thousand, over this period. have no graduate students to employ in their laborato-
The fact that these data have not been generally known ries. Lacking them, professors have no choice but to train
until recently must be traced to the liberal arts colleges undergraduates to fill such assignments. To assure con-
themselves, few of which appreciated their distinctive tinuity, professors generally identify promising fresh-
contribution to basic science in the United States. In the men and sophomores, who thus become collaborators
absence of data, it was easy to assume that the strongest over a period of three or four years It is not surprising,
undergraduate science was to be found at the same "re- therefore, that nearly one-third of all journal articles pub-
search universities" where graduate study flourishes. lished by liberal arts college faculty during th. past five
This is not necessarily so. years are co-authored with undergraduates, a rate far
Are liberal arts colleges enriching American science higher than for research universities on which data are
with persons of exceptional talent? The fact that the four available.
dozen liberal arts colleges under discussion surpass all But do professors at liberal arts colleges really conduct
but a handful of universities in the percentage of their research? Most definitely. Some 350 books, 6,961 journal
graduates who go on to get Ph.D.'s in science attests to articles, and 4,478 conference papers were authored by
the strength of their student body in these fields. It is no scientists from the four dozen leading colleges over the
wonder that alumni of such schools have included such past five years. Sixty to 65 percent of all college faculty
distinguished scientists as Nobel Prize laureates Arthur
publish regularly, most of these being in the younger
Compton: Robert Millikan, Roger Sperry, and Charles
Townes.
ranks. To be sure, the more modest scale of laboratories
Are liberal arts colleges also broadening the social base and instrumentation at such schools distorts somewhat
of American science? Nothing speaks more eloquently to the subfields in which such research is concentrated.
this issue than the unparalleled recruitment of women Moreover, the fact that college-based research is viewed
into science at the liberal arts schools. Fully 52 percent of in part in its relationship to undergraduate teaching also
basic science majors at such schools are women, far high- influences the research agenda to some degree. But the
er than the corresponding figure at public or private overall emphasis upon research at such institutions is
research universities, the Ivy League, etc. Data on Blacks firmly rooted. They can w ith justice be termed America's
and other minorities is not yet at hand, but they are "research colleges." Recently, the Committee on Profes-
probably analogous, given these schools' vigorous sional Training of the American Chemical Society
recruiting. declared:

Why Liberal Arts Colleges Excel at Science "In the Committee's judgment, the best indicator of
The obvious explanation for the success of liberal arts the probable excellence of a baccalaureate degree
colleges in science is that they are undergraduate institu- program is the emphasis on undergraduate research
. . . . [Undergraduate research] is the best education
tions, not universities. There are no graduate students to
claim professors' time nor do they substitute for sea- we can offer the younger generation in preparation
soned professors as teachers. Faculty members in col- for service to society as chemists."
leges are expected to devote more of their time to teach-
ing, all of it, of course, being directed toward under- By this measure, liberal arts colleges are a central compo-
graduates. As a result, the actual classroom ratio of nent of American science.

34 ).;
j
The Funding of Science at Liberal Arts Colleges the figures for leading colleges, and the gap is widening.
This means that basic costs for the scientific enterprise on
Roland W. Schmitt, Chairman of the National Science college campuses are increasingly dependent upon tui-
Board, has observed that "no systematic federal lead- tion payments, and at a time when all institutions of
ership or support exists for science...at the undergradu higher education are faring the so-wiled "baby bust."
ate level." Since World War II, the United States has built Finally, it must be noted that many laboratories at liberal
up several hundred "multiversities" as centers for ad- arts colleges were built up during periods of affluence.
vanced research and graduate study in science. We are all Without external assistance, there is absolutely no way
indebted to this investment, which has established that comparable :iboratories for instruction and research
America's global leadership in many fields. Meanwhile, can be maintained on these campuses in the future.
however, the top liberal arts colleges were neglected. In
1982, the 100 principal research universities garnered 86 What Is the Appropriate Role for the National
percent of all NSF grants to higher education and 91 Science Foundation?
percent of all federal grants for facilities and instrumenta-
tion for instruction. Of all federal support for research Liberal arts colleges have no interest in weakening sup-
and develepnwn' to academia, 98 percent goes to port for science at leading unwersities. The two catego-
universities. ries of institutions are linked in a common enterprise,
In spite of their small base, liberal arts colleges are and they benefit one another in numerous ways. What is
seeing a rapid decline in federal support. All federal called for is not some wholesale shift in funding (which
support to the four dozen colleges between 1978 and 1982 would not occur under any circumstances) but an adjust-
dropped by 28 percent in real value, while their NSF ment of emphasis that would benefit undergraduate sci-
support in real dollars plummeted fully 65 percent dur- ence everywhere.
ing those years. Fewer than half of the four dozen institu- What would this shift in emphasis involve? The 48
tions received any help at all for facilities and teaching liberal arts colleges of which I have been speaking are
instrumentation in 1978. In 1982, none of them did. devoting the present year to further research on this
Let me restate this point: Those institutions with some of point. They are evaluating their future investment needs
the strongest records in educating undergrathiote scieu tIstS hope and comparing them with possible sources of support.
dramatically improved their share of the prospective science Fuller recommendations will be in hand by June 1986.
market in recent years, in the like of grave erosion nationallx, Meanwhile, the following steps appear desirable:
they have also improved their absolute number and share of U.S..
1. Recognize the leading "research colleges" as being as
total B.A. production in basic sciences. Neither of these records distinctive a subset within American science as the
can be claimed by public or private research universities. These leading "research universities," and enhance support
same institutions, however, have received only a trivial amount of undergraduate science on these campuses in the
of federal help in such crucial areas as research inqrumentation same way that graduate education has been supported
grants since the establishment of the National Science Founda- at leading universities. The group of colleges should
tion, and even that amount has recently fallen precipitously In be defined solely on the basis of student and faculty
short, top liberal arts colleges are accomplishing far more with performance and institutional commitment and not
far less. by some undesirable form of entitlement. Obviously,
Is this not an ideal situation? After all, such schools institutions listed with this group would change from
have avoided any unwholesome dependence upon time to time, as happens among universities.
federal support. They have sustained a remarkable rec-
ord with their own resources, mauling free not only 2. Assure that qualified scientists from such institutions
from federal entanglements but also from corporate are included on all the relevant boards, councils, and
sponsors, which have also concentrated their giving panels of the National Science Foundation, beginning
overwhelm;ngly on multiversihes, both public and with the National Science Board, and, conversely, that
private. senior university-based scientists serve on all councils
Unfortunately, the picture has a darker side. To para- and panels dealing with undergraduate science.
phrase Voltaire, the colleges have been living off the
3. Strengthen existing undergraduate science and in-
capital of another era. None can compete successfully strumentation programs within NSF and establish a
with even minor universities in such areas as start-up special fund within them for the most productive
costs and summer research stipends for young scientists,
liberal arts and science colleges. This fund could
Iet alone salaries and instrumentation. Of course, the provide one-time grants to defray set-up costs, sum-
college-based researcher expects to have less time for his
mer stipends for junior faculty, grants for research
own work, but is it reasonable that the percentage of his
leaves, etc.
research time that is externally funded is only half the
amount for colleagues at all universities? Nor is the col- 4. Restore the program of faculty research leaves that
lege scientist's basic salary secure. The endowment dol- pre% iously brought great benefits to liberal arts college
lars per student at major private universities far surpass scientists but was subsequently di upped.
 42M =MIN

5. Link scientists on liberal arts undergraduate cam- This list is meant to be suggestive, not exhaustive. It
puses with major NSF-sponsored projects at univer- does indicate, however, that no serious progress will
sities and national research centers through paid occur until NSF acknowledges the centrality of colleges of
leaves of absence. This could be accomplished by the liberal arts and sciences to the scientific enterprise in
providing bonuses for including professors at under-
the Ur ited States. It has acknowledged the special role of
graduate institutions in large research grants.
the leading research universities, concentrating more
6. Most important, NSF should explore the possibility of than four-fifths of its general academic support and nine-
substantial one-time grants in endowment to under- tenths of its facilities and instrumentation support in a
write distinguished professorships in science at lead- mere 100 institutions. In other words, the principle of
ing undergraduate campuses. The National Endow- focusing NSF support on institutions of proven quality
ment for the Humanities has a similar program that has long been established in the case of universities. This
could serve as a model. One-time major instrumenta- should now be done for undergraduate colleges as well.
tion grants should also be considered, on a matching
basis.

3 .

36
 U.S. Undergraduate Science and Engineering Education:
A Worcester Polytechnic Institute Perspective
Jon C. Strauss
President
Worcester Polytechnic Institute

To appreciate the Worcester Polytechnic Institute (WPI) help implement the WPI Plan. Without this financial
perspective, it is important to understand something of assistance and the intellectual encouragement of the peer
the origins of WPI's innovative approach to undergradu- reviewers, this extraordinarily effective approach to un-
ate education in science and engineeringthe "WPI dergraduate engineering education would have been vir-
Plan." tually impossible to implement. It is interesting to note
Worcester Polytechnic Institute was found in 1865 as for purposes of this presentation that both these NSF
the Worcester County Free Institute of Industrial Sci- programs, as well as LOCI (Local Course Improvement),
ence, primarily through the efforts of John Boynton, a ISEP (Institutional Scientific Equipment Program), and
prosperous tinware manufacturer. Ichabod Washburn, URP (Undergraduate Research Participation), were dis-
the community's leading industrialist, soon lent his sup- continued in the late 1970s, much to the detriment of
port to the Institute by organizing practical work in mod- undergraduate science and engineering education.
ern industrial shops. This cu.bination of scientific and
theoretical study with practical project experience be- Overview
came the foundation for WPI's continuing "Two Towers"
We understand that the Committee seeks recommenda-
approach to education.
tions on its identified overarching concerns in the context
In the last several decades, WPI has made the transi-
of the importance of undergraduate science and engi-
tion from a traditional engineering college to a modern
neering. These overarching concerns include:
technological university. The increasing sophistication of
technology has diminished the need for practical shop Excellence in teaching;
work. However, the WPI Plan, which arose from wide-
spread discussions within the whole academic communi- Competition in recruiting outstanding faculty;
ty in the late 1960s, places major emphasis upon each Faculty renewal;
student demonstrating professional competence
through state-of-the-art project work in both a major and Curriculum, facility, and equipment modernization;
an interdisciplinary area. The plan offers students vastly Precollege science and mathematics teacher prepara-
in :Teased opportunities to develop educational programs tion; and
suited to their individual career objectives, in the context
of becoming a "humane technologist." Participation of women and minorities.
WPI has awarded graduate degrees since 1898. New
programs have been added regularly in response to the Importance of Undergraduate Science and
changing needs of the professions. Currently, the mas- Engineering Education
ter's degree is offered in 18 disciplines and the doctorate
in 10. Given the background of the Committee, it is truly
The current student body of some 4,000 students in- "preaching to the converted" to comment at length on the
cludes about 1,000 full- and part-time graduate students. importance of undergraduate science and engineering
Women have been admitted regularly as undergraduates education. It strikes us, however, that three major issues
since 1968 and now comprise approximately 20 percent of deserve brief mention.
the stident body. Currently, students attend WPI from 1. International economic competitiveness. One needs only
36 s,,,ces and 50 foreign countries. to look to basic industries such as steel and textiles,
WPI received significant assistance from the National where the battle with foreign competition has been
Science Foundation through the former RULE (Restruc- lost for all intents and purposes, to realize the impor-
turing Undergraduate Learning Environments) and tance of maintaining and enhancing our competi-
CAUSE (Comprehensive Assistance to Undergraduate tiveness in the presently threatened automotive, com-
Science Education) programs during the mid 1970s to puter, and microelectronics industries. To do this will

37
 require superbly educated and trained engineers im- 1. Fund more competitive fellowship/loan programs for
bued with a sense of mission and significant invest- graduate education in engineering and science that
ment in the science and technology of manufacturing would have explicit forgiveness provisions for the in-
automation and computer and information sciences. dividuals who engage in teaching careers,
In addition to the obvious for-
2. Infrastructure integrity. 2. ProNide more funds for rt.A!an.h initiation grants and
eign competition referred to above, we need properly presidential young investigators that will facilitate the
trained engineers to maintain and enhance the integ- career start-up for young faculty members; and
rity of our industrial systems to preserve our future
competitieness, to say nothing of the integrity of our 3 Fund programs in conjunction with NSPE and ASEE
national support systems in roads, bridges, transpor- to improve toe status and recognition of undergradu-
tation, waste disposal, energy production and dis- ate science and engineering teaching.
tribution, cities, etc. Faculty Renewal. With the accelerating pace of tech-
3. National security.Given both the rhetoric and demon- nological change (the half-:ife of the factual basis for an
strated support of the Administration, there seems to engineering education is n iw estimated to be less than
be little need to belabor this issue further here. five years), it is imperative that effective mechanisms be
found to encourage faculty renewal.
Recommendations Regarding NSF's Response to To encourage faculty renewal, NSF should:
the Overarching Concerns 1. Develop and fund programs for six-month to one-year
Excellence Ching. This is the sine qua non of renewal leaves for faculty, perhaps to participate in
'xcellent ut duate education in scie,,ce and engi- planned research/refresher programs offered by ac-
neering, partio...4rty at those institutions, such as WPI, knowledged centers of excellence in engine ring edu-
that have historically emphasized underg 'duate cation such as MIT, CMU, Illinois, or UC-Berkeley;
programs. and
To encourage excellence in teaching, IN: F should: 2. Fund the development of self-study programs and
1. Fund national engineering competitions, perhaps to supporting materials.
be administered by the American Society for Engi- Curriculum, Facility, and Equipment Modernization.
neering Education (ASEE) or the National Society of President Donald Kennedy of Stanford University has
Professional Engineers (NSPE), where faculty-student been a vocal proponent of the need for enhanced federal
teams can participate in real engineering problem- 'upport to arrest the deterioration of the capital plants of
solving experiences (examples include the recent the major research universities during the last 15 years. If
NASA Space Glove competition or the infamous con- the "research plant" of higher education has been deteri-
crete canoe competition); orating, the "instruction plant" of undergraduate science
2. Fund grants to institutions, such as those formerly and engineering has been collapsing. A recent study by
provided by the URI' program, to sponsor under- NSPE indicates that the average laboratory equipment
graduate student involvement in research and inventory of the 250 accredited engineering schools de-
scholarship; clined in value from $5,810,000 to $856,000 during the
period 1972-1981. To bring the equipment of these
3. Fund additional studies into the standards for, and the schools back to the 1972 level would cost some $1.25
measurement of, excellence .n teaching; billion in today's dollars, and adjusting for the doubling
4. Renew the former LOCI program to encourage the of enrollments would require an additional $.95 billion.
updating of courses and development and introduc- This problem is compounded by the fact that laboratory
tion of new educational technologies in undergradu- equipment has undergone a revolution during the past
ate science and engineering instruction; and 20 years, shifting from all analog to largely digital with
significantly higher maintenance costs.
5. Fund programs to encourage the develoF..lent of fac- lb help deal with the mammoth problems in this area,
ulty scholarship, a necessarybut not sufficient NSF should reinstitute at significant funding levels the
condition for excellence in teaching. RULE, CAUSE, LOCI, and ISEP programs formerly con-
Competition in Recruiting Outstanding Faculty. Next
du '-d by the agency. Emphasis here should be on
to dealing with competition in recruiting quality gradu- matching, grants to serve as incentives for fundraising to
refurbish entire laboratories.
-te students, this represents the single biggest impedi-
ment today to excellence in science and engineering edu- Precollege Science and Mathematics Teacher Prepa-
cation. Undoubtedly, this is the biggest impediment for ration. Interesting:y, a study being conducted by the
predominantly undergraduate institutions. National Research Council's Commis,ion on Engineering
To help resolve competition in recruiting outstanding and Technical Systems suggests that the single most i-
faculty, NSF should: portant factor for encouraging the participation of

38
4 J..
women and minorities in science and engineering is their Participation of Women and Minorities. The previously
appropriate exposure to, and counseling in, these areas referenced NRC Commission study suggests that the
while in high school. single biggest deterrent to increased participation of
In our view, NSF's involvement in this area should women and minorities in science and engineering is a
focus on acquainting precollege science and mathematics lack of peer role models in professional practice and in
teachers with the excellent prospects for success of engineering and science faculties.
women and minorities in engineering and science. We To help address this issue, NSF should develop and
believe, in general, that resources are more effective in fund programs to encourage both basic and advanced
direct support of undergraduate science and engineering study of engineering and science by women and
than in precollege programs. minorities.

39
 Undergraduate Science and Engineering Education
John P. Crecine
Senior Vice President for Academic Affairs
Carnegie-Mellon University

On the surface, the status of engineering and science Stated simply, the natural response to the increase in
education at elite, private research institutions is "good" potential topics that could be covered in an undergradu-
to "excellent." Enrollments in engineering and science are ate curriculum has been to cram more engineering and
up at such institutions, and graduates are increasingly science into the same four-year program. The second set
well trained and are probably more advanced, tech- of issues is more complicated and applies more directly to
nically, than corresponding cohorts of university gradu- private universities. It involves the classic tensions be-
ates at any time in the past.' To the degree that there are tween education and research, but with a different twist:
perceived major problems, they relate principally to the increasingly capital-intensive nature of education and
manpower shortages and perennial labor market distor- research in engineering and science, the difficulty private
tionsconcerns as to whether the rush to electrical engi- universities currently face in securing certain kinds of
neering and computer science will lead to oversupplies in capital funds, and the distorting effects this combination
these areas and shortages in, say, civil engineering and of circumstances has on internal resource allocation pro-
physics later on. cesses within a private research university. These distor-
tions, in the long run and indirectly, create severe prob-
Given the apparent health of engineering and science
lems for education in engineering and science.'
education in private research universities, it is important
to note that these institutions do not constitute the only
or even the major source of engineers and scientists in Overspecialization in Engineering and Science
the country2even if, traditionally, they are the most Education
influential in sharing education and the research agenda Science and technology play increasingly important roles
in academic science and engineering. In spite of the in American society. Partly because of its increased role in
apparent health of engineering and science education in society and partly because the body of knowledge, meth-
these institutions, I argue that there are serious long- ods, and perspectives that comprise "engineering and
term problems that private research universities must science" has grown so rapidly, the temptation to pack
themselves face up to, and that there is an important, more science and technology into undergraduate engi-
continuing role for enlightened federal government par- neering and science degree programs is great. It is a
ticipation in engineering and science education in these temptation few institutions have resisted. The result is
universities. more narrowly educated graduates, and students under
I shall not attempt a comprehensive statement on the greater stress while in school.
status of engineering and science education in American If one seriously compares the transcript of a 1960 engi-
higher education. Rather, my remarks are confined to a neering or science graduate with that of his/her 1985
few issues that have not yet been fully covered by others counterpart, one is struck by the degree to which under-
appearing before the Committee, and issues that seem to graduate programs in these areas have accelerated and
me to be of sufficient long-run importance so as to be of escalated--more topics are covered per unit time and
interest. graduates have gone considerably further into their disci-
Briefly, two sets of problems seem particularly impor- plines. The typical B.S. degree holder in engineering or
tant at this juncture. Both stem from the success of aca- science at Carnegie-Mellon in 1985 resembles a pre-
demic science and engineering as measured in con- cocious M.S. degree holder, circa 1960, and there is great-
ventional termsthe intellectual progress made by the er specialization within the discipline. There are at least
engineering and science disciplines, their continued abil- two significant educational implications of this trend to-
ity to attract excellent young minds to the field, and the ward greater depth and specialization at the undergradu-
quality and depth of education provided by the various ate level.
elements of higher education in scientific and technical First, greater depth and specialization among engi-
areas. The first set of issues add problems relates to the neering and science majors comes at the expense of
explosion of knowledge, skills, and techniques that com- breadth. The seemingly better professional and technical
prise engineering and science as academic disciplines. education comes at the expense of a broader, liberal edu-

41
 cational perspective. Although most engineering and sci- poets" approach to the physical sciencesan approach
ence programs have "distribution requirements" requir- far better than excluding the sciences from a liberal arts
inz a certain number of courses in the humanities, social curriculum. The physical sciences and mathematics seem
and behavioral sciences, and the fine arts, it is the rare quite comfortable with their general education role in
faculty advisor who ecriates coursework outside the ma- American universities.
jor with the importance of the more technical courses The engineering disciplines have been far less inter-
found in the major. Often, coursework in the liberal arts ested and far less successful in providing "technological
is seen as a form of leisure activity, not intellectually literacy" to students in the liberal or fine arts. Engineer-
demanding, and generally as a safety valve for the high ing is a consumer of general education, not a provider.
pressure of a modern engineering and science d..,gree The Alfred P Sloan Foundation, with its "New Liberal
program. Arts" program designed to add engineering and tech-
At my own institution, there is a long, rich history nology to the traditional list of the liberal arts, has
supporting the notion that the best professional educa- provided an important and innovative approach to the
tion is broadly based, or liberal. My purpose here is not to general problem. They have focused their earlier efforts
advertise the Carnegie-Mellon approach to professional on the small, elite liberal arts colleges. These colleges are
education,' of which we are justifiably proud, but rather excellent, early targets for "new" liberal arts curricula,
to indicAte that even in an environment where tradition given their intellectually talented student bodies and
provides strong support for a broadly based engineering commitment to undergraduate education.`' Other prom-
and science education, the forces of no-row profession- ising institutions for introducing engineering and tech-
alism are present and strong. nology into the intellectual portfolio of liberal arts stu-
The maintenance of a proper intellectual balance in the dents are relatively small institutions with both strong
education of engineers and scientists requires a firm, engineering and liberal arts programs' and a commit-
philosophical conviction and continued attention to the ment to quality undergraduate education. The major
evidence that intellectual breadth is the prime prerequi- point to be made is that when one thinks of the strength
site for success and leadership in any professiontech- of engineering and science education in the United
nical or non-technicaland that work outside of one's States, the concern should be broader than just those
major is not diversionary but makes for more adaptable educational activities designed to provide students with
and more creative professionals. Countering the forces of degrees in engineering and science. Monitoring the re-
narrow professionalism is the primary responsibility of sults of the Sloan Foundation experiments would seem
institutions of higher education, not the federal govern- like a most sensible way for the federal government to
ment.' Nevertheless, federal programs aimed at design a constructive role for itself in strengthening this
strengthening engineering and science education in the aspect of engineering and science education in the
United States have a special responsibility to give promi- country.
nence to intellectual breadth, to a liberal approach to
professional education, as a dominant curricular design
criterion. Research, Graduate Education, and Undergraduate
Education
The increasing importance of engineering and science
in all aspects of contemporary American society implies Education and research are not truly separable activities.
that our society will be better served if the political, Especially in engineering, those faculty who provide un-
social, and economic leadership can comprehend issues dergraduate education are almost always active re-
with a significant technological dimension and be intel- searchers as well. Certainly in private research univer-
lectually equipped to share in the leadership of tech- sitiesand, to a somewhat lesser degree, in liberal arts
nology and science. Stated somewhat differently, if the colleges" science faculty are also active researchers. In a
best scientific and technical education is liberal, the best real sense, a faculty member's personal time budget
liberal education includes science and technology. makes education and research inseparable. bunitacly,
Unfortunately, the most narrow and parochial educa- graduate students are not only factors in faculty time
tional programs in the United States today are to be budgets, but are also an integral part of research and
found in the humanities, social sciences, and fine arts teaching programs. Undergraduates at most large re-
disciplines. I submit that the explosion of knowledge in search universities are painfully aware of the fact that the
engineering and science, leading to increasingly sophis- need for graduate students to staff an active program of
ticated curricula in engineering and science, is a prime research, coupled with a scarcity of English-speaking
culprit in helping create a scientific and technologically applicants for graduate study,' often translates into unin-
illiterate class of "educated" Americans in the liberal and telligible graduate student instructors for undergraduates.
fine arts. The interrelationships between education and research
Traditional arts and science colleges have generally not are many, and most are positive. It is, after all, the prod-
abandoned the notion that the physical sciences and ucts and process of research that provide the raw material
mathematics are important components to a liberai edu- for education. This is especially important in academic
cation. Often, the price for inclusion is a "physics for fields as actively evolving as those in engineering and

42
science. Research generates much of what is to be taught. uncommcn to see a $1 million or more "signing bonus"
The justification for research productivity as an impor- requirement attached to even the most standard academ-
tant criterion for tenure in American universities is partly ic appointments in many disciplines. When one adds up
based on the observation that productive scholars repre- the costs of creating a new laboratory, of paying for equip-
sent the oest long-run prospects as productive teachers. ment set-up costs, and of providing for graduate student
The products and processes of laboratory research also support costs for new appointments, the out-of-pocket
help specify what the appropriate educational laboratory costs can be astronomical. Such faculty are nearly always
experiences should be and the sort of professional tools sold, internally, as "paying their own way" when the
undergrauuate students should be exposed to. always-promised research contracts begin to roll in. Only
It is not the "research-as-model-for-education" or the a fraction really seem to "pay their own way," but to
"faculty-time-budget" tensions that I want to address challenge the assumed, long-run financial viability of
here in examining the research-education relationships. such an appointment is to declare the field the appoint-
Rather, it is the more subtle relationships between re- ment is in to be unimportant. There is a limited supply of
search and education as parts of the same institutional credible academic researchers, and all too often the com-
resource allocation processes in American universities. I petition for those talented few seems only to drive up
would like to examin.2 the research-education interrela- their price, much in the form of capital devoted to re-
tionship from a resource allocation perspective. There are search. This is not to say the equipment and laboratories
some important contextual components of this interrela- required by star faculty are unimportant for science or
tionship that are different for private research univer- engineering or that the sizable investments required are
sities than for, say, large public institutions. unwise in the abstract, merely that the costs of remaining
competitive in many areas of engineering and science
Capitalization of Engineering and Science research are far greater than the already formidable direct
Research: An Inadvertent Enemy of Engineering costs. The opportunity costs may exceed the direct costs.
and Science Education
Side-Effects of Capital-Intensive Research. To remain
The realities of internal university resource allocation are
such as to cause problems for engineering and science competitive in particular areas, universities are faced
with some very unpleasant choices. Somewhat ironic is
research or educationto be exported to other areas of
the fact that capital invested in engineering and science
the university. Often, these problems are amplified along
research facilities leaves less capital available for capital-
the way so that? ''solution" to a pressing engineering and
intensive educational facilities in the same capital bud-
science problem translates into a catastrophe for other
parts of the universitythe liberal arts, for example. gets. A capital commitment to research in engineering
and science leads to a greater demand for similar facilities
Most simply stated, the high costs of doing research in
in the corresponding educational programs of research
engineering and scienceespecially the high capital
universities and less in the way of resources (in the short
coststranslate into more severe resource squeezes for
run) to pay for those facilities. For example, consider the
engineering and science education, and into even more
severe resource difficulties for non-technical parts of a
demand for sophisticated instruments and powerful
university.
computers in electrical engineering undergraduate labo-
University-based engineering and science education is ratories originating from recent research advances and
expensive. This is partly because faculty who teach in modern research facilities in electrical engineering. "Re-
search -as- model- for education" creates a very vicious cir-
these areas are more highly paid than faculty in, say, the
cle of capital needs and expenditures.
humanities, social sciences, fine arts, or in many of the
other professions. Mostly, however, engineering and sci- The difficulties faced by private universities are par-
ticularly acute. Whereas many public universities obtain
ence education is expensive because it is an inherently
regular capital funds from state legislatures, where such
capital-intensive activity. Special equipment, instru-
ments, computers, and dedicated facilities are required things are considered to be an integral part of a state's
annual capital budget, private universities have seen ma-
to a degree that is unheard of in other areas of academia.
jor sources of capital funds entirely disappear. The past
With the possible exception of computing, equipment
and facility costs have been rising at rates faster than decade has seen the federal government eliminate its
traditional university revenue streamsresearch grants, contributions for bricks and mortar expenditures in uni-
versities and the trends to require even greater university
tuition, and donations.
matching funds for federal equipment grants. Founda-
Competition for Faculty. For some time now, the compe- tions have virtually eliminated all programs aimed at
tition for top people in disciplines requiring "wet" labora- providing necessary capitalequipment, instruments,
tories (biology, chemistry, chemical engineering, and or bricks and mortar. Corporations have been reasonably
other forms of medical research), supercomputers, spe- generous in providing equipment and instrumentation
cial electronic or production facilities, and the like has grantswhich, in turn, imply other, unfunded, renova-
resembled the free agency markets in majc- league base- tion and maintenance expensesbut not bricks and
ball more than traditional academic markets. It is not mortar.

43
 Private universities have seen nearly all of their tradi- versity matching funds. Direct grants of equipment al-
tional sources of capital funds in all areasacademic and most never provide for the increased operating costs, for
non-academic, research labs and dormitoriesdisappear maintenance, or for the cost of peripherals and other
in the last 10 years, precisely as the needs for capital items equipment expenses necessary to make effective use of
in engineering and science education and in non-tech- equipment or in >truntents. Almost all such equipment
nical areas have expanded. Compounding an already grants or subsidies, regardless of source, imply substan-
severe problem is the fact that these trends are occurring tial additionai expenditures on the part of the university,
when the capital plants created in many universities dur- which, in turn, translate into financial pressure in other
ing the late 1950s through mid-1960s, in a period where areas.
federal funds and foundation funds for such purposes Nowhere is the pressure on private university capital
were relatively plentiful, are in great need of replacement budgets more severe than on "bricks and mortar" items.
or major renovation. For private universities, the need for monies for buildings
Without access to capital fundspublic or private to h "use new facilities or to renovate existing oneo can
private universities have several choices: (1) compete only be met through diversions from operating budgets
with other universities by diverting considerable or from private individual donors. No help can be ex-
amounts of operating income into capita!, (2) not com- pected from foundations, corporations, or government
pete, letting existing plant and facilities deteriorate and agencies. Consider, for example, the recent experience at
become obsolete, (3) reduce the number of areas in my own university in accepting the grant of a large
which the university attempts to mount serious teaching number of personal computers for educational uses. The
or research activities, or (4) launch fundraising cam- placing of these personal workstations in public clusters
paigns to raise, from private donors, resources not avail- implies a capital outlay of roughly $2,500 per workstation
able elsewhere My own university, for example, has simply to pump more power in and to pull it back out in
been devoting 15-20 percent of its operating incomes'" to those areas occupied by the public clustersto redo elec-
capital expenditures. For the past several years, most of trical wiring to accommodate the increased power load
this has gone into capital facilities and equipment in the and to air condition the area to remove the excess heat
engineering ar,d science areas, nearly all for research caused by increased power usage. The renovation costs
activities. This, I submit, is an extraordinary reinvest- often invested largely in upgrading the mechanical in-
ment strategy and one that places severe strains on other frastructure -4 older buildings, not in creating additional
parts of the university budget. Nowhere is the stress space. uunnely exceed the equipment costs in most
greater than on undergraduate education, in all areas, areas. There is no such thing as free equipment for a
and on undergraduate student life. university." Increasingly, universities must choose be-
It is no longer the case that only education in the tween "slipping a little" in the most capital-intensive
technical areas is capital intensive. At Carnegie-Mellon, areas of education and research and "slipping a great
we are experiencing and are helping to lead a revolution deal" in those less costly, largely non-technical areas for
in higher education through the use of computing tech- which there is no money left when engineering and
nology. Educational applications software tieing de- science opportunities are taken.
veloped at Carnegie-Mellon is at least as prevalent in the Federal policy helps create distortions in university
liberal and fine arts as in engineering and science. If operations. In attempting to address severe needs for
anything, the use of computing technology in normal equipment and instrumentation in engineering and sci-
classroom settings in non-technical areas is greater than ence, generous tax credits are given to donors of such
in engineering and science. Equipment grants are en- equipment. Through budgetary mechanisms discussed
couraged by the federal government through existing tax briefly above, this is often translated ;nto relatively severe
policies; unfortunately, this encouragement is explicitly pressures on other, non-technical areas. Reacting to per-
confined to engineering and science and can have a detri- ceived declines in enrollment, the federal government
mental effect on equipment and capital available in non- and most private foundations have decided not to
technical areas of the university. Although competent provide private itutions with "bricks and mortar"
university administrations can ensure that tax-benefit- grants or subsidie- leaving private universities at a se-
stimulated equipment grants to engineering and science vere competitive disadvantage relative +o corresponding
will have an indirect, positive effect on other areas, those state research universities with access to legislatively
effects are necessarily much less than if the engineering provided capital programs. Federal tax policies and
and science restrictions did not apply. equipment grants are targeted to engineering and sci-
Private research universities have been fortunate in ence fields and almost never provide for full-cost support
receiving substantial outside help in acquiring modern of expensive programs. Universities, unable or unwilling
equipment and instrumentation grants for both teaching to say "no," come up with the unsubsidized portion of
and research. Even these grantsfinancial subsidies, program costs, leaving little or no monies left for non-
direct -4uipment grants, or in-kind contributions rep- technical areas. At least at the margin, universities are
resent : _touble-edged sword to a university. Federal better off, but, in the long run, there is a resulting flow of
dquipment grants increasingly require substantial uni- resources away from non-technical areas of the univer-

44
46
sity to engineering and science i.,rograms that does not nical areas of a university. Although it is beyond the
necessarily reflect university priorities. The opportunity sccpe of this Committee, one would hope that National
costs for bolstering, engineering and science education Science Foundation educational policies and programs
can be severe. aimed at science and engineering would be crafted in the
To summarize, academic science and engineering re- context of a broader, comprehensive educational policy
search is an increasingly expensive business. To remain position for all of higher education.
competitivewhether one views the competition as Federal policy and programs need to address explicitly
other societies or other universitiesacademic institu- the immediate and pressing needs for capital funds for
tions are required to spend large amounts of capital on institutions of higher education. A major contributor to
dedicated research facilities. The federal government the current problem for all aspects of university opera-
does not provide significant sources of monies, except in tions is the high demand for and cost of capital facilities
a few areas, for equipment, and almost no resources for needed for modern engineering and science research.
renovation of facilities or for new construction to house Just as the current situation translates engineering and
research activities. With the exception of state legislative science research needs into a severe financial squeeze for
appropriations for public universities, there are no other engineering and science education and for all other areas
significant sources of capital funds for universities, other of a university, relief through full-cost support of major
than private, individual donors. In-kind grants and siza- portions of engineering and science research capital
ble discounts of equipment are available in certain areas, needs would provide relief to engineering and science
but seldom are full costs considered. The major increases education and to other areas of the university.
in the demands for capital funds for research, coming
largely from engineering and science areas, coupled with References
a diminished supply create severe pressures and corre-
sponding distortions in academic priorities. Ironically, 1 National Research Council Engineering Ediaation and Prai tile in the
universities, in addressing research needs for faculty in United States Washington, D C., National Academy Press, 1985.
engineering and science, inadvertently undercut educa- See especially Chapter 4, "Current Status of Engineering Educa-
tion," where the pnncipal problems cited are current or anticipated
tional programs in engineering and science. The inadver- shortages of graduate students and faculty due to high starting
tent effects on other, capital-intensive areas of schol- salaries of B.S. degree holders.
arship and ech.cation can be catastrophic. The offending
mechanism is a university capital budget with a limited 2 See statement by S. Frederick Starr, President of Oberlin College
before this Committee, "More Output from Less Input. Science
supply of capital. Education at Leading Liberal Arts Colleges," September 26, 1985.

3. Some of the more obvious problems created directly by the high

Policy Recommendations: A Comprehensive cost of research and education in engineering and science involve
pproach for the Federal Government higher tuition payments with a corresponding impact on the
number of students attracted to engineering and science (neces-
Federal policies and programs designed to strengthen sarily less) and the socio-economic backgrounds of those students
engineering and science education in the United States, if (tendency to exclude minorities, for example) I merely note these
they are to be effective and if they are to avoid significant as among the more important direct implications of high costs
negative side effects in other educational areas, must be 4. Established in the 1940s, the Carnegie Plan for professional educa-
comprehensive in approach. tion was based on the notion that engineers, to be effective profes-
Programmatically, federal program:, need to recognize sionals and leaders, needed the breadth or perspective and intellec-
the importance of non-technical disciplines to engineer- tual skills found in the humanities and social sciences The result
ing and science education. was one of the first engineering programs in the nation to .equire
that a quarter of an engineering student's coursework be in the
Programmatically, federal programs need to explicitly liberal arts. The modern version of this philosophy of education, of
address the role of engineering and science education in the symbiotic relationship between liberal and professional educa-
non-engineering and science degree programs. tion, is the core curriculum in the Carnegie-Mellon liberal arts
Federal programs must recognize the full relationship college, requiring a year or more of coursework in one of the
physical sciences, and in mathematics, computer science, and sta-
between academic research and education in engineering tistics It is also the basis for our new, university-wide core curricu-
and science. In particular, policies and programs de- lum, encompassing all students in engineering, science, human-
signed to address laboratory, computing, and instrumen- ities and social sciences, and the fine arts
tation equipment needs in undergraduate education
mast reflect the fact that engineering and science capital 5 The viable long-term solution to the problem of handling the
explosion of things to be covered in an undergraduate engineering
needs for academic research are a major cause of the education,, while providing requisite breadth to an undergraduate
capital deficiencies in education. education, is likely to involve either. (1) moving the standard engi-
Federal programs designed to strengthen undergradu- neering degree program to five years, or (2) changing the concept
ate education in engineering and science, parti:ularly of the terminal professi ,nal engineering degree from better engi-
those addressing capital needs, must either fully fund neering programs from a four-year B.S. to a one-year M S folio.
ing a more liberally based B.S. degree. Because it adds a degree of
those programs or realize that failure to do so is an freedom to the overall educational system, I prefer the "M.S
explicit decision to harm education in other, non-tech- solution."

45
6. In addition, they have an excellent track record in undergraduate 10 "Operating income' includes tuition and fees, indirect research
science education. costs recovered, unrestricted gifts and grants, endowment income,,
and other miscellaneous Income
7 For example, MIT, RPI, Carnegie-Mellon, Princeton
II Clearly, the federal government could decide to play an even more
8. See Starr, op. cit constructive role than it currently does by providing full-cost fund-
ing for research equipment grantsincluding necessary building
9. Due partly to high starting salaries for B S engineers and scientist,' renoation and mechanical infrastructure expeases, operating and
and a paucity of graduate fellowships maintenance costs, etc.

46
`i "di'
 The Future of Undergraduate Science and Engineering
Education
M. Richard Rose
President
Rochester Institute of Technology

It is my pleasure to have this opportunity to speak with Much, however, remains to be done. The initiatives
you today about the critical challenges facing under- that the National Science Foundation has taken in sup-
graduate science and engineering colleges. I vvolild sub- port of in umentation and research at undergraduate
mit that these are challenges for the nation as a whole institutions are to be applauded. The Rochester Institute
because of the central importance of a strong educational of Technology (RIT) was fortunate to receive two instru-
foundation to our national ingenuity and productivity mentation grants last year in chemistry and computer
and our ability to compete effectively in international science, as well as a sizable grant in support of our pro-
markets. With this theme in mind, I would like to present gram of workshops for high school math and science
a perspective on the future of undergraduate science and teachers. These grants will have a direct benefit on the
engineering education that I hope will be helpful to you communities we serve, and we were pleased to have been
in your deliberations. successful in obtaining them.
Webster defines the word challenge as "a summons For the moment, in order to lay the foundation for my
that is often threatening, provocative, stimulating, or in- subsequent remarks and recommendations, I would like
citing!' In the case of the future of science and engineer- to describe briefly the institution that I represent here
ing education in the United States today, I would suggest today.
that all of the above characteristics apply: The Rochester Institute of Technology is a comprehen-
sive, predominantly undergraduate institution which
That the National Science Board, as the policymak- enrolls nearly 15,000 women and men in a wide range of
ing authority of the National Science Foundation, is technical and scientific disciplines. The Institute is com-
sufficiently concerned with the subject to commis- prised of nine colleges, among them the National Tech-
sion a comprehensive report and recommendations nical Institute for the Deaf (NTID), one of four special
is evidence of the fact that the quality of education in institutions funded by the federal government through
these critical disciplines is threatened by internal the Department of Education.
and external forces, and that the economic future of The range of program options within the colleges re-
our nation could hinge in the balance. flects the diversity of the Institute and the impact of
technological advancements on college curricula. NT1D
It is a provocative situation in that it has served to is the only technological institute in the world expressly
evoke comments and proposed solutions from a designed to meet the needs of the hearing impaired. In
wide range of sources, including those in the indus- our College of Science, for example, traditional programs
trial sector as well as government and academia. in biology, mathematics, physics, and chemistry have
been joined by majors in biomedical computing, bio-
It has stimulated almost unilateral recognition that technology, nuclear medicine technology, and ultra-
some concerned, proactive measures must be taken sound technology, some of which have been initiated
to address the roots of the problem and to look for within the last two to three years. Similarly, our College
new and innovative approaches for effectively dis- of Engineering last spring graduated its first majors in
tributing limited resources. microelectronic engineering, a program begun in 1982 to
meet a specific industrial demand due to the lack of any
And, finally, it has incited action not only through undergraduate programs in this emerging field
forums such as these, but, also, through the imple- Our Collec-e of Graphic Arts and Photography, which
mentation of new programs that have begun to ad- has a long-s, nding international reputation for its exper-
dress the critical needs of undergraduate science and tise in printing and photography, is also at the forefront
engineering education for faculty, facilities, and in- of scientific development. Its education and research pro-
strumentation, both in the private and the govern- grams include imaging and photographic si fence, a
ment sectors. rapidly developing technology with inexhaustible poten-

47
tial for application in fields ranging from artificial intel- of undergraduate science and engineering education, is
ligence to robotics. helping to confirm the central importance of under-
The College of Applied Science and Technology at RIT graduate education to the quantity and caliber of our
is the location for programs in computer science, engi- nation's future cadre of scientists and engineers. That in
neering technology, and packaging science, among oth- itself is a significant step toward solutions that can best
ers. As with science and engineering, these programs position our educational infrastructure to meet the chal-
represent an integral part of the technological educa- lenges ahead. As Ray Stata, Chairman of Analog Devices,
tional infrastructure in our nation and, with respect to stated in a 1982 address to the Semiconductor Industry
federal policy, merit consideration. Association:
Integral to RIT's fundamental mission to prepare stu-
dents for successful careers is the cooperative work expe- "...the size and quality of the [electrical engineering]
rience. Co-op is an opportunity for our students to gain workforce will have the greatest impact on the
hands-on experience in their chosen fields and to put into growth and development of the electronics industry
practice what they have learned in the classroom. Since in the 1980s and 1990s. Computer science is also
co-op "blocks" are typically alternated with quarters "on becoming increasingly important...."
campus," the resulting synergism benefits the students,
faculty, and other classmates alike by helping to bring Data on the makeup of the engineering workforce fur-
new theories and ideas into classroom discussion. ther ai:rm the importance of high-quality undergradua:e
Although I have described RIT in more detail than is instruction. A recent report by the National Research
perhaps necessary in this forum, I have done so to illus- Council noted that approximately half of the bachelor of
trate the foundation for an educational philosophy that science degrees in engineering are granted by predomi-
has begun to emerge at our institution and that reflects nantly undergraduate institutionsin other words, the
the continuing evolution of the Institute. RIT's growth government and industrial sectors are all dependent
and development have historically paralleled the chang- upon those institutions for half of their engineering
ing nature and needs of industry. In looking to the future, employment.
we see a divergence from the traditional focus on single As I am sure you will hear as a consistent message
disciplinary specialties to an emphasis on individuals throughout these hearings, the most immediate con-
with a broad range of scientific and technical skills. In cerns for undergraduate science and engineering relate
short, the complex needs of our nation will be addressed to the urgent needs for faculty and for facilities and
in the future by an interdisciplinary approach to prob- instrumentation. Two other major issues are the need to
lem-solving and scientific investigation. find effective means of encouraging more women and
As a case in point, our microelectronic engineering minorities to pursue science and engineering careers,
program, the only undergraduate program of its kind in and the continuing educational needs of the science and
the nation, was made possible through the integration of engineering workplace. I will concentrate my remarks on
faculty expertise in physics, chemistry, photographic sci- these four issues and offer some suggestions as to how
ence, and electrical engineering. Similarly, the means to we might develop a national strategy to deal with them
address the future development of our manufacturing
systems will require collective wisdom that cuts across Faculty
several disciplines. Hence, I would urge the National
Science Board and the National Faience Foundation, first A recent survey of engineering deans found a total of
and foremost, to encourage innovation and creativity in 1,567 unfilled faculty positions. The "vacancy rate" in
undergraduate science and engineering education with engineering today, calculated as a percentage of budget-
an emphasis on interdisciplinary curricula, which will ed faculty positions, is 8.5 percent, which is two to three
meet the diverse needs of our nation and enable us to be times the expected national norm.
best prepared to meet new challenges. At RIT, although we have, as a matter of necessity,
Such an approach parallels the need for innovation and made a concerted effort to keep our salaries competitive,
creativity in supporting the task ahead of us, a task that we have experienced similar difficulty in recruiting fac-
will require cooperationa partnership if you will ulty in our College of Engineering. Nationwide, it has
among government, industry, and academia. The needs been estimated that to restore faculty/student ratios to
are enormous and, by traditional means, may be, indeed, their peak levels (last realized in 1975-76) would require
insurmountable. Fortunately, there are, I believe, viable some 6,700 new faculty members.
possibilities achievable within the context of such a Undergraduate institutions are hit hardest by this crit-
partnership. ical shortage of engineering faculty, not only because of
Moreover, this partnership, in order to succeed, must salary expectations, but because the teaching require-
focus on a common goaltl-e economic future of our ments of these positions currently leave relatively little
nation. time for the kinds of research and professional develop-
As I mentionLd earlier, the National Science Board, ment opportunities that are so vital in enabling faculty
through these hearings and its intent to study the needs members to keep abreast of new technological and scien-

48
5u
 tific developments. There is no question as to the dedica- institutions or to individuals with industrial experience.
tion of faculty to science and to their students at these This relatively arbitrary restriction should be liftod.
predominantly undergraduate institutions. However, The Undergraduate Research Participation program
the allure of significantly better salaries and greater op- should be reinstituted. This program could provide op-
portunities for research, postdoctoral study, and other portunities for faculty and students to participate in pro-
professional development opportunities is all too often a ductive research and also serve to whet the appetite of
temptation that cannot long be resisted by some. As the undergraduate students for careers in academi: research
gap continues to grow, retention of faculty in these disci- and teaching.
plines will become increasingly difficult for undergradu- Collaborative research opportunities in federal re-
ate institutions. search laboratories and major academic research centers
Obviously, there are no pat answers or simple solu- for undergraduate faculty would begin to develop the
tions to this dilemma. Colleges and universities, par- partnerships suggested earlier. The National Science
ticularly in the independent sector, will not be able to Foundation should take the initiative in funding support
offer salaries to scientists and engineers that would match of professional development leaves for undergraduate
those available to them in industry. What is needed, science and engineering faculty, particularly for summer
then, are creative approaches that recognize the mutual periods. The former Science Faculty Professional De-
interests at stake and that provide for a realistic and velopment program administered by the Foundation was
reasonable level of support as an investment in our na- very helpful in this regard. Such leaves might support a
tion's economic future. faculty member's individual professional pursuits or
That we must increase the pool of capable faculty is an provide opportunities for collaborative research projects.
inescapable conclusion. To do so, we must make faculty Finally, given the realities of salary competition and
careers more attractive to recent graduates and current other factors, wt_ will not begin to address the faculty
students alike. shortage issue adequately without developing creative
A related issue is the relatively high percentage (42 means to tap the potential pool of adjunct faculty in
percent in 1983) of foreign nationals who ale pursuing industrial settings. Incentives to encourage formalization
graduate study in the United States on temporary visas. of exchange programs, tax relief opportunities for busi-
Many of these foreign nationals have assumed faculty nesses who "lend" their talent to educational institutions,
positions in colleges and universities and have made an and funding to develop and implement new technology
invaluable contribution; without them, our engineering for delivery of educational programs offer a wide range of
faculty shortage would be even more severe. However, options with potential for significant mutual benefit.
for the long term, we need io address the issue of increas-
ing the numbers of native-born Americans in advanced
Facilities and Instrumentation
studies, since the temporary visas of many current and
potential faculty will eventually expire. We as a nation Equally critical to the foundation of a quality education is
must be prepared for these circumstances, and, as the the ability for students and faculty to have access to state-
National Research Council recommends in its report, of-the-art instrumentation and laboratory facilities. An
Engineering Education and Practice in th^ United States, em- important note is that the need for basic laboratory equip-
phasis should be placed on increasing the proportion of ment is equally as critical as that for specialized instru-
U.S. residents i our doctoral programs. ments. Donations of specialized, highly sophisticated
To address the need, funds should be made available instruments by business and industry have been es-
forgraduate fellowships and stipends so that recent grad- pecially helpful to RIT, for example, ,n enabling us to
uates will have an incentive to continue their studies. To equip the laboratories in our new microelectronic engi-
assure that these funds will indeed be targeted to the neering program. Since 1982, we have received equip-
problem at hand, the fellowships might be contingent ment valued at over $2.7 million for this program alone.
upon a commitment to teach for a certain period of time; However, in this and other high-technology programs,
failure to live up to the commitment might require a we have an ongoing need for basic laboratory equipment
repayment of the fellowship amount. that is becoming increasingly difficult to come by through
To help provide a more attractive climate to potential industrial donations. The conventional wisdom in the
faculty in an undergraduate setting, several oppor- educational and scientific community calculates a useful
tunities should be considered seriously. The NSF Re- lifespan of laboratory equipment of approximately 10
search at Undergraduate Institutions program is a wel- years. However, a 1982 survey of the National Society of
come opportunity for faculty members to compete for Professional Engineers found the average ago of lab
scarce research dollars. As further recognition of the equipment in engineering schools to be 20 to 30 years. It
significance of research being accomplished in under- is generally acknowledged that the median age of instru-
graduate settings, the Presider, :jai Young Investigators mentation in colleges and universities is twice that of
program should also be accessible to faculty at these industry.
institutions. Currently, nominations for these pres- The implications of these phenomena are abundantly
tigious awards are limited to faculty at Ph.D.-granting clear. State-of-the-art instrumentation, particularly in the

49
sciences and engineering, is uirectly related to tht. ty tions. As technology becomes even more pervasive
of the educational experience that can be provideu and, throughout our society and the workplace, the chasm
subsequently, to the productivity of our graduates imme- between their limited options and their future career
diately upon graduation if they must require additional opportunities will continue to grow.
on-the-job training with unfamiliar equipment. The sequential requirements of these disciplines, par-
At RIT, we are particularly proud of the fact that em- ticularly in such fields as mathematics, underscore the
ployers who have hired our graduates consistently report need to ensure that the path to a scientific career is not
that the graduates are not only well educated, but also are broken prematurely. Steps must be taken not only to
able to immediately fit into their work settings with a encourage women and minority students to continue to
high degree of initiative and seriousness of purpose. We
study these subjects, but also to provide secondary
believe that our students graduate with a high degree of
school teachers with appropriate materials and informa-
confidence in their abilities, engendered by their class-
room and laboratory work on campus as well as their tion about potential careers which they can share with
cooperative work experiences. Because of their cooper- students who may become discouraged or who have
ative work, our students are also unusually knowledge- questions about applying what they learn. Enrichment
able about th, state-of-the-art instrumentation in their programs, in-service activities for high school teachers,
chosen fields. Hence, we need to be particularly con- and student mentoring are among the mechanisms that
cerned about the quality of our own facilities if our stu- must he brought to bear on this fundamental problem.
dents are to continue to appreciate the value of their RIT
education. Moreover, the level of instrumentation in the Continuing Education
academic setting is a significant factor in attracting and
maintaining faculty who would have access to such Technology by definition is a dynamic, ever-changing
equipment in the major research centers or in an indus- phenomenon. The rapid growth in recent years of "in-
trial setting. house" education programs at many large corporations
In terms of federal policy, the College Science Instru- attests to the ongoing need of professional employees,
mentation Program is a wise investment and should be including scientists and engineers, to keep abreast of
continued and expanded. new knowledge and its applications. Technology itself
Cost-conscious businesses and industry want to en- has opened new vistas for the delivery of continuing
sure that their corporate contributions have a high degree education, as remote locations have the increasing poten-
of leverage power. To help stimulate donations of equip- tial to be brought "closer" to the campus via telecom-
ment to college campuses, the National Science Founda- munications. It is not a question of whether continuing
tion should advocate tax relief opportunities and other education is necessaryrather, the issues are cost and
efforts to stimulate matching grants. accessibility, and how these services can be delivered
Finally, the Foundation might consider a challenge most cost effectively.
grant program, similar to those in other agencies of the The changing nature of our economy also points to the
federal government, aimed at comprehensive support for need for lifelong learning and accessible educational op-
academic facilities, equipment, and program develop- portunities. The Rochester region is a case in point.
ment. The program might indeed focus on interdiscipli- Rochester industry has historically had a very strong
nary initiatives that can demonstrate a significant correla- manufacturing base, with a particular emphasis on high-
tion with national economic priorities and industrial technology products and processes, such as pho-
support. tographic materials and optics. As our industrial leaders
look to the future, they project a changing workforce in
Enrollment of Women and Minorities our community which will be based on skilled technical
personnel and technicians. Some have gone so far as to
Women and minorities are still significantly underrepre- predict that there will be no uns'alled labor in the man-
sented in science and engineering programs and the ufacturing workforce within 10 years.
professional ranks as well. Appreciation of this startling phenomenon under-
Ultimately, if we are to raise these numbers suc- scores the dynamic state of technology throughout sci-
cessfully and to increase the representation of women ence and engineering, a phenomenon that we must be
and ini:iorities systematically at all the steps along the prepared to address quickly and effectively, for failure to
science and engineering continuum, we must address do so will directly and negatively affect our international
the need for effective intervention at the junior and sen- competitive position. Key to the solution of this need are
ior high school levels. It is at those levels where many the development of new teaching materials responsive to
students, consciously or otherwise, begin to make the the needs of this contingent of highly sophisticated learn-
decisions that will ultimately affect their career paths. ers and the use of innovative delivery systems. Industries
Junior and senior high school students who fail to pursue and academic institutions will need to develop effective
anything beyond the minimum requirements in mathe- linkages to address the issues of when, where, and how
matics and science are automatically restricting their op- continuing education programs can be delivered.

50
 To help disseminate information about the most suc- develop our programs to meet the needs of industry
cessful of such models, the National Science Foundation within the resources available to us and, we hope, with
might consider a program of achievement awards, which the support of those industries. We look to the National
would give national recognition to particularly successful Science Board to continue to exercise leadership in rec-
linkages and provide support for dissemination of ommending federal policy for engineering and science
knowledge to assist other interested organizations. education and welcome any opportunity to contribute to
The challenge is before us, as are the opportunities for your deliberations.
innovation and creativity. We at RIT will continue to

51
 Dow's Need for Technically Trained People in the 1990s
David P. Sheetz
Vice President and Director of Research and Development
Dow Chemical Company

I will leave discussions on the qualify of science and dentally, require a considerably higher level of technical
engineering undergraduate education to others. In short, support per dollar of sales than do commodity chemicals.
I am satisfied that the quality of students graduating from
American colleges and universities today is pretty good. Table 1. Dow Chemical Company: Projected Sales Growth in Ten
In other words, we are not suffering from a serious break- Years.
down in the actual education of our students, as far as I
can tell. Specialty Areas °/0 G rowth
Instead, the message I have come to deliver today is
straightforward, and it concerns quantityspecifically, Industrial raw materials + 50
the declining number of American science and engineer- Specialty products +87
Human health + 200
ing undergraduates and the corresponding reductions in
Agricultural chemicals + 150
PhD. candidates. Consumer products + 200
This is of particular concern to the Dow Chemical Total + 90
Company because, while the supply curve seems to be
falling, our demand for technical people, particularly in
the chemical and related sciences, is on the rise, and it About half of our total sales will come from the United
will continue to increase into the 1990s. Perhaps more States, where our 1992 goal is to have specialties account
important, Dow is not alone in this trend. In general, the for 60 percent of our sales and better than 60 percent of
demand for engineers and scientists is increasing to the our profits. Today, both figures hover a little above the 40
point where a significant shortage in this country is in- percent mark.
deed a es Ability. To achieve those goals, we will be placing more tech-
Why is demand for technical skills increasing in the nically trained people in some of these specialty areas
United States? In what areas is that demand the greatest? coatings and resins, human health products, agricultural
What effect will dwindling high school enrollments ha\ e chemical: and specialty pla- tics, while our employee
on the future number of undergraduate and Ph.D.-level needs will fall slightly in the commodity segments of our
chemical engineers, chemists, and other technical profes- businessink. rganic and organic chemicals and hydro-
sionals? In turn, how will that affect U.S. industry? carbons (Table 2).
To answer these questions, I will rely on information
related specifically to Dow Chemical employees in the Table 2 Preslected Growth of Technical Manpc ver by Selected Prod-
uct Segments in Dow U.S.A.
United States. But my experience tells me that much of
what I say may be applied in a similar manner to other
companies and other industries as well. Product Segment %Growth
At Dow, our demand for technical skills is increasing
because the nature of our business has changed. Interna- Inorganic chemicals 10
tional competition has tightened, and the commodity Organic chemicals 10
Hydrocarbons 20
chemicals business is no longer the profit-generator that Coatings and resins + 60
it was in the 1960s and early 1970s. Specialty plastics + 40
Today, in order to survive and prosper in the future, we Agricultural chemicals + 35
continue to shift a large share of our resources toward. Human health + 50
growth and diversification effort that includes basic re-
search, development, and marketing of specialties, e g., That is how we are going to deploy our additional
new specialty chemicals, pharmaceuticals, agricultural technical employees, but more important to this Com-
chemicals, and consumer products (Table 1). Over the mittee is from what academic areas we plan to pull these
next few years, the largest portions of our global sales people. Where specifically is our demand going to
growth will come from these specialty areas, which, inci- increase?

53
3 41
 Before I can explain how our employee mix is going to Table o gives you some idea of the variety of disciplines
change, it is necessary to understand where we are from which we seek employees and the magnitude of
today. each. Chemical engineers are obviously the largest single
Table 3 shows actual 1984 figures representing the segment, and although the list is shortened here, we
number of technical Dow employees working in the Unit- cei tainly employ a variety of different chennatry spe-
ed States. There are about 7,000 employees with technical cialists. This listing does not include every discipline, but
degrees of all sorts. This in,-hides employees working in it does touch on our two primary areas of concern
research, manufacturing, sales, and administration. engineering and chemistry.
Two-thirds of the total have l ichelor's degrees. and near-
ly 900 have doctorates.
Table 6. Dow in the U.S.A.: Full-Time Exempt Degree Levels of Spe-
Tab' J. Dow In the U.S.A.: Degree Level of Full-Time Exempt cific Technical Disciplines (All Functions).
Technical.

Diocipl,ne Group BS,'MS Doctorate Total

Degree Levels Technical

Chemical engineer 2,135 89 2,224

Under 4 years 294 Mechanical engineer 609 5 614
Bachelor's 4.638 Electrical engineer 270 5 275
Master's 1,077
Civil engineer 149 0 149
Doctorate 885
Other engineers 312 17 329
Total 6,894
Totals 3,475 116 3,591

General chemist 1,318 150 1,468

Be`. than half of the overall total are engir cers, and Organic chemist 6. 225 286
together, engineering, chemistry, and life science gradu- Physical chemist 22 95 117
ates make up nearly all of our technical population (Table Analytical chemist 32 57 89
4). We also employ a number of physical science and Inorganic chemist 30 43 73
math/computer graduates. Polymer chemist 18 29 47
Other chemists 20 15 35
Table 4. Dow In the U.S.A.: Exempt Count ty Technical Discipline
Total 1.501 614 2,115
Group.

Discipline Group Exempt Count From this actual 1984 data, you get a feel for our current
use and need for technical people. It is a benchmark for
Engineering 3,778 55 talking about our future needs in these same disciplines.
Chemistry 2,157 31 If we were merely to maintain these levels, natural attri-
Physical sciences 129 2
tion would require us to seek a significant number of new
Math/computers 137 2
Life sciences 693 10
employees each year. In fact, since 1980, technical recruit-
ing has averaged about 400 new employees annually in
Tctal 6.894 100
the United States, and our overall number of technical
people has stayed about constant over that period. That is
The degree levels within each of these categories are going to change.
about what you would expect (Table 5). Most of our lb estimate our needs for the future, we surveyed a
engineers have B.S. degrees, while a significantly higher representatn e number of middle managers from every
percentage of chemists and life scientists hold doctoral major function. The survey was conducted at the end of
degrees. last year,, when the managers ere asked to list their 1984
Table 5. Dow In the U.S.A.: Full-Time Exempt Degree Levels of Tech-
employee. figures and their estimated needs for 1992.
nical Discipline Groups (All Functions). V": have also calculated our future employee needs by
taking our economic forecasts and calculating increased
Technical Degree Level R&D needs as a percent of sales. This macro approach is
Technical in general agreement with the data to be presented here
Discipline To 3
Groups Yr Pach. Mast. Doct. Total 0/0 and, there foie,, enhances our confidence in their validity.
Table 7 shows the results of our survey. In total, our
Engineering 116 3.778
need for technical employees will increase 40 percent
187 2,987 488 54 8
Chemistry 42 1,073 428 614 2,157 31 3 stretched over the next few years. The numbers in the top
Physical sciences 12 80 24 13 129 19 half of the table are' the results of the sample survey and
Math/computers 17 101 16 3 137 20 the corresponding pet centages, At the bottom, the per-
Life sciences 36 397 21 139 693 10 0 centage increases are applied to the actual 1984 employee
Total 294 4,638 1.077 885 6 P94 100 0 totals to project the survey's implications for Dow in the
United States.

54
 Thole 7. 1992 Technical Disciplines: Dow in the U.S.A.
organic, physical, and general chemists. Again, the
small, but growing importance of ceramics technology to
Survey Results/1,00P' in 1984
Dow Chemical is apparent.
Degree levels 1984 1992 Table 9. Survey Results/1,000 Engineers in 1984 Engineering Dis-
ciplines (BS/MS/PhD).
BS/MS 785 1,093 +39
PhD 215 312 .445 Discipline Group 1984 1992 0/0

Total 1,000 1,405 +41

Chemical 687 897 +31
Mechanical 154 261 +70
Survey Implications: Dow in the U.S.A. Electrical 72 97 + 35
Agricultural 3 2 33
Ceramic 2 5 + 150
Degree Levels 1984 1992 .1 Total All others 82 96 + 17
Total 1,000
BS/MS 5,715 7,959
1,358 +36
+ 2,244
PhD 885 .,283 +398
Total 6,600 9,242 + 2,642 Table 10. Survey Results/1,000 Chemists in 1984Chemistry Disci-
plines (BS/MS/PhD).
The increases are, in my opinion, la:ge enough to he
labeled significant across the board. Of particular impor- Discipline Group 1984 1992 %
tance is the substantial expected increase in Ph.D.'s. I will
address that need specifically in a few minutes; but first, General chemistry 520 687 + 32
Organic 229 280
Tables 8 through 12 show how the survey results apply to +22
Inorganic 50 60
our five major academic groups. + 20
Material science 14 59 + 321
'Note two things. First, these are results of a representa- Physical chemistry 74 99 + 34
tive survey, and, as soch, the percentages are the most Ceramics 3 15 +400
important figures. Second, in these tables, no distinction Polymer 32 114 + 256
Analytical 60 QA +57
is made between graduate and undergraduate degrees. Pharmaceutical 2 +200
Table 8 shows that in our three main areasengineer- Agricultural 1 1 0
ing, chemistry, and life sciencesthe percentage in- Electrochemical 7 10 + 43
creases are all around that 40 percent figure. All others 8 2 75
Total 1,000 1,427 +43
Table 8. Survey Results /1 ,000 In 1984Technical Discipline Groups
(BS/MS/PhD).
In the life sciences (Table 11), Dow's projected needs
Discipline Group 1984 1992 % will grow about 50 percent with significant percentage
increases in biology, medical science, agricultural sci-
Engineering 463 629 ' 36
ence', zoology, and botany.
Chemistry 367 523 '43
Physical sciences 25 29 i 16 Table 11. Survey Results /1,000 Life Science Disciplines (BS/MS/
Matn/computers 18 36 +100 PhD).
Life sciences 127 188 48
Total 1,000 1,405 41 Significant
Discipline Group 1984 1992 Changes
Specifically, by 1902, our need for engineers will be up
Biology 371
about 35 percent (Table 9). In real numbers, the hugest Medical science
557 + 50%
228 380 + 67%
increases will be for chemical engineers and mechanical Agricultural science 96 122 + 27%
engineers, whose percentages translate across the Unit- Ent,:mology 55 66 +20%
ed States to an increase of a few hundred employees in Zoology 49 64 31%
each area. Ceramics will still be a relatively small field in Botany 43 55 4- 28%
Other life science 158 240
1992, but its growing importance is reflected in a doub- +- 52%
ling of manpower. Total 1,000 1,484 48%
We expect a sizable increased need for people from
several particular chemistry disciplines (Table 10), most Finally, in other science disciplines (re.ble 12), we will
notably, polymer chemists and material scientists, where continue to increase our use of computer technology as
our increases are 250 and 320 percent, respectively. There indicated by the large iticn'ase' in demand for computer
will be modest increases in our need for organic, in- science graduates.

55
Table 12. Survey Results/1,000 In 1984Other Science Disciplines We are worried about filling these and all of our tech-
(BS/MS/PhD).
nical employee needs for two reasons. First, over the next
1984 1992 A%
10 years, nationwide demand for people from technical
Discipline Group
areas is going to rise, according to the Bureau of Labor
Physics 264 327 + 24 Statistics. Table 15 shows a sampling of that demand.
Math 164 182 +11
264 641 + 143
Like Dow Chemical, others will be looking for additional
Computers
Othsr sciences 308 334 +8 chemists, chemical and mechanical engineers, and com-
Total 1,000 1,484 + 48 puter scientists, amoag other disciplines.

As mentioned previously, I am most concerned about Table 15. Job Outlook: Total U.S. Demand 1982-1995.
meeting our increased demand for scientists with docto-
rate degrees. Obviously, these are our most advanced + 43%
Chemical engineers
scientists, and with an increasing emphasis on specialty Electrical engineers + 65%
products, their specialized expertise is more critical than Mechanical ongineers + 52%
ever. By 1992, we will need about 200 additional chemists Computer engineers + 85%
with Ph.D.'s, 130 more people with doctorate degrees in Petroleum engineers + 22%
Chemists + 22%
the life sciences, and 50 additional Ph.D.-level engineers
(Table 13).
Table 13. Technical Discipline Doctorates. The second reason that we are concerned is that at the
same time demand is going up, supply apparently will be
1984 1992 A% coming down (Figure 1). The estimated number of high
Discipline Group
school graduates will drop in the coming years and will
Engineering 84 135 + 61
+ 35
remain low well into the next decade. This decline will
Chemistry 587 795
Physical sciences 7 13 +86 have a sizable corresponding impact on the future supply
Math/computers 2 6 + 200 of science and engineering undergraduates and Ph.D.
Lite sciences 205 334 + 63 candidates.
Total 885 1,283 +45

As we get more specific (Table 14), you can see exactly

PEAK YEAR WAS 1977at 3.2 M
where our biggest needs are, in orderpolymer chem- 2.8
1983 = 86% OF PEAK
ists, chemical engineers, biochemists, etc. By 1992, we 1992 = 71% OF PEAK
will require somewhere between 350 and 400 more 2.7
Ph.D.-level scientists than we employ today. That is a 45
percent increase over a seven-year period. 2.6

Table 14. Specific Technical Doctorates.

2.5
Discipline Group 1984 1992 Additions
2.4
Polymer chemistry 32 01 +59
Chemical engineering 73 112 + 39
23
Biochemistry 38 72 +34
Organic chemistry 287 315 + 28
Analytical chemistry
Material science chemistry
56
20
84
48
+ 28
+28
2.2
I I

84
I I

86
I I

88
I I

90
I I

92
I I

94
I III
96 98
Physical chemistry 99 126 + 27
Pharmacology 28 44 + 16
Inorganic chemistry 62 77 + 15 Figure 1. Projected Number of High School Graduates: 1983-1998
Ceramics 3 17 + 14 (Millions).
Medicine 17 26 +9
Mechanical engineering 1 10 +9
Medicinal chemistry 11 19 +8
Veterinary medicine 13 20 +7
Based on current high school enrollment figures and
Electrochemistry 9 16 +7
Physics 7 13 +6 the traditional percentage of those who pursue technical
Entomology 14 20 +6 degrees in college (Table 16), it is estimated that the
Pharmacy 10 16 +6 decline in science and engineering bachelor's and doc-
Plant physiology 12 17 5
+4
toral degrees will continue through the end of the 1980s.
Microbiology 16 20
Agronomy 6 9 +3 This is of particular concern when you consider that an
All others 71 111 + 40 increasingly large percentage of the graduates are foreign
Total 885 1,283 +398 nationals, many of whom will return to their country of
origin.

56
 Table 16. 1980 Projection of Science and Engineering Degrees*
(Thousands).
with Ph.D.'s. At the precollege level, we can do several
things to help raise these percentages. For example, we
can help sponsor local, state, or national science fairs,
Bachelor's Doctoral
coordinate activitiee, z--:-,..trd and support the National
Science Foundation's National Science Week,, produce
1981 191.3 10.8 films that are written specifically to interest kids in sci-
1982 24)2.5 10.6
1983
ence, or encourage our scientists to go to schools and talk
203.8 103
1984 202.0 10 1
in general about what they do.
1985 198 8 98
1986 196.3 96 Table 17. Potential Scientists and Engineers in Quantitative Fields.*
1987 192.5 9.4
1988 191.1 9.3
1989 191.1 Boys Girls
9.0
Total SiE Pool Total SIE Pool
'Physical sciences. engineenng, math sciences. and hie sciences Social sciences are excluded
Seventh grade 2,000 1,000 2,000 1,000
I feel as if to this point I have inundated you with High school graduates 1,400 283 1,560 217
numbers. Please realize that the figures are merely rein- 3ollege freshmen 900 143 830 45
Bachelor's 480
forcement. As a scientist, I need facts and figures to Masters
44 440 19
140 14 150 4
support my conclusions. But all of those numbers can be PhD's 20 5 10 1
boiled down to a simple message: I am concerned that the
number of students graduating with bachelor's and doc- 'Physical sciences, math sciences, computer scixinP.= biotogical sciences. economics, and
engineering
torate degrees in science and engineering from American
colleges and universities will not meet the growing future At the college level, we should continue and expand
needs of Dow Chemical, and American industry in our support of science and engineering undergraduate
general.
programs. We should, for example, work closely with
As 1 have discussed, Dow has established specific sales university faculty so they are aware of our needs, encour-
and profit goals necessary to remain a viable company age quaMed students to pursue graduate studies and
competitive within the chemical industry. Simul- offer them incentives to do so, and promote co-op educa-
taneously, we have estimated from what disciplines we tion and internship programs that give students and
need employees and how many from each are necessary companies a better understanding of each other.
to achieve those business goals. Our projections indicate I would encourage the National Science Foundation to
that by 1992 we will need to have increased our number of
get involved specifically in support of undergraduate
technical employees by 40 percent, a net compounded science and engineering education. As I said at the beg;n-
annual growth rate over attrition of bout 5 percent per fling, in many ways graduates of American universities
year. Should we fall significantly short of meeting these set the quality standard for the rest of the world, but that
needs, our ability to achieve the sales and profit objec- quality could be threatened without proper federal
tives that we have set will be jeopardized. support.
There are several things Dow Chemical and the Na- Modern science requires sophisticated and in-
tional Science Foundation can do today to ensure that our creasingly expensive equipment and scientists versed in
technical personnel needs are met in the future. current technology. As advances are made, it is imper-
Our efforts should begin at the grassrootsin elemen- ative that both undergraduate and graduate education
tary and junior and senior high schoolspromoting in- keep up with the improved technology. This will not be
terest in science and engineering, because it is here that possible without proper guidance and funding at the
we can have some impact. We cannot really expect to federal level.
change high school enrollments, but we can change the I think the challenge is clear. We must all work to
traditional percentage of graduates who pursue technical maintain the quality of American science and engineer-
degrees in college. As Table 17 indicates, there is certainly ing education while at the same time increasing the quan-
room for improvement. For every 2,000 seventh grade tity. If we fail in this purpose, the implications for the
boys and 2,000 seventh grade girls, there will emerge 63 future competitiveness of our society are ominous
scientists and engineers with bachelor's degrees and 6 indeed.

57
 Undergraduate Science and Engineering Education
John S. Toil
President
University of Maryland

It is a special pleasure to be invited to present my be raised above current levels to include understanding
thoughts on the role of the National Science Foundation of basic elements of the calculus and of foundations of
in undergraduate science and engineering education. I computer logic and programming, since these will be
am especially impressed by the distinguished character increasingly important skills. All degree recipients
of this Committee, most of whose members I have should be expected to meet minimal levels as fixed by
known in one way or another for many years. I am these standard requirements, but many students should
colaident that your report can have a major effect in be encouraged to -o further in science, and institutions
stimulating improvement of national programs for sci- should give much more emphasis to the creation of good
ence and engineering education. elective courses in the sciences.
It is reasonable to separate the consideration of under- In this connection it might be useful to note the phe-
graduate science and engineering education into two nomenon of computer games. Many of our students
parts: First, programs for students whose undergraduate spend hours playing computer games, presumably
'major will be in some fie' of science or engineering as hooked on the sheer intellectual fun of interacting with
preparation for a probable career in one of these fields; the machine. The field of computer-assisted learning
second, courses of general education that should be rec- exploits this fact. Through direct interaction with the
ommended or required for all undergraduate students to student, the computer can give problem-solving hints,
give them a basic understanding of science and adjust assignments to individual student needs, and
engineering. help to assure mastery of each successive level in a se-
I expect that most of your attention will focus on the quence. Can we capture our students' enthusiasm for
first category. It is important, however, that the National computer games in behalf of learning? We need much
Science Foundation should also be concerned with the more effort by our faculties nationally to use computer-
understanding of science and engineering by all college assisted learning imaginatively in teaching college-level
students. This is particularly important in the United mathematics, science, and engineering principles and
States, since we devote much less time and attention to problem-solving techniques. This use of computers in
science and engineering education in our secondary teaching problem-solving does not imply that computers
schools than do many other nations. Indeed, if the term can solve all of our teaching problems, and it is given only
"liberal arts" is to be anything more than a quaint anach- as one example of the general goal: courses that excite the
roni3m in our time, its meaning must encompass a de- general student and are adjusted to each student's pace
cent level of literacy in the mathematical foundations of and needs. Such approaches may also prove effective in
science and technology, plus direct experience in the making efficient use of limited laboratory space and
actual processes of at least one science. I fear that we may equipment in our institutions. Faced with the escalating
be further away from this goal in our undergraduate cost and complexity of laboratory facilities, many institu-
institutions today than we were a decade ago, with fewer tims have greatly reduced or eliminated the laboratory
non-science m'jors electing science courses than component of science courses.
heretofore. Laboratory teaching is expensive, but it is essential if
The oest remedy, I believe, is for universities and col- we are to teach science, and not merely teach about
leges to require of all students a basic level of mathe- science. The National Science Foundation can, and I oe-
matical understanding and skill and at least one sound lieve must, help with grants to assist institutions with
science course. Exciting electives well beyond the basic equipment and laboratory construction in efficient
level would then be more feasible, and would attract arrangements.
more students and thus further increase appreciation of The substantial increase I contemplate in national
science and mathematics among general students. Col- efforts to ensure basic mathematical and scientific literacy
leges and universities must set standards of basic mathe- for all our college graduate, would also help to make a
matical competence thJ.I place particular stress on prob- start on the issue that I expect will be the imary focus of
lem-solving. For many institutions, this standard should this Committee's work, namely, the critical matter of

59
attracting more able students to careers in science and So, as my major overall recommendation, I urge that
engineering, and then providing them with the best aca- continuity be the hallmark of all NSF programs in the
demic preparation our educational institutions can teaching of science and engineering. The assurance of
devise. continuity is essential to attract the best people to the task
For these fledgling scientists and engineers, our efforts and to avoid the great loss in effectiveness of groups that
should focus on: are set up only to be knocked down. Although NSF
1. Curriculum development, to assure that the content funding for teaching will probably never exceed 25 per-
and methods of teaching mathematics and science cent of the amount the Foundation invests in research,
keep pace with current developments in scientific teaching must have the same long-term continuity of
practice and interests. effort and support that is provided to research.
Organizations like the former Commission on College
2. Facilities renewal, to assure that laboratory facilities Physics should be set up, along with parallel groups in
and equipment for teaching stay abreast of research in other fields of science, in forms adapted to the needs of
the natural sciences and engineering. the current era. The experience of the earlier efforts sug-
3. Articulat. on between undergraduate and graduate gests that this may best be done through close collabora-
programs, to assure that our undergraduate science tionl iith national groups, such as the American Associa-
majors are in fact consistently and effectively pre- tion of Physics Teachers, to involve the whole teaching
pared to pursue challenging work at the graduate profession and to provide for e`fective interplay between
level. This could help, for example, to encourage well- the colleges and the schools in improving teaching. Only
planned undergraduate research opportunities. by mounting anew these efforts, by giving urgent atten-
tion to the problem of modern facilities and equipment
All three of these concerns offer opportunities for the for teaching, and by improving the mechanisms for artic-
National Science Foundation to provide leadership and ulation of all levels of science and engineering educa-
substantive help. NSF deserves high praise for its out- tionand only by approaching all of these concerns from
standing support of curriculum development in the past, a long-term and continuing standpointcan we say with
and I believe these groundbreaking programs point the confidence that America is doing what it must do to
way toward meeting current needs. The national pro- ensure our country's progress in science and technology.
grams of curriculum developmentin biology, under I have been speaking about what I believe must be
Bentley Glass; in physics, under Jerrold Zacharias; and in done if we are to teach good science to good students. But
chemistry, under Glenn Seaborg--all benefited enor- so far I have left out a crucial element. Obviously we
mously from the leadership of those distinguished scien- cannot teach good science to good students without good
tists and from the economic and organizational support teachers. Good teachersand enough of themare not
of NSF. While they were aimed at the secondary schools, only necessary, but fundamental, and closely related to
their influence quickly extended to college teaching as attracting better students to better courses.
well, and they were followed by some efforts at the col- So, as my second recommendation, I urge that NSF
lege level. I was personally acquainted with the Commis- consider the training of science teachers as a matter of
sion on College Physics, since for a time it was headquar- high priority. According to all available current informa-
tered at the University of Maryland, and it did excellent tion, we will face a serious shortage of science teachers in
work. the near future, a shortage that already exists among
It must be noted with great regret, however, that all of qualified engineering faculty. It is a matter of both quan-
these useful and effective projects have been terminated. tity and quality. NSF alone cannot solve this problem, but
Presumably on the assumption that they had completed its leadership in assessing needs and in mobilizing re-
their work and accomplished their purpose, they passed sources and directing attention, as well as its essential
from the educational scene. I believe their demise reflects economic support, can make a major difference. We are
a fundamental error in understanding both science and still living on the residual benefits of post-World War II
teaching Neither is static. Both are always evolving and support for teacher training, first through the G.I. Bill,
by definition exploring new fields of knowledge and then through NSF, NDEA, and other fellowship pro-
technology. It is simply wrong to believe that science grams. But that earlier intellectual capital is running out
teaching can be brought up-to-date by a "quick fix" or and must be renewed. I urge that NSF establish programs
even by more substantial, but one-time-only efforts. of scholarships and fellowships. I also urge that NSF
Even as the devoted committees and task forces of scien- introduce loan programs in which loans may be repaid by
tists and teachers in the sixties were hard at work on new service, on a one-for-one basis: for each year of subse-
curricula for high schools and colleges, some of their new quent service in full-time teaching in school or college,
approaches were already being rendered obsolete by one year's loan would be forgiven.
rapid advances in science and technology. Science teach- Such programs, at a substantial and continuing level of
ing is inevitably rather like the White Queen in Alice in commitment, would help to attract some of the nation's
Wonderland, who said we must run very fast just to stay ablest students to careers in science teaching. To retain
where we are! such teachers and to keep them abreast of new develop-

60
6fJ
vents in science and in teaching, NSF should also re- I answer that it must be done. And I take heart from the
build its former system of summer institutes for both example of leadership, energy, and resources that NSF
high school and colltge teachers. Tht,e institutes were has provided in the past and, I am confident, can provide
very effective in the past, and the Japanese have also again.
demonstrated their value. NSF should give priority to I am especially encouraged by the seriousness and
this important element of improving teaching in science scope of these hearings, and I am grateful indeed to have
and engineering. had the opportunity to contribute in a small way to the
Can it all be done? Can America focus its Mention and important deliberations of this Committee.
its resources on the urgent task of providing for the base
of competence in science and engineering on which our
future as a nation will in part depend?
 Undergraduate Science and Engineering Education
Paul R. Verkuil
President
College of William and Mary

It is an honor to be asked to share with you some ican Chemical Society-certified B.S. graduates in the na-
thoughts on science education at the undergraduate level tion in each of the last four years. And, over half of those
from our perspective at the College of Wi liam and Mary. graduates were women! It should be noted also that our
The College of William and Mary is abcut to inaugurate Chemistry Department has produced more women grad-
the 25th president in its 292-year history. In its Royal uates in the last 10 years than many predominantly
Charter of 1693, natural philosophy, that is science, was women's colleges, including Mount Holyoke. In the sci-
one of six original chairs directed by the Crown to be ences, the Departments of Physics and Computer Sci-
established to serve the Virginia Colony at this "place of ence offer doctoral work. The Biology, Chemistry, and
universal learning" to be founded on the "southside of Mathematics Departments offer master's degrees.
the York River." This Sunday in my inaugural address I Geology is solely undergraduate in its offerings. These
will quote the first professor of chemistry at William and offerings in the sciences arc strengthened in a number of
Mary, the Reverend James Madison, our eighth presi- ways, some of which relate to our proximity to NASA's
dent and the cousin of his namesake who was to become Langley Research Center and to the newly funded Con-
the fourth president of the United States. After the Decla- tinuous Electron Beam Accelerator Facility in Newport
ration of Independence and the severing of ties between News, Virginia. Since we are here today to talk about
William and Mary and the Anglican Church, the Rever- undergraduate science education, I will attempt to con-
end Madison, as a loyal republican, changed allusions in centrate on those aspects of our programs that we find
his sermons to the "kingdom of heaven" into the "re- helpful to its practice.
public of heaven." The point of this digression is that An important factor supporting science education at
"science" has been integral to William and Mary's mis- William and Mary is the integration of graduate work in
sion throughout its 300-year history, and it has been departments with undergraduate programs of unques-
taught continuously during that time. The sciences are as tioned quality. Generally these graduate programs are
integral a part of William and Mary's mission today as smallin Biology, perhaps 15 master's candidates in all;
they were nearly 300 years ago. in Chemistry, about 6 to 8; in Physics, 5 or 6 Ph.D , each
We take great pride in the quality of our students and in year. Nonetheless, I do not hesitate to say that it is be-
the baccalaureate degree we award. In a recent book, we cause of, not in sple of, these graduate programs Coat our
were named a "public Ivy" and called "the most selective undergraduate programs in the sciences have been able
public institution in the United States." Interestingly, we to remain strong and to flourish. Our freshman lab sec-
are the smallest "public Ivy" in Richard Moll's list, and we tions (20 to 28 students in size) are taught by senior
were also listed recently as one of the "best buys" in faculty in the company of teaching assistants from the
American higher education by Newsweek. Our enrollment master's and senior undergraduate ranks. And the senior
of 6,500 has about 4,500 undergraduate and 2,000 gradu- faculty are present in the lab throughout the scheduled
ate students. Most of the graduate students are in the lab time. Our introductory science courses, indeed all of
professional schools Business,, Law, Educationbut our classes in the sciences, are taught by regular faculty.
over 300 are in the Arts and Sciences and in our School of Twenty years ago teaching loads were lb hours per week,
Marine Science located at the mouth of the York River on now they are 7 to 10 hours. Twenty years ago the Chemis-
the Chesapeake Bay. try faculty numbered 4; this year it numbers 14. Twenty
In 1985, about 1 in 5 of the bachelor's degrees awarded years ago there were no graduate programs at William
at William and Mary were in the sciences. In comparison, and Mary. The conclusion should be clear. Because of our
only about 1 in 20 undergraduates major in science na- state university status and its attendant formula-based
tionwide. Of our graduates,, about 20 major in physics, 40 funding, the presence of graduate programs, even those
each year in chemistry, 100 each year in biology, b in of modest size, generates additional resources of consid-
geology, and about 30 every year in mathematics Indeed, erable importance to the well-being of our undergraduate
the Chemistry Department at William and Mary, for ex- programs. Faculty numbers have increased directly as a
ample, has been one of the 15 major producers of Amer- result of our engaging in graduate work. At the fresh-

63

4.,
man-sophomore level, 22 FTE's are required to generate a universities, have just the right combination, that critical
faculty member in the sciences. At the master's level, 6 mass, if you will, of dedicated faculty, outstanding stu-
FTE's are needed; at the Ph.D. level, the number is 3. dents, and sufficient resources to practice this most im-
Similar important benefits derive for the library and for portant "art form" successfully. Significantly, for our pur-
the operating budget from which we must equip our poses here today, those 50 or so institutions are the
laboratories. baccalaureate origin of more than 40 percent of the
More important, lower teaching loads and more faculty Ph.D.'s awarded in the sciences each year.
colleagues have helped to build an environment in which William and Mary is one of these institutions, and we
scholarship flourishes. At William and Mary, our science know the quality of our undergraduates. These young
departments have chosen tc use the occasion of graduate men and women of science are the best this nation has to
work to maintain a tradition of undergraduate programs offer. What I am saying is that it is essential to the future of
of unquestioned quality. They have chosen to make un- this nation's competitiveness in the world that talented
dergraduate research participation a critical and consid- undergraduates in science at any institution be support-
erable feature of their curricula. Nearly every student ed appropriately. This is particularly so at those institu-
undertakes an independent study or honors project tions whose dedication to the endeavor and whose suc-
amounting to 25 percent of his or her senior-year pro- cess in executing it are clearly identifiable. The determin-
grams. Involvement in such projects often begins in the ing criterion for award of such support must be
junior year and carries on through the summer preceding demonstrable quality at the undergraduate level, not the
the senior year. As many as one-third of our science number of Ph.D. graduates at an institution. Outside
majors participate each year in a 10-week program during support coupled with internal support of material and
the summer, similar tp the Undergraduate Research Par- philosophical kinds will make the difference for many
ticipation (URP) program. Even as NSF support for such institutions. What forms should this support take?
programs declined (is it fair to say disappeared?), our Let me describe the faculty development programs at
faculty members were fortunate enough to be successful William and Mary and then offer several suggestions
applicants for Petroleum Research Fund Type B grants or regarding NSF participation. Each year, William and
Research Corporation grants, and our science depart- Mary offers, on a competitive basis, 21 semester research
ments were able to seek funding for such programs from assignmentF (full pay for a semester) within its faculty of
private foundations and the chemical industry. More 370. Additionally it offers 36 competitive summer re-
often than not, the work accomplished by these under- se irch grants eau year. It is easy to see that no more than
graduate participants is published in a refereed journal. 10 percent of our faculty can participate in any one ye,
This work may take a little longer, but it costs slightly less far less than would be able to do so if we had a true
on average to undertake and is every bit as important to sabbatical program. In the sciences, some faculty
the discipline as the work done at major re search awarded a semester's leave for research are able to extend
universities. such opportunities by obtaining outside support for their
There is nothing unique about such an investment of research. Competitive programs that increase the avail-
faculty time and institutional resources to research pro- ability of such support to faculty who work primarily
grams in undergraduate science departments of quality. with undergraduates are an important need. NSF has
Nothing unique, but something distinctive to be sure. helped with the introdv-Aion of its Research in Under-
Undergraduate research participationreal research graduate Institutions (RUI) program. In our opinion, it
with true collegial participation, externally funded, even- should be expanded. Summer stipends provided
tually publishedis the distinguishing characteristic of through this program often make the difference between
outstanding undergraduate science departments in the continuity and productivity in an undergraduate re-
United States. The American Chemical Society's Com- search effort and frustration of that effort.
mittee on Professional Training has recognized this fact Another way that the National Science Foundation can
recently. NSF is to be commended for recognizing this encourage undergraduate research programs is to assist
fact in many of its recent program emphases. universities in providing appropriate reward structures
Perhaps the commitment by faculty to these programs for faculty. NSF should, in our opinion, give serious
(which are often all-consuming ventures) arises out of thought to offering a program of challenge grants to
self-interest. They do not have armies of graduate stu- endowment for faculty compensation similar to the suc-
dents to carry Out their ideas in the lab. They must cessful program offered for a number of years by the
patiently coax the sophomore chemistry major, or the National Endowment for the Humanities. This progialli
junior biology concentrator, into learning the techniques should be highly competitive, should make se.bstantial
fundamental to a project and then motivate that young awards, and must be merit-based.
man or woman to spend long, productive hours in the lab Another area in which institutions like William and
while carrying the courseload typical ef a full-time un- Mary have difficulty meeting their reasonable needs is
dergraduate student. This rarely happens at the major equipment. We are painfully experiencing the effects of
research universities. Only a few, no more than 50, rapid escalation in the costs associated with equipping
mostly private with a few notable public colleges and science laboratories over the last decade. The Common-

64
6
wealth of Virginia has recognized this problem as well role such well - qualified science departments of which I
and noted recently that $400 million may be needed to have spoken play in the scientific life in the United States.
replace obsolete equipment and purchase new equip- Hearings like these are an important step in this regard.
ment at state institutions during the next decade. For- Finally, and perhaps most important, NSF must at-
tunately for universities seeking external funding for tempt to increase its support `or summer undergraduate
their equipment needs, NSF has established both re- research participation. We know that while the choice to
search equipment and instructional equipment pro- study science is made in junior high school, the decision
to go on to graduate school is made much later. Often, the
grams. Nevertheless, the funds allocated to these pro-
grams ought to be increased dramatically. Again, such
quality of the undergraduate programs in science that
our young people experience is the determining factor in
awards should continue to be merit-based and, in our this decision. As I hope I have made clear earlier, that
opinion, should be managed within the appropriate dis- quality is determined in large measure by the oppor-
ciplinary directorate at the Foundation. tunity for undergraduate students to participate in
The National Science Foundation can pursue at least research.
two no-cost policies that are of considerable importance If we establish or enhance funding opportunities that
to primarily undergraduate science departments. First, it provide for an appropriate balance between the needs of
can seek to encourage representative membership by faculty and graduate students at the major research uni-
qualified scientists from primarily undergraduate science versities of quality and the smaller, but equally critical,
departments on its relevant boards, councils, and panels, needs of the equally meritorious, although primarily un-
including the National Science Board. Second, it can, in dergraduate, institutions, we will be assured of a con-
its many publications, recognize the special and sizable tinuing supply of talented scientists.

65
 issues in Undergraduate Education in Science and
Engineering
Betty M. Vetter
Executive Director
Scientific Manpower Commission

Over the past few years, the nation has become deeply Men. The number of male graduates has dropped 35.4
concerned about the quality of precollege education percent in the social sciences and 1.8 percent in the life
being provided to its children, particularly in science and sciences, while rising 34.8 percent in engineering, 11.6
mathematics. Although this concern has not yet resulted percent in the mathematical and computer sciences, and
in the kin 1 of quality in education that we seek for all our 1.6 percent in the physical sciences. At least some of this
sons and daughters, steps are under way to improve the increase is due to rising numbers of minority students
qualifications of teachers and the conditions under which (particularly Asian) and foreign nationals.
they carry out their tasks, to require more participation in The dropoff of White males from science and engineer-
science and mathematics by all students, to change the ing over the past decade, both at the bachelor's level and
curriculum to better suit their needs, and to recognize the at graduate levels, is troubling. While the available data
changing demographics of our school population and the do not generally provide information by sex, field, minor-
resulting changes that will be required to prepare all ity status, and citizenship so that U.S. White males could
students for further education or for entry into the be separated out, we do know that White men earned
workforce.
only 53.5 percent of science and engineering bachelor's
We must turn to the next level of education, not be-
cause the precollege level has now been made satisfacto- degrees in 1981 (the latest available data for minorities),
ry, but because the problems of providing quality under- while U.S. minorities earned 11.1 percent, women
graduate education also require action. earned 37.1 percent, and non-resident aliens (almost all
male) earned 3.9 percent.
Although we cannot identify the White men within the
Measuring Undergraduate Education: Degree all male group of science/engineering (S/E) bachelor's
Awards graduates in previous years, we know that in 1965, men
A major problem in examining undergraduate education earned 78 percent of all the S/E bachelor's degrees, with
in science and engineering is a lack of pertinent, timely that percentage moving down to 73.9 percent in 1.70,
data. Even the most obvious data needdegree awards 68.4 percent in 1975, 63.7 percent in 1980, and 62.6 per-
by field, sex, citizenship, and minority statusis not cent in 1982. The rapid drop is not just a function of
available in a timel, fashion. Although we ultimately increasing numbers of women in this population, but
learn the number of baccalaureate graduates each year, also indicates reducing numbers of men. When the mi-
the data are two to four years late and are incomplete in nority men, who now earn about 8 percent of these
providing sufficient breakout to assess trends in the par- degrees, and the foreign students, now representing
ticipation of various groups. The most current data on about 3 percent of the total, are removed from this popu-
bachelor's and master's degree awards by sex and field are lation, we can surmise that the number of White male
for 1982. The most current data delineating these degree U.S. citizens seeking and earning degrees in these fields
awards to minorities are for 1981. In the case of minor- may have dropped more than is desirable. Our con-
ities, we also lack data from earlier periods by which to centration on women, minorities, and foreign nationals
assess trends in participation in these fields. may have caused us to miss these data, and I suggest that
The available data, though not current, are invaluable NSF might wish to examine the reasons for it. However, it
for their trend information. Most recently, those data should be noted that the dropoff of men has occurred not
indicate a significant decline of 7.4 percent in the number only in science and engineering, but in all baccalaureate
of male students earning baccalaureate degrees in science fields. The number of men earning baccalaureate degrees
and engineering between 1972 and 1982, even as the dropped 8.6 percent over the decade from 1972 to 1982;
number of women earning those degrees increased 46.3 the number earning master's degrees fell 5.8 percent, first
percent and minority graduates rose 4 percent, for an professional degrees, 2.2 percent; and Ph.D.'s, 25.2
overall net increase of 7.4 percent.2 percent.'

67
6*
 Doctoral degree data provide a better long-term pic- from 12 percent in engineeri )g to 53 percent in the social
ture, reflecting baccalaureate production as well. Al- sciences. In 1970, they earned only 26 percent of these
though we cannot separate White male citizens in the degrees (Table 2).
doctoral data, we can see the data for male U.S. citizens,
and find that in the 14 years between 1970 and 1984, their Table 2. Science and Engineering Bachelor's Degrees, 1965-1982.
proportion of earned S/E doctorates has declined from
almost 72 percent to less than 50 percent (Table 1).' All Bachelor's Degrees

Total Physical Engi- Math Life Social

Year SJE Sciences' neering Sciences2 Sciences Sciences'
Table 1. S/E Doctoral Awards by Sex and Citizensa.ip, 1970-1984.

1965 164,936 17,916 36,795 19,668 34,842 55,715

U.S. Men
1966 173,471 17,186 35,815 20,182 36,864 63,424
as % of
S/E Ph.D.'s 1967 187,849 17,794 36,188 21,530 39,408 72,929
Year Men Only U.S. Men S/E Ph D.'s
1968 212,173 19,442 37,614 24,084 43,260 87,774
1969 244,519 21,591 41,553 28,263 48,713 104,399
1970 18,321 16,541 13,150* 71.8 1970 264,122 21,551 44,772 29,109 52,129 116,561
1971 19,485 17,495 13,734* 70.4 1971 271,176 21,549 45,387 27,306 51,461 125,473
1972 19,556 17,390 13,519 69.1 1972 281,228 20,887 46,003 27,350 53,484 133,604
1973 19,555 17,020 13,028 66.6 1973 295,391 20,809 46,989 27,528 49,486 140,579
1974 19,086 16,382 12,111 63.5 1974 305,062 21,287 43,530 26,570 68,226 145,449
1975 19,048 16,047 11,987 62.9 1975 294,920 20,896 40,065 23,385 72,710 137,864
1976 18,790 15,628 11,799 62.8 1976 292,174 21,559 39,114 21,749 77,301 132,451
1977 18,281 14,989 11,287 61.7 1977 288,543 22,628 41,581 20,729 78,472 125,143
1978 17,956 14,430 10,794 60.1 1978 288,167 23,175 47,411 19,925 77,138 120,518
1979 18,247 14,393 10,737 58.8 1979 288,625 23,363 53,720 20,670 75,085 115,787
1980 18,171 14,072 10,399 57.2 1980 291,983 23,661 59,340 22,686 71,617 114,779
1981 18,662 14,303 10,370 55.6 1981* 291,590 23,952 63,673 26,199 66,832 110,934
1982 18,747 14,216 9,994 53 3 1982 298,847 24,052 67,400 31,866 63,884 111,645
1983 18,799 13,961 9,605 51.1
1984 19,008 14,005 9,439 49.7
Degrees Awarded to Women
Estimated by author
Source National Research Council data 1965 36,213 2,532 139 6,453 8,277 18,812
1966 39,482 2,333 146 6,702 8,464 21,837
1967 44,002 2,402 184 7,334 8,948 25,134
1968 53,463 2,674 211 8,841 10,091 31,646
A number of possible reasons or this decline in the 1969 63,196 2,952 313 10,348 11,308 38,275
face of a continually rising population during those years 1970 68,878 2,969 338 10,516 11,875 43,180
have been outlined elsewhere by the author;; many of 1971 72,996 3,014 365 9,818 11,803 47,996
1972 77,671 3,148 501 9,734 12,694 51,544
them may have to do with the quality of U.S. under- 1973 83,839 3,121 580 9,985 14,570 55,583
graduate education in science and engineering. In i.he 1974 91,793 3,536 706 9,719 17,836 59,996
process of trying to increase the participation of womel. 1975 93,342 3,838 860 8,656 29,811 59,177
and members of racial or ethnic minorities, it seems 1976 95,597 4,139 1,443 7,678 23,789 58,584
important not to lose track of the fact that the number of 1977 97,453 4,551 2,086 7,488 25,609 57,719
1978 100,060 4,987 3,497 7,110 26,954 57,512
U.S. males, particularly White males, earning S/E de- 1979 102,292 5,287 4,919 7,421 27,548 57,117
grees has been dropping steadily for a decade. 1980 105,974 5,651 6,014 8,247 27,596 58,466
1981' 106,842 5.888 7,083 9,655 26,786 57,430
Women. Over the past several years, the data have be- 1982 111,541 6,186 8,299 12,055 26,282 58,719
come much better than before in tracking the progress of
vie nen through the baccalaureate level and into the S/E 1 Includes Environmental Science
labor force. We have seen tremendous increases in the 2 Includes Computer Science

numbers of women earning degrees in these fields, al- 3 Includes Psychology

though this appears to be as much a function of more Beginning with 1981, NCES data are for 50 states and D C only Prior years include territories
and protectorates
women seeking higher education as of a shift toward Source Series of Earned Degrees Conferred. 1965-1982, National Center for Education Stabs
science and engineering.' Both the number "f women tics, using National Science Foundation held definitions

and their proportion of total degree awards have climbed

in every field, and at approximately the same rate. Just as
for men, the degree awards to women in mathematics
have dropped while increasing in computer science, with A continued increase in S/E baccalaureate degree pro-
a significant rise in the math 'computer science group- duction is unlikely for either men or women, given the
ing.' In 1982, women earned almost 38 percent of all the smaller size of the college age group for the next 10 years,
S/E degrees awarded, with their proportions ranging but even women's continued proportional gain cannot be

68
66
assured. For example, the proportion of women in the science groups. Ct mputer science degrees are omitted in
first year of engineering school dropped slightly in fall both years.
1984 after a steady and significant increase in each of the Al; minority groups have increased their proportion of
past 15 years.6 The assumption cannot be made that these science and engineering degrees, but none of them
women will continue to enter these fields in increasing except the Asians have come close to their population
proportions, ultimately reaching parity with men. The representation.
need for continuous monitoring and for steady encour-
agement for women to enter science and engineering has The Asian Edge. Because of the apparent overrepresen-
not been reduced by the previous gains. tation of Asians in science and engineering, this group
deserves a special look. If indeed they do participate at
Minorities. The picture for minorities is less clear, and unusually high rates, we might learn from this how to
also shows less progress. Except for Asians, underrepre- increase participation by other minority groups.
sentation in education and particularly in science and However, there are several indications that U.S.-born
engineering education is evident (Table 3). Asians, particularly those who are second or earlier gen-
Blacks and Hispanics continue to be seriously under- eration Americans, may be underrepresented in S/E
tepresented in science and engineering, despite some fields, as are other American minority groups. We do not
increase over the past decade that has resulted from have totally adequate data, but there is evidence that the
serious efforts on the part of academic institutions, in- apparent overrepresentation of Asians is a result of re-
dustry, and some government agencies. Unfortunately, cent immigration rather than of differences in the choices
very little data exist for earl:zi periods. American Indians and accomplishments of U.S.-born Asian-Americans.
also are underrepresented, to a i omewhat lesser degree. As shown in Table 3, the minority representation in
In 1977, the Higher Educaticn Panel of the American education is quite diffe:ent from that of the population as
Council on Education examined bachelor's degrees a whole, and drops for most minority groups with each
awarded to minority students in 1973-74 and concluded succeedingly higher education level. However, in both
that Black, Spanish-surnamed, Asian, and American In- educati, nal attainment and science and engineering par-
dian students earned about 7.8 percent of S/E baccalaure- ticipation, Asian representation appears to be higher
ates that year' However, the science and engineering than Asian representation in the total population, as also
fields used by this panel differ from those ordinarily used is true for the White, non-Hispanic group.
by NSF by excluding agriculture and natural resources as The higher representation of Asian students, loth in
well as computer and informational sciences. The social general college enrollment and especially in engineering
sciences, on the other hand, include some specialties that and science enrollment and degree attainment, ;s par-
would be excluded in NSF data, particularly history, in- ticularly marked at the graduate level, and carries into the
ternational relations, and urban studies. Although the U.S. labor force. However, this appears to be largely a
data are not fully comparable with other data used earlier, function of increasing numbers of foreign-born Asians
the 1974 estimates are compatible with data for 1981, and entering U.S. graduate schools, earning advanced de-
both years are shown in Table 4. Note that the total for all grees, and then entering the U.S. labor force.
S/E is larger than shown in Table 2 or used for the calcula- In 1973,s and again in 1979,' the National Research
tions in Table 3 because of the inclusion of more social Council examined the doctoral Si, minority population

Table 3. Percentage of U.S. Minorities in Various Population Groups (Data are for 1980 unless otherwise noted).

Witte Black Hispanic Asian Indian Foreign

U.S. Population 8r..0 10.0 6.5 1.6 0.6 3.0

Elom /Secondary Enrollment 73.3* 16.1' 8.0 1.9 0.8
High School Graduates 1978 82.3 11.7 4.2 2e 0.7 2.7
Undergraduate Enrollment 80.6 10.1 4.2 2.3 0.7 2.1
Graduate Enrollment 81.9 5.5 2.2 2.1 0.4 7.9
S/E Graduate Enrollment 1982 62.3 2.8 22 2.2 0.3 22 7
First Profess. Enrollment 89.3 4.6 2.4 2.2 0.4 1.0
Total Enrollment 1982 80.7 8.9 4.2 2.8 0.7 2.7
Bact.elor's Degrees 1981 86.4 6.5 2.3 ?0 0.4 2.4
S/E Bachelor's Degrees 1981 85.0 5.7 2.4 2.7 0.4 39
Master's Degrees 1981 82.0 5.8 2.2 21 0.3 75
Ph.D's 19?3 76.9 3.2 1.9 3.3 0.3 14.4
S/E Ph.D.'s 1983 73.9 1.8 1.5 43 02 18.3

Includes Hispanics.

Source U S Bureau of the Census. National Center for Educr on Statistics. National .::,eni.e Foui datiun. National Research Council. and Scientific Manpower Commission data

69
6
 Table 4. Bachelor's Degrees in Science and Engineering, 1974 and 1981.

Total Number Minority Percentage

Black Hispanic Asian Indian AU
Field 1974 1981 1974 1981 1974 1981 1974 1981 '1974 1981 1974 1981

Biology 53,41/ 43,216 36 5.3 1.1 2.7 1.7 3.5 .1 3 6.5 11.8
Engineering 62,319 74,954 1.8 3.3 1.4 1.9 1.5 4.1 4 .3 51 9.6
Math 24,730 11,078 4.6 5.3 .7 1.7 1.7 3.5 .1 .2 7.1 9.7
Physical Science 26,708 23,950 2.7 3.6 1.3 1.7 1.1 2.5 .2 .3 53 8.1
Psychology 52,48 40,833 4.8 8.1 1.4 3.2 1.0 2.1 .3 .5 7.5 13.9
Social Science 159,21 100,647 7.2 8.1 1.4 2.9 .8 1.6 .3 .4 9.7 13.0
All S/E 378,8o3 294,678 5.0 6.0 1.3 2.5 1.2 3.1 .3 .4 7.8 11.9

Source. National Center for Education Statistics, Amencan Council on Education, and Scientific Manpower Commissiondata

with some startling results. Among the 10,987 Asian S/E Although we do not know the country of birth for
doctorates in the 1973 labor force, 36.9 percent were bachelor's graduates, we can examine the most recent
foreign-born U.S. citizens, 52.7 percent were non- data on S/E degrees' awarded to minorities and draw
citizens, and only 10.4 percent were native-born citizens. some inferences (Table 6).2
Thus, although Asians represented 5 percent of ail doc-
toral scientists and engineers that year, they were only 0.6 Asian students, including immigrants, earned 2.7 per-
percent of all native-born doctoral scientists and engi- cent of the S/E bachelor's degrees that year. Non-resident
neers. This was not the case for other minority aliens earned 3.9 percent. Although we cannot be sure
populations. how many of these foreign students were Asian, we
The 1979 study found that 80.1 percent of the total S/E know from other sources, namely the Institute for Inter-
doctoral population of 324,335 were U.S.-born. Among national Education, that among 94,000 foreign under-
the 21,388 Asians included in that total, only 8.5 percent graduate students in the United States in 1983-84, 32.2
were U.S. natives, while 91.5 percent were foreign-born. percent were Asian. Within this group, 55.1 percent were
Thus, although Asians were 6.6 percent of all doctoral S/E studying science or engineering."
degrees in 1979, they were only 0.7 percent of those born Among the 22,589 non-resident aliens earning bach-
in the United States. Again, other minority groups do not elor's degrees at U.S. institutions in 1981, 12,904 (57.13
show this pattern, as shown in Table 5. percent) majored in science or engineering. We might
This data base also provides us with some insight to the assume that about 32 percent of these foreign S/E bac-
influence of foreign birth on the proportion of women in calaureate graduates, or 4,130 of them, were Asians. Ad-
S/E within each racial/ethnic group. Except among the ditionally, some smaller proportion of the U.S. Asian
Hispanics, this doctoral population contains a higher students were born outside the United States but
proportion of women among the native-born than among achieved immigrant status by the time of college gradua-
the foreign-born. Among Asians, this contrast becomes tion. Thus, the 2.7 percent representation of Asian-
more striking among the more recent doctorates. Those Americans shown in Table 6 is higher than the actual
who earned the doctorate between 1970 and 1978 show representation of U.S.-born Asian graduates, although
10.1 percent women among foreign-born Asians, but we cannot tell by how much. Nonetheless their repre-
22.5 percent among those who were born in the United sentation among S/E baccalaureate graduates appears to
States.' be somewhat higher than their representation in the U.S.
Table 5. Doctoral Scientists and Engineers by Birthplace and Racial /Ethnic Grnup, 1979.

% Women in
Total U.S.-Born Foreign-Born U.S -Born Foreign-Born

Total 32,335
A 259,845 80 1 50,638 156
Whites 282,231 252,775 89.6 29,456 104 11.1 10.9
Blacks 3,500 2,822 80.6 678 194 25 5 8.7
Hispanics 2,515 1,610 64.0 905 36.0 11 4 17.9
Asians 21,388 1,812 8.5 19,576 91.5 12.5 10.9

Source' Natmal Research Council

 completed four or more years of college. Among Black
Table 6. Science and Engineering Bachelor's Degrees by Sex and mothers, to' proportion was 6.3 percent. For Asian
Race/Ethnicity, 1981.
mothers, how'ver, the proportion of . allege graduates is
30.2 perceri particular statistic is not available for
% of % of Same
of Same Race/Ethnic
Hispanic mothers, but we have a related one from which
Number Total Sex Group the inference may be drawn that the proportion who are
college graduates is very small indeed.
TOTAL 331,684 100.0 Arnong the 1980 mothers, 4.0 percent of the White, 5.0
Men 208,615 62.9 100.0 percent of the Black, 10.0 percent of the 3sian, and an
Women 123,069 37.1 100.0 astonishing 37.1 percent of the Hispanic had completed
White 281,850 85.0
fewer than 10 years of education. The high proportion of
Asian mothers with very little education appears to be
Men 177,338 53.5 85.0 62.9
Women 104,512 31.5 84 9 37.1
due predominantly to the influx of refugees from south-
east Asia in that year.
Black 18,811 5.7
The percentage of 1980 births to mothers under the age
Men 9,2R2 2.8 4.4 49.2 of 20 was 13.5 percent for White women, 26.5 percent for
Women 9,559 2.9 7.8 50.8
Black women, 39.0 percent for Hispanic women, but only
Hispanic 7,910 2.4 6.0 percent for Asian women.
Men 4,773 14 2.3 60.3 It is not idle speculation that the mother's educational
Women 3,137 1.0 2.6 39.7 level (and her age as it relates to a t-,!lay in childbirth for
Asian 9,007 2./ educational pursuit) is a dominant factor in the child's
Meet 5,927 18 28 65.8 abilities and attainment. An earlier study carried out in
Women 5,927 0.9 2.5 34.2 1980 by the National Opinion Research Center (NORC)
American Indian/ of the University of Chicago for the Department of De-
Alaskan Native 1,202 0.4 fense and the Department of Labor made the startling
finding that among individuals in a representative se-
Men 701 0.2 0.3 58.3
Women 501 0.2 0.4 41 7 lected sample of male, female, minority, and majority
youth, the strongest single predictor of both the score on
Non-Resident 12,904 39
an administered Armed Forces Qualification Test and
Men 10,624 3.2 5.1 82 reading ability was the mother's educational level."
Women 2,280 0.7 1.9 17.7
A policy that encourages and provides for the highest
possible level of education for girls and women, prefera-
Souice National Center for Education Statistics, Office for Civil Rights
bly before they have children, might be the single most
significant measure that could be taken to improve op-
population, but perhaps slightly below their representa- portunities for minorities, as well as for majority youth.
tion among U.S. high school graduates, as shown in Further investigation seems to be merited.
Table 3.
Among American-born Asians, the only minority Educational Quality at the Undergiaduate Leval
group that may be adequately represented in science and
engineering, the interest in these fields may relate to The deteriorating gnality of precoaege education has
cultural differences in the Asian-American home, a ge- been measured in a n'nriber of ways, including the long
netic superiority for achievement in math-based fields, decline in test scores, an increase in remedial college
course~ and enrollments, changes in dropout rates, and
the presence of role models, or to the unusually high
employe! complaints about the general inability of many
level of education of Asian-American mothers at the time
high school graduates to read, to communicate, and to
their children are born, as has been described by the
perform simple matherm,i,:al tasks. The quality of educa-
author in earlier papers prepared for the Office of Tech-
tion provided to the' typical undergraduate cannot b2
nology Assessment.'2
Assessed by any set of available data. Although we can
Among the 3,612,258 babies born in the United States observe the performance levels of some students by GRE
in 1980, 2,898,732 (80.2 percent) were White, 589,616 score,,, only those considering graduate school are test-
(16.3 pc -cent) were Black, 82,454 (2.3 percent) were ed. We know little abc,it the quality of instruction offered
Asian, and J07,163 (8.5 percent) were Hispanic. The in OW colleges and win ersthes to those students who
racial groups may also include the Hispanic population." take ,ourses in science and math, exceot that in some
The most striking feature of this 1980 crop of babies, fields a shortage of qualified teachers has existed for
when looked at as racial or ethnic groups, is the wide several wan.. These fields certainly .ndude computer
variation among t.,e mothers in ;.ge and educational science and engineering, and may 'mimic other areas as
level. Among all 1980 White mothers, 15.6 percent had well.

71
 Foreign Teachers. U.S. colleges and universities have are preparing to be science and math teachers. This is
responded to these shortages by utilizing more part-time because such graduates are variously reported as earning
faculty, and, increasingly, utilizing foreign students ana degrees in a subject field, or earning degrees in educa-
graduates as teaching assistants and as regular faculty tion. The data do not indicate which subject-field gradu-
members. ates also have teaching credentials, nor do we know
The use of foreign faculty brings with it a number of much about the proportion of those with teaching cre-
problems for undergraduate education. The obvious Ian- dentials who actually enter employment as teachers in
guag bafflers make communication difficult for stu- these fiel4s.
dents as well as for their teachers. Foreign teachers bring
to the classroom their own cultural biases, which are Quality of Undergraduate S/E Students. Although
known to reflect adversely on women, and may also there are no available data to measure the quality of U.S.
negati Jely affect male students of any racial or ethnic ur dergraduate education in science and engineering,
background. Studies by the Project on the Status of some information has been sought about student quality.
Women in Higher Education of the American Association In February 1984, the higher Education Panel of the
of Colleges have found that foreign faculty, even more American Council on Education. (sponsored by NSF and
than U.S. faculty, tend to subtle behaviors by which others) asked senior academic officials their opinion of
women are ignored, overlooked, or made to feel invisi- str dent quality in the sciences and engineering.'5 A ma-
ble, in ac' 'ltion to the more overt sexist behavior by jority (61 percent) of the officials queried believed that
which women are singled out and disparaged. The prob- student quality had not changed significa:Aly over the
lems for women in our own culture grow out of the ways previous five years; about one-fourth thought the quality
in which we perceive and evaluate them, with expect. had improved, while about one-sixth felt that a signifi-
tions differing ar d often lower for women than for men. cant quality decline had occurred.
These problems are exacerbated for women, particularly Despite an actual decline in the number of White males
in non-traditional fields, by male faculty and graduate ,rning bachelor's degrees in science and engineering
teaching assistants from countries where women, by ove. that period, 53 percent of the respondents felt that
statute or custom, have a very restricted role, are as- there had been no shift away from SiE among their most
sumed to be intellectually inferior, are perceived as prop- able underg. .duate students. The remainder generally
erty, or are defined only in terms of their sexual role. The believed that the shift had been toward science and engi-
results are well documented by the Project on Women.H neering (40 percent) rather than away from it (7 percent).
Importantly, the disproportionate number of foreign stu- Particularly among the 100 institutions with the greatest
dents and foreign faculty who are male is both a symp- S/E baccalaureate production, three-fourths of the -.-,f-
tom of the problem and an exacerbation of it for American ficials felt that the distribution of their most able students
women. had shifted, and all of these saw the shift as moving
An Aging Faculty. Because of a relative surplus of faculty toward sc'nrice and engineering. However, they mq
in most fields, the present tenured faculty is aging, and have been recognizing only the shift toward engineering,
the number of young faculty members being employed in physical sciences, computer science, and life science,
science is 1.21athrre!y low. The conventional .visdom, at ignoring the obvious decline in the social and behavior al
least, suggests that the best undergraduate faculty will be sciences.
a mix of older and younger teachers. Many science de- At graduate institutions, 60 percent of officials believed
partments are top -heal with older faculty. In physics, the quality of applicants for S/E graduate study had not
for example, which has had an ove, supply of graduates changed significantly, and only one in eight thought the
since the early 1970s, U.S. students have reacted to this quality had declined.
oversupply by majoring in other fields, so that physics
Quality e) Education. It may be correct to assume that
departments hove n shrinking, faculty has been
aging, and 40 p . of physics Ph.D.'s are awarded to the quality of science and engineering students is as high
students who ark. _ign-born. now or higher than in earlier years. However, there are
some indications that the quality of education provided for
Precollege Teacher Preparation. The problems of ill- them may not always be as high as in previous years. For
prepared teachers i science and mathematics at the pre- example, a number of engineering schools have had tu
college level are well documented, although much increase class sizes and, in some cases, the number ui
needed statistical detail is lacking. The undergraduate students taking laboratory courses has necessitated dc-
colleges are not producing the new science and mathe- lays in obtaining required sequence work. Also cited as
mati -s teachers presently needed, and the number possible bases for lesser quality are the increasing use of
needed will grow ca faster over the next decade than foreign teaching assistants, the heavier teaching loads of
present graduation ratios can nrovide trained teachers. faculty members, an increase in the use of part-time,
Here, again, we lack adequate a, a to assess the quality of temporary faculty, and specifically the aging of facilities
present science and math teachers, and, in this instance, and equipment in most science and englaeering depart-
we lack data even to assess the number of graduates who ments. Faculty in computer science note similar prob-

72 rt
lems of burgeoning enrollments, too few faculty, and References
insufficient facilities and Pquipment. 1 National Center for Education Statistics. Bachelor's, Master's and
Even if the quality of education has not depreciated ak-tor's Degrees Conferred in institutions ot Higher Education,, 1972
seriously for students majoring in science and engineer- through 1982.
ing, there may be significant deterioration in both the 2 U S Department of Ede. -ation, Office for Cie:: Rights "Data on
quantity and the quality of education being supplied to Earned Degrees Conferred by Institutions of Higher Education by
Race, Ethnicity and Sex, Academic Year 1980-81." Published in
nc-:-majors taking courses in science, engineering, or Professional Women and Minorities, A Manpower Data Resource Service,
computer science. Over the past decade, as lower divi- Fifth Scientific Manpower Commission. August 1984, pp.
sion requirements were gradually removed at many in- 46-48.
stitutions, fewer students chose to take courses in these 3 National Research Council Summary Report, Doctorate Recipwnts
fields, and some have graduated without any college- from United States Universities, 1972 through 1984 Washington,
level background at all in science, mathematics, or tech- D.0 National Research Council, 1973 through 1985
nology. Curriculum changes may be required to interest 4 Vetter, Betty M "U S White Males in Science and Engineering."
Unpublished p per prepared for the Office of Technology Assess-
non-majors in such courses. Here, as in other instances, ment, October 2, 1985
the data are sparse.
5 Berryman, Sue. Who Will Do Scieneco New York. The Rockefeller
Foundation, 1983. Reported in The Science and Engineering Talent
Role of NSF Pool. Scientific Manpower Commission, 1984.
6. Engineering Manpower Commission. Engineering Enrollments, Fall
What can NSF do about any of these problems? 1972 through Fall 1984. New York. American Association of Engi-
neering Societies,, 1973-1984 Fall 1984 is in press.
1. It can collect or support the collection of some missing 7 Atelsek, Frank J and Gomberg, Irene L. Bachelor's Degrees Awarded
data required to study and understand where prob- to Minority Students1973-74 Higher Education Panel Report No. 24,
lems exist. American Council on Education,, January 1977.
8. National Research Council Minority Groups Among United States
2. It can support studies examining the causes (and per- Doctorate Level SLientbit., Engineers, and Scholars, 1973 Washington,
haps suggesting cures) for some of the problems. D C National Research Council, December 1974.
9 National Research Council. Employment of Minority PhDs: Changes
3. It can support model or pilot programs on an experi- over Time Washington, D.0 National Academy Press, 1981.
mental basis. 10 National Science Foundation Science and EnNineering Degrees
1950-1980, and National Center for Education Statistics, op cit.,,
4. It can support efforts for curriculum change that ap- 1981 and 1982.
pear to be required, certainly for non-majors and 11 Scientific Manpower Commission the In ternai ional Flow of Scientific
probably for S/E majors as well, in order to assure a Thlent Data, Policies and Issues Washington, D C May 1985, pp.
5-9
basic scientific and technological literacy among col-
lege graduates in all fields. 12 Vetter, Betty M "The Emerging DemographicsEffect on National
Policy in Education and on a Changing Workforce." Unpublished
5. It can support the replacement and updating of eqelp- paper, April 1985, and "Asians Among U S Scientists and Engi-
ment and facilities, particularly at those undergradu- neersHow They Differ and Why"' Unpublished paper, Sep-
tember 23, 1985
ate colleges that produce a preponderance of our doc-
13 Ventura, Stephanie J "Births of Hispanic Part cage, 1980' Monthly
toral scientists and engineers. Vital Statistics Report, Vol 32, No 6, S:Tplement, September 23,
1983, and Selma Taffel "Charactenshcs of Asian Births. United
6. It can examine the problems of an aging faculty and States, 1980 "Monthly Vital Statistics Report, Vol 32, No 10, Supple-
suggest mechanisms for maintaining a present sur- ment, February 10, 1984 Washington, D.C.. National Center for
plus of potential S/E faculty in some fields, in order to Health Statistics, Division of Vital Statistic,.
assure an adequate faclty in the next decade. 14 Profile of American uith. 1980 Nationwide Administration of the Armed
Services Vocational Aptitude Mite, u Washington, D C. Office of the
7. It can and must be an alertir' -rechanism within the Assistant Secretary of Det'. (Manpower, Reser% e Affair',, and
government to provide information to government '.ogistics), March 1982
agencies, to colleges and universities, and to students 1, \tcl,ck, Frank J 56,41,nt Quality in the .5c wines and Lngineering
making career choices of chai q.;es (present or antici- Opinion, of Senior lcailernic OTht hils I ligher 1.duc,ition Panel Report
pated) in patterns of demand or of supply. No. 58, Amenc- Council o., Education, February 1984

73
 Undergraduate Science and Engineering Education
Jean E. Brenchley
Head, Department of Molecular and Cell Biology
Pennsylvania State University
President-Elect
American Society for Microbiology

The analysis and revitalization of undergraduate science in microbiology, biochemistry, medical technology, and
and engineering education are critical tasks for the Na- molecular biology for about 450 undergraduate majors.
tional Science Foundation. Major research break- Although the Biotechnology Institute is new and does
throughs affect our quality of life and our national se- not yet offer undergraduate courses, we are designing an
curity, making science education for both the specialist interdisciplinary program that will offer unique training
and the general public irr portant issues. in biotechnology. The commercial use of biological sys-
My testimony will focus on the major areas where the tems depends on our ability to use microbes for produc-
National Science Foundation can help improve under- tion, and the new thrusts into biotechnology make un-
graduate education in the biological sciences. These areas dergraduate education in science and engineering
were identified by a constituency that has three compo- particularly crucial. My personal experience in industry
nents. First, as president-elect of the American Society has convinced me of the need to improve both the quality
for Microbiology (ASM), I represent its 34,000 members. and the quantity of our undergraduate training.
The American Society for Microbiology is the largest life- With these three different constituenciea, one might
science society in the world with members in univer- expect it to be difficult to unravel the complex issues
sities, hospitals, government, and industry. At least 140 affecting undergraduate education and identify specific
are also members of the National Academy of Sciences. problems. This is not the case. Some problems dominate
Because facets of molecular biology, biochemistry, genet- so completely that they are visible from several perspec-
ics, virology, immunology, cell biology, etc., involve mi- tives. I will focus on these and address the question of
crobes and cells, our members represent many broad how the National Science Foundation might develop sys-
disciplines in the biological sciences. tematic approaches toward their solution. Although it is
My second constituency includes major research uni- tempting to place the burden solely on NSF, it is impor-
versities, represented by Pennsylvania State University. tant to remember that 16 resources are limited. There-
My previous associations with the University of Califor- fore, my proposals identify critical areas where NSF can
nia as a graduate student, the Massachusetts Institute of serve as a leader for solving problem), but also suggest
Technology as a research associate, and Purdue and Penn the use of other partners in this enterprise. The colleges,
State Universities as a faculty member have provided a universities, and s,:ientific societies have specific exper-
broad background for comparison. Penn State is repre- tise that can supplement the ne, ded resources from NSF.
sentative of large land-grant universities with a wide There are three primary areas that I would like to bring
range of programs including 5,220 undergraduate to your attention curriculum dt.velopment, teacher
courses. Moreover, Penn State has a unique feature in its effectiveness, and pbvsical resou-ces
Commonwealth Campus system. Students can take their
first two years of baccalaureate degree work at any of 20 Curriculum Development
campuses throughout Pennsylvania before completing
their degree requirements at the Penn State University The rapid pare of research discoveries has made many
Park campus. This Commonwealth Campus arrange- undergraduate courses and curricula obsolete. The
ment provides insight into the educational concerns at quality of revisions often vanes widely among different
colleges with a limited research emphasis. colleges and universities. Curriculum revision and the
My third area of representation comes from personal establishment of standards is one area where the scien-
experience in directing research and development ac- bin. societies could have a significant role in conjunction
tivities at a biotechnology company and from my current with NSF. Fur example, in 1985, the American Society for
role as Head of the Department of Molecular and Cell Microbiology adopted a minimum Lore curriculum for
Biology ar -1 Director of Biotechnology at Penn State. The baccalaureate degree programs in robiology. This
Department ha:, 35 faculty members and offers programs course of study is interdisuplinary iii nature and spec-

75
 ifies courses in immunology, microbial genetics, and mi- ity to communicate to large, heterogeneous classes is
crobial physiology; all areas of current shortage in the limited.
labor force. The intent of a core curriculum is to provide a The factors leading to large classes are complex, and it
common framework for the 337 departments that offer is not realistic to believe that NSF alone can solve the
academic degree programs in microbiology. problem. However, an analysis by NSF of the elements of
The ASM has also initiated discussions with the Na- teaching effectiveness and recommendations for changes
tional Accrediting Agency for Clinical Laboratory Science could be effective for obtaining support from universities
to develop jointly a programmatic approval process foi and government for initiating necessary actions.
clinical microbiology training programs at the baccalaure- A second problem occurring primarily at non-re-
ate level. There are two key elements of the program: search-oriented colleges is the lack of exposure of teach-
development of standards for assessing the minimal ers to new concepts in science. My own field has under-
competencies of individuals who have completed such a gone a revolution in knowledge over the last decade, and
program, and procedures to review the applications from this excitement can better be conveyed by a teacher con-
departments proposing to conduct programs. The ASM, versant with new ideas and concepts. An important pro-
through the National Rt gis;:ry of Microbiologists, already gram that would help teachers share in this excitement
has a mechanism in place to certify the competency of would be NSF competitive grants for faculty of small
colleges to take- .abbatical leaves at research institutions.
clinical and industrial nlicr ()biologists to prospective Although 10.. leaves occasionally occur, currently they
employers.
are cumbersome t., arrange and rely upon the host fac-
Such programs illustrate one role of scientific societies
ulty member obtaining a supplement to an existing
in establishing standards in undergraduate education. grant. A program permitting more faculty to take leaves
However, curriculum revision requires considerable and gain insight into scientific advances would greatly
commitment of both time and effort. Funding by NSF to
improve teaching effectiveness at these colleges.
promote curriculum evaluation and revision could great-
A third problem concerns the impact that the second-
ly enhance the interactions between scientific societies ary school education has on undergraduate teaching
and educational institutions to solve these problems.
effectiveness. Although the analysis of secondary educa-
tion is not the primary charge of this Committee, you
Teaching Effectiveness should be aware that science literacy at the undergradu-
ate level stems from quality teaching in the secondary
In order to address the problems associated with teach- schools. In this regard, there is a role for NSF to support
ing effectiveness, there must be an understanding of the greater exchange and cooperation among secondary
causes of ineffective instruction. A highly discussed issue school teachers and our colleges and universities. This
at research universities is that the research emphasis role could include efforts to revise textbooks, increase
detracts from teaching quality. I find no data to support available literature, make films, support workshops, and
this argument, and in fact the converse is likely. Re- foster closer cooperation between college science depart-
search-intensive universities no doubt have faculty who ments and secondary school science teachers. A greater
are excellent scientists with limited teaching skills. They continuity in the science curriculum would permit offer-
also have fine teachers who have no research programs. ing more advanced material and increase the enjoyment
The major point is that poor teaching is not correlated and effectiveness of teaching at the undergraduate level.
with good research. Teaching ability is an individual trait This increased exposure of secondary school students to
dependent on many factors. Personally, I have found the excitement of science will repay society many times in
most university researchers to be concerned, dedicated, the future.
and hard-working teachers who identify student interac-
tions as a prime reason for remaining in the univers y
Physical Resources
environment. In lad, many examples exist of faculty
research benefiting and subsidizing undergraduate edu- Recently, great attention has been drawn to the lack of
cation by pro% iding equipment and supplies for demon- modern instrumentation in our research laboratories.
strations and research projects. This lack is even more evident in teaching laboratories
One major problem affecting the quality of teaching where funds for equipment purchases have be ?.n vir-
revolves around the large number of :tudents. Even the tually non-existent for yearn. Not only does limited
most dynamic teacher loses effectiveness when lecturing equipment force students to work in large groups, it
before classes of several hundred. Even the most under- eliminates the possibility of students doing any experi-
standing advisor can become impatient when over- ments involving modern,, state -of -the -art techniques.
whelmed with students. For example, science courses at The need for new laboratory facilities and equipment
Penn State for ty:ciergraduate majors often have over 200 becomes ritical when coupled with the extraordinary
students. Classes for non-majors in biological science advances in modern biology which have changed dra-
range from 100 to more than 800. Although the faculty m itically the methods used to investigate biological sys-
work hard to maintain quality in these courses, the abil- tems. Modern biology has become technology driven.

76
Even in microbiology, the traditional microscope often extensive nationwide problem. Thus, other possibilities
has been replaced by ultracentrifuges, scintillation coun- should be considered. Several faculty members have
ters, and DNA synthesizers. commented that NSF had sponsored an Undergraduate
The crisis is amplified because the same forces causing Research Participation program which provided limited
these changes are also creating greater needs for well- stipends for undergraduates to do research during the
trained individuals to work in biotechnology firms. This summer. This program was extremely important because
growth is reflected in a 1983 survey by the Office of students could obtain sophisticated training and individ-
Technology Assessment (co-sponsored by ASM). This ual attention within a research laboratory. Such under-
survey reported increased needs by biotechnology com- graduate research courses are already the major laborato-
panies for individuals with advanced degrees and exper-
ry experience for many students. Unfortunately, there
tise in hybridoma biology, recombinant DNA tech-
are far more undergraduates who need laboratory experi-
nology, and cell biology. The overall annual growth rate
ence than our research programs can accommodate dur-
for these positions between 1979-81 was 35.9 percent.
The problems with poor facilities and outdated equip- ing the academic year, and most students cannot afford to
ment occur in many areas other than biological sciences. do research without pay during the summer. Stipends in
However, there is a severe problem in biology that I have the range of $1,000 to $1,500 (plus a small amount for
not heard discussed for other areas: the expensive sup- supplies) could permit many more students to gain valu-
plies needed to operate modern laboratories. The high able experience doing research in universities and indus-
cost of culture media, chemical reagents, and other mate- tries. The program would have the added advantage of
rials requires that students do experiments in large permitting students enrolled at colleges without research
groups or, in many cases, tortes the elimination of experi- emphasis to profit from the opportunity of working
ments entirely. Many universities have deleted advanced elsewhere during the summer. The funding of an under-
laboratories from their curricula, and students are often graduate research program would be a rare instance
limited to the most fundamental laboratory exercises and where a relatively small investment each year could have
demonstrations. a major impact on undergraduate science education.
The absence of laboratory experience results not only An additional approach to providing current scientific
in the lack of experimental skills but, ever worse, in the information is to sponsor workshops on specific topics to
lack of understanding of biology as an experimental sci- supplement undergraduate courses. This is currently
ence. In a society where science and technology so great- done on an informal basis when special techniques or
ly influence our lives, we are graduating students with topics require outside expertise, but, in general, it is not a
limited factual knowledge i.nd understanding of scien- frequent approach at the undergraduate level. However,
tific experimentation. We will rely on some to become our NSF could examine the pcssib2 y of providing materials
future researchers, while many will be leaders who serve and sponsoring workshops that could be taken to several
on public boards concerned with the effects of research Institutions at a low cost. The American Society for Mi-
on their community, environment, and economic de- crobiology provides highly successful workshops for
velopment. As a consequence, we will have a society ill- professionals, often in conjunction with scientific meet-
equipped to make either the future scientific advances or ings. This theme could be modified to provide a similar
the important political and ethical decisions affecting out service at underg, aduate colleges and univerrAties, and,
lives. in fact, it would be valuable for NSF to work with scien-
What can be done to solve the crisis caused by outdated tific societies to prepare and disseminate these materials.
equipment and the high cost of laboratory supplies? The The development of computer-simulated experiments
equipment problem can be addressed by augmenting the could help decrease the cost of laboratory courses. This is
funds available through NSF for scientific instrumenta- currently employed in a biochemistry laboratory at Penn
tion and approp.iating a portion for competitive grants State, where the students use the computer to review
for undergraduate teaching. This is not a new proposal, procedures and analyze potential prc'ilems before doing
but its age does not make it less important. the experiment in the laboratory. This system is ex-
The second problem of insufficient funds for laborato- tremely popular and reduces wasted time and supplies
ry operations will require new programs. One approach caused by students starting the experiment before under-
that builds on our traditional granting mechanism would standing the protocol. My personal view is that the com-
be for individuals or departments to submit proposals for puter substitutes for the age-old lab manual, and that its
the development and operation of new laboratory success relies on the computer enticing the students to
courses. Although there could be some dangers associ- study the material. But, even if this is the reason for its
ated with opening the funding of our educational pro- success, it is an educationai tool that does force students
grams to competition, there could also be se te advan- to think experimentally. I want to emphasize that the
tages with a peer-reviewed competitive I.., ocess that computer simulation should not replace the laboratory
rewards faculty interested in developing new courses. experience, but should supplement it by presenting vari-
Even if the above programs are established, the imme- ables, problems, and results that cannot be experienced
diate resources will not be sufficient to solve such an directly in large undergraduate courses.

77
 A federally sponsored program to develop computer in the need for accountability. In order to hold a program
simulations of experiments could augment training re- accountable for improving a segment of undergraduate
ceived in traditional laboratories. Such a program could education, we need a standard to monitor improvement.
provide grants to faculty interested in developing com- Although it is tempting to launch programs without this
puter software for courses and sponsor activities within component, I believe it is a critical element to aid deci-
scientific societies for the development of packages to be sionmaking on the merits of programs, their need for
used by their members. These funds could also facilitate funds, and their continuation.
the exchange of such information and help incorporate it Conclusion
into established curricula.
Another suggestion, based on my industrial experi- This report emphasized critical areas where NSF can
function to improve curriculum development, teacher
ence, where limited funds were often leveraged to seek
effectiveness, and physical resources in undergraduate
the best return on investments, is that NSF implement
education. The importance of addressing these issues
programs that use matching funds from other university, cannot be overstated. Recent scientific breakthroughs
government, or industry sources. This recommendation have opened extraordinary opportunities for biologists,
could be particularly important for obtainin; the costly and their work will impact health care, agriculture, and
equipment and supplies for indergraduate courses. everyday life. However, students must be highly trained
To be most valuable, the requirement foi matching in modern science if they and our nation are to seize these
funds must be reasonable. Even though I have a relatively opportunities.
large departmental budget at Penn State, it would still be Many of the problems, such as the lack of equipment,
difficult to provide more than a few thousand dollars of have developed through years of neglect, and major,
uncommitted funds for any one new project. However, long-term efforts are needed to reverse the process. Al-
such small contributions can extend the limited NSF th igh NSF should not be expected to solve these com-
funds and can demonstrate the university's commitment plex problems alone, it can serve as a catalyst by launch-
to the program. The other essential requirement is to ing new programs that stimulate cooperation with other
keep the paperwork to a minimum. Limited (acuity time partners seeking solutions. The lack of laboratory courses
is the basis of many of the current problems, and new is a primary example where new grants for equipment,
programs that are overly unwieldy will not lead to im- supplies, student research, innovative course design,
proved undergraduate education. and traveling workshops could plant the seeds for new
My final recommendation is for NSF to continue the growth and approaches within the scientific societies,
review started by this Committee and develop a quan- private sector, and urn 7ersitir s. The development of
titative means for measuring the success of programs that these programs is an appropriate charge for NSF that
are initiated. This recommendation is based on my belief would !lave enormous long-term benefits to our society.

78
 Issues in Engineering Education
Edward E. David, Jr.
Member
White House Science Council
Former Science Advisor to the President

I am delighted to come here today to address your inter- I have great confidence that this Committee will aid
ests in undergraduate science and engineering educa- educators, and those of us concerned, toward a strategy
tion. With your leave, I will talk principally about engi- for engineering education that is up to the demands of
neering, since that is my own background and over the the rest of this century. So let me address only some
years has been of concern to me in the industrial research topics that I consider crucial.
and engineering context. By the way, I believe that the First, there is the matter of science and research versus
issues in science and engineering undergraduate educa- practice in the curriculum. I am definitely a devotee of
tion are fundamentally different. Many differences stem basics, particularly mathematics, physics, and chemistry.
from the disciplinary character of science as contrasted to But if we are to let, as they say here in Washington,
the problem-solving character of engineering. They have "engineering professors be engineers," there must be a
some macro-issues in common: faculty inadequacies, component in the curriculum that addresses synthesis as
lack of facilities and equipment, the need for improved contrasted to analysis. Synthesis includes design and its
curriculum, and desire for quality graduates, but the recent popular partner, manufacturing engineering. On
differences are more significant. So, let me focus on the macroscale, we just do not know how to teach this
engineering. well. There are many proposals and attemptssome
Engineering education has been examined more often with considerable merit. For example, the MIT Chemical
and in greater depth than perhaps any other part of the Engineering Department has renewed its Practice
university. Examination is a difficult task, for engineering School, which gives students and professors the oppor-
does not fit the disciplinary mold of most academic sci- tunity to work at an industrial site. The Practice School is
very expensive to operate, and it is oriented more toward
ences. It tends to be amorphous and diffuse, and con-
operations than synthesis in maw cases. The so-called
tains within it many diverse subjects. Further, the goals
co-op work-study programs are fn, in many instances,
of engineering education are not easily agreed upon. but they cannot be expanded to handle the mass of stu-
I will not review all the previous studies of engineering
dents. Case' studies have been used to instill a sense of
education. Let me just rote that in the middle and late engineering realism. These are only three approaches,
1960s, there was an in-depth look, culminating in the but think it fair to say that this puzzle of 'now to teach
establishment of the Commission on Engineering Educa- synthesis as a part of real engineering is an issue nor our
tion. It was eventually absorbed into the National Acade- times.
my of Sciences. Closely associated was the study that A hint of how to go about this task was suggested some
yielded the Goals Report of the American Society for years ago by Herbert Simon in a remarkable series of
Engineering Education (ASEE). And, of course, there is lectures at MIT. His point was that design (and manufac-
the recent effort of the National Academy of Engineering. turing) required codification as a disciplinary activity
The early activities were concerned with a variety of and that the new modeling and design aids horn com-
issues: the competition between engineering science and puter science could be a principal tool in this effort.
engineering practice; the paucity of design in the curricu- Without saying more, let me urge that NSF help academia
lum; the proper use of digital computation in engineering and Industry pursue this path in a more le ndamental
education; the adequacy of arts, humanities, and com- way than it has been pursued, despite progress we have
munication skills in the curriculum; the relative roles of seen in computer-aided design, computer-aided man-
laboratory work and theory; and the proper influence of ufacturing, and computer-integrated manufacturing.
immediate industrial needs on engineenng education. The second matter I would like to address concerns the
There has been good progress on a number of these competition between academia and industry for stu-
fronts in the past 15 years, but most of the issues are still dents, not to mention for faculty. The competition for
there and must be confronted with modern engineering students arises because industrial salaries attract stu-
in mind, just as the Academy study indicates. dents at the conclusion of their baccalaureate degree.

79
Furthermore, industry promises additional education But how can this buildup be accommodated with the
and training, even lifelong education. And, it is true that budgetary situation being what it is? Perhaps the best that
industry is spending monumental sums on educating its the National Science Foundation can do is to expand the
employees. This indicates the wisdom of the long-held Engineering Research Center Program in a major way.
belief, as stated in the ASEE Goals Report, that engineer-
Through that means, greater and perhaF 5 long-term in-
ing practice requires the equivalent of graduate educa-
tion. Whether students get that education in industrial or dustry involvement can be achieved, and educational
academic programs, they will get it. Thus, undergradu- capacity increased at least indirectly. Another dimension
ate engineering education should not strive to produce is state and local governments. Ambitions for local eco-
the complete engineer in four years. NSF could perform a nomic development and jobs are pushing governments
vital role by bringing industry and ,..ademia together to to support stronger educational institutions within their
formulate a strategy for each which recognizes the real- political boundaries. These trends can be intensified and
ities of this developing situation. accelerated by federal programs, particularly from NSF.
Finally, let me address th matter of quantity versus That ought to become a major avenue for action. The
quality in engineering education. Usually, I side with objective would be to avoid alienating or rejecting many
quality, particularly where engineers are at issue. But potentially fine students who want to become engineers.
recent events in engineering colleges have caused me to I have another, pervaps, sub rosa objective. It is merely to
look at quantity. The principal event is the general restric- produce enough ambitious engineers to overwhelm the
tion on engineering enrollments that has been invoked lawyers, financial, and business types who have come to
one way or another by academic institutions. Of course, I dominate national leadership.
understand the reasons for these restrictions: inadequate Let me conclude by saying that I have no doubt that
numbers of faculty, lack of facilities, and unwillingness to engineering education is undergoing another transfor-
fol..low the ups and downs of the engineering enrollment mation, away from a strict disciplinary approach and
cycle and the demand cycle that causes it. However, I toward more emphasis on engineering synthesis, opera-
have no dc ubt that the demand for enbineers is in a long- tions, and the back end of the innovation chain-- namely,
term growth phase. The reasons are many, but principal toward economics, marketing, s'rvice, and distribution.
among them is the increasing technological sophistica- This direction is being encouraged by industry, but it has
tion required in manufacturing and operations and in its dangers, including the subversion of long-held and
new fields such as bioengineering. The use of well-edu- still valid goals for engineering education. In conclusion,
cated people in the factory and plant is one of the major let me affirm those goals. Our engineers should not lack
strengths of the Japanese. For the United States, move- academic fundamentals, should be aiming for life-long
ment in this direction is a key to today's holy grail, in'er- ectucation, should know how to use modern tools for
national competitiveness. Add to that the needs of federal problem-solving, should be effective communicators,
megaprogramsStrategic Defense Initiative, the Space and should be informed men and women of affairs.
Station, the Department of Defense buildup, even the Achieving such goals, while satisfying the employees of
Superconducting Super Colliderand the increasing engineers, is a aemanding task. NSF has over the years
need for more engineers is clear. and can in the future play a central role in achieving it.

80
 Undergraduate Science and Engineering Education
Anthony P. French
Professor of Physics
Massachusetts Institute of Technology
President
American Association of Physics Teachers

Since 1964 I have been a professor of physics at the someone who had his education in a typical European
Massachusetts Institute of Technology. However, my tes- system, I should like to emphasize the particular respon-
timony to the Committee is in my capacity as the current sibility that devolves upon undergraduate education in
President of the American Association of Physics Teach- science, and especially in physics, because of the short-
ers (AAPT). comings of precollege science education in this country.
The background to this presentation is a document that By international standards, the amount and depth of
has been prepared by the AAPT together with the Amer- high school education in physics in the United States is
ican Physical Society (APS). Between them, these two
appallingly meager. The teaching of physics as a separate
societies represent the bulk ot the physics profession,
subject begins as early as the sixth grade in many Euro-
especially with respect to physics education, in the Unit-
pean countries (and also in the USSR). Even students not
ed States. We have a shared concern for physics educa-
tion in the colleges and universities of this country, and planning to major in science will have taken at least three
we are grateful for this opportunity to discuss this con- years of physics in high school. A student entering a
cern with the Committee. university as a freshman planning to major in physics
This Committee has already heard a number of power- may well have been studying physics for a total of six
ful statements concerning the status of undergraduate years or more,, up to a total of more than 500 class hours.
education in science in this country and the importance (My authority for these figures is a survey of secondary
of the role that the National Science Foundation has play- physics education published in Europhysics Education
ed and should again play in this area. Most, if not all, of Nero:, No. 11, August 1983.) Contrast this with the one
the important questions have therefore already been year of high school physics (about 100 hours) that is
raised. However, one contribution that the AAPT and the accepted as normal in the United States (and is all that is
APS can make is the body of specific information con- required, for example, even for entry to such a tech-
tained in our background document. Besides embodying nically oriented school as MIT). This points in the first
the work of several of our committees concerned with instance to an urgent need, not only to strengthen our
education, it also reports on the collected views from a high school physics programs at the existing 11th and
large sample of physics departments in a variety of in- 12th grade levels, but also to extend them into lower
stitutions of higher education. This information has come grade levels. However, the time stale for any major
primarily ;70M two sources: (1) two conferences for phys- change of this kind is obviously very long. In the mean-
ics department chairpersons, both organized jointly by time, our undergraduate programs must carry the main
the AAPT and the Education Committee of AI'S, and (2) a burden of trying to bring our students, in the short space
nationwide survey conducted t y the APS with assistance of four years, up to the level of the graduates Iron univer-
from the American Institute ot Physics (AIP) and AAPT. sities in other technologically ad (mced countries. This is
a tall order, and it would he idle to pretend that the goal is
The Background Report always achieved.
With the above introduction I should like to direct the Nevertheless, our Lolleges and universities on the
attention of the Committee to the text of the background whole do a fine job within the constraints under which
docurne -t, "Priorities for Undergraduate Physics Pro- they operate. But it is of vital importance that the quality
gram" (text attached). My presentation will emphasize of this effort not be imperiledand, more than that, that
its main features, findings, and recommendations. it should be inprowd dud strengthened in all possible
ways. I believe 'hat NSF has a crucial role to play in th;s
The Special Importance of Undergraduate Programs
regard, by reintroducing some of its programs that were
There is an urgent need for the strengthening of science highly effectiJ in the 1960s, and by adding new pt
education in the United States at all levels. However, as grams of the kind discussed in the attached report.

81
Research Versus Education? Findings:

There has been a regrettable tendency in many quarters 1. Undergraduate physics programs have experienced
(including the universities theinst yes) to regard the in- declines in the quantity and quality of students
terests of research and of undergraduate education as enrolled.
being almost inimical to one another. From a narrow 2. The poor condition of undergraduate laboratory in-
point of view this might seem to be the case. If, in par- strumentation is the most significant problem now
ticular, NSF has a certain total budget, formally parti- facing physics programs.
tioned between support for research and support for
education, then certainly a dollar increase iri the one 3. Support for undergraduate research has decreased
entails a dollar decrease in the other. and is viewed as a high-priority area for increased
However, any such view of the situation is extremely action.
short-sighted. It has always been true that research at the 4. Computer access is a significant new worry expressed
universities (as compared to pure research institutions) by the chairs of the physics degree-granting
has contributed, out of all proportion to its size and cost, institutions.
to the production of original discoveries and creative
ideas. And the essLatial ingredient is the constant stim- 5. There is no appreciable difference in the problems and
ulus provided by the partnership of bright young stu- priorities for action as reported by chairs of under-
dents with their faculty supervisors. The students are graduate and graduate physics departments.
mostly graduate students, to be sure (though not al- Recommendations:
waysremember Brian Josephson, for example), but
these graduate students must have been undergraduates 1 The National Science Foundation should expand its
first. The attached report presents dramatic evidence that existing undergraduate programs and add several
the production of prospective graduate students in phys- new ones.
ics within the United States has declined seriously over
2. Undergraduate laboratory equipment and instrumen-
the past decade and is still going down. It should be a
tation programs should be given first priority for ex-
matter of simple self-interest for the research community
pansion. All types of institutions (Ph.D., M.S., B.S.)
to support efforts to reverse this trend.
should be eligible since we find no differences in the
It would perhaps be possible to read into the preceding
severity of the problem by level.
remarks an implication that it would be desirable to
merge the research and educational support activities of 3. NSF should reinstitute programs for support of un-
NSF. This, however, is not my intention. I believe that the dergraduate research. The Undergraduate Research
administration of educational programs in science is most Participation programs sponsored by NSF in the six-
effectively carried out, as has been done ever since the ties and seventies were viewed as particularly effec-
NSF was founded, under the aegis of a separate educa- tive. Undergraduate research programs should in-
tion division. There is a great deal of accumulated exper- clude support for undergraduate research at primarily
tise in matters of science education in general, and I undergraduate institutions and at graduate institu-
would strongly advocate a continuance of the present bons. These programs should also include support for
structure bringing students from non-research institutions to
research institutions.

Attachment 4. When addressing curriculum concerns, NSF should

focus on questions of ensuring computer access and
Priorities for Undergraduate Physics integrating computer and video disk technology into
Programs the undergraduate programs.
5. NSF should initiate faculty development programs
Executive Summary that:
Would encourage young research faculty mem-
The American Association of Physics Teachers (A APT)
bers to get involved in teaching development,
and the American Physical Society (APS) Education Would allow four-year college' faculty members to
Committee provide the following recommendations interact with research scientists, and
based upon the Conference of Physics Department Would increase the participation of women and
Chairs held at the National Academy of Sciences on May
minorities in research and teaching
17 and i8, 1985, the Survey of Quality and Quantity of
Undergraduate Programs and Students (conducted by
Introduction
APL, and analyzed by AAPT in the Spring of 1985), and
the deliberatio s of the comin'ttees of AAP1,, APS,, and The' American Association of l'hc sics leachers has had a
the American Institute of Physics (All') long and deep interest in the problems 0; undergraduate

82
 physics education. Since our founding in 1930 at a joint ment chairs of physics depArtments from all over the
meeting of the American Physical Society and the Amer- United States. The conferences, sponsored by AAPT and
ican Association for tho Advancement of Science, under- APS, each drew over 150 attendees. The topic of the first
graduate and graduate physics education has been our conference was "Education of the Physicist" and for the
primary concern. During the sixties the AAPT was the second it was "Education for Professional Work in Phys-
major force behind the activities of the federally funded ics." The chairs concluded that, although physics re-
Commission on College Physics. Since the untimely de- search has flourished during the last decade, serious
mise of the Commission in a period of federal budget educational and manpower problems lie ahead. Many of
cutting, AAPT has assumed the role (not to mention the the issues from the earlier conference surfaced again at
archives) that the Commission once held. In that role, we the 1985 conference.
sponsor general mPetings on these issues, topical meet- Speakers informed the conferees that the record of
ings on single issues, publication of resource materials for accomplishment in research was one to be proud of. In a
undergraduate educators, and development of program preliminary report on the National Academy of Sciences
standards and guidelines. Our committee structure ad- Survey of Physics, W. F. Brinkman of Sandia Corporation
dresses many of the concerns of undergraduate educa- said that current progress in explaining fundamental
tion ranging from curriculum through professional con- forces, the evolution of the universe, and the properties
cerns. Our journal, the American Journal of Physics, is the of matter has been excellent. R. W. Schmitt of General
oldest, largest, and most prestigious journal to address Electric, Chairman of the National Science Board, noted
issues in undergraduate and graduate physics education. that physicists continue to perform well in their trach-
The American Physical Society is the nation's largest tionai roles of providing the intellectual foundation for
and oldest organization of physicists. The APS CG.. .nit- research, achieving "the breakthroughs that change our
tee on Education has been one of its most active commit- world," and illuminating practice by providing "the basis
tees in recent years. There is very close cooperation be- for realistic yet usable mechanics of complex materials."
tween the Education Committee and the AAPT, and this The 1985 conference heard a description of the just-
cooperation has included joint sponsorship of many ac- beginning study of national science policy being carried
tivities in support of physics teaching. Among these out by the House Committee on Science and Technology.
activities are joint conference's, surveys, and committees. With a 1986 report date, the study will consider a broad
Under AAPT and APS prodding, the American Institute range of issues affecting the federal gove. nment's sup-
of Physics developed an Educational Policy Committee to port of basic and applied research in physics and other
guide AIP educational activities and to act as a forum for sciences and engineering. A central question is whether
the nine member societies: APS, AAPT, Optical, Astro- the traditional mechanisms for allocating support to sci-
nomical, Crystallographic, Rheology, Physicists in vledi- ence will continue to serve the nation v.-ell in an era of
cine, Vacuum, and the Acoustical Societies. APS ano intense international economic competition, budget defi-
AAPT appoint over half the members of this committee,, cits, multidisciplinary research projects, and large-scale
which has now operated for nearly two years. research enterprises competing with "small science."
During 1985, two major programs were conducted Assessing manpower issues, D. Corson, President
which have a direct and important bearing on issues in Emeritus of Cornell, described a number of serums prob-
undergraduate science education: the conference of lems that have intensified in recent years. These in ludo:
physics department chairpersons held in May 1985 (and depressed annual production of physics Ph.D.'s a de-
building on a similar conference held 18 months earlier) cline in the percentage and number of U.S. caw ns re-
and the Survey of Quality and Quantity of Undergradu- ceiving a physics Ph.D., little progress in recruitment of
ate Programs and Students Each of these programs in- minorities and v, omen, a median age of physics faculties,
volved a large and representative portion of the physics that is the highest of any of the ,ciences or engineering
undergraduate commui iity and each provided strong di- (and rising rapidly), and demographic trends likely to
rection to us and to federal agencies. reduce the number of physics graduates until well into
Recommendations and discussions presented in this the 1990s. Smaller physics departments, in particular, are
paper represent a distillation from the output of these likely to find the next few years quite difficult.
two programs, and from AAPT committees and the edu- H. William Koch Director of the American Institute of
cation committees of Ali and APS, but the report has Physics, made some similar observations at the 1983 con-
been prepared by A. 1', French MIT), President of AAPT ference. Figure 1 shows the annual production of Ph.D.'s
and J. M Wilson (Maryland), AAPT Executive Officer, over the last quarter century, while Figure 2 illustrates
and reviewed by R R. Wilson (Cornell), President of how the ratio of physics doctorates to total natural science'
AI'S, and H. Lustig (CCNY), APS Treasurer. and engineering doctorates has plummeted over the last
half century. These declines in absolute number and
The Conferences of Physics Department Chairs percentages were accompanied by a changing mix of
physics graduate students. In 1970-71,, 82.4 percent of the
In September 1983 and April 1985, two separate two-day graduate students were U.S. nationals, but by 1982-83,,
meetings were held in the Washington area for depart that percentage had dropped to 59.9. Hie increasing
83
number of foreign nationals has knasked the dramatic graduate research participation programs. They also
decline in the number of U.S. students enrolled in gradu- noted with approval the reinstitution of NSF programs
ate programs in physics. In 1970-71, there were 3,213 for support for undergraduate laboratory instrumenta-
entering U.S. students compared to 1,718 in 1980-81a tion and research in four-year colleges and hoped that
decline to nearly half the number a decade earlier. The those programs would expand. The groups reported a
decline has continued in the 1980s. high demand for physics graduates at all levels.
At the 1983 meeting, a group of department chairs
headed by R. Tribble, Chair at Texas A&M University, and
1,600 W. H. Kelly, Dean of the College of Science at Iowa State
University, studied the role of undergraduate research
1,400
and the associated equipment needs. They concluded
1,200 that "most if not all colleges and universities in this
country are suffering from a shortage of up-to-date labo-
1,000 ratory equipment." They advanced a resolution that
800-S- passed without dissent from the 183 attendees:
600-
"We request the American At.3ociation of Physics
400 Teachers, the American Physical Society, and the
200
American Institute of Physics work to inform the
National Science Foundation, Members of Congress,
o-
1111111
19u0 1963 1966 1969 1972 1975 1978 1981 1984
i
university presidents, and state legislators of the
serious problem of lack of funds for equipment for
undergraduate physics laboratories and the impor-
ACADEMIC YEAR (ENDING IN JUNE)
tance of developing sources of funding to provide
Figure 1. Annual Production of Physics Ph.D.'s in the United States capital equipment specifically targeted to under-
gra,1nate instructional and research equipment."

Survey on the Quality and Quantity of

Undergraduate Physics Majors

12 %-
A survey of the chairpersons of all .S. physics depart-
ments was designed to get opinions and new ideas on
11%
how to raise the quantity and quality of undergraduate
RA110
physics majors. Robert Resnick of RPI headed the project
10%
and provided most of this analysis. The survey was con-
ducted by the American Physical Society with assistance
9% from AIP and AAPT.
The number and quality of physics majors are affected
8% by a v nole range of issues, from the crisis in science and
math instruction in the primary and secondary schools to
the national economy and the job market for physicists.
I I I I
The survey focused on the short term and dealt with the
1920 30 40 50 59 , 78
YEARS current situation. Besides calling for new ideas and gen-
1924 34 44 54 63 72
eral comments, the survey asked for specific ratings and
Figure 2. Ratio of Physics Ph.D.'s to Total Ph.D.'s In Natural Science comments on a list of curriculum offerings, educational
and Engineering. materials and physical resources for undergraduates,
programs to attract women and minority students into
physics, visiting scientist programs, and undergraduate
research participation programs.
At the 1985 conference, reports were also delivered on Responses were r2ceived from 553 of the 791 U.S.
the Survey :4 the Quality and Quantity of Undergraduate physics departments, a 70 percent rate, 83 percent of the
Physics Majors (see below) and on recruitment of minor- doctoral institutions responded. It was interesting to
ities and women in engineering. The conference also note that we found no significant differences in needs or
conducted a series of small group discussions on mort_ priorities reported by the chairs when we analyzed the
specialized issues ranging from tailoring education to the result by either level of program or size of program.
jobs to the use of computers in physics. The groups gave A detailed summary of the ratings and comments on
high priority to restoring programs of federal support for the ten specific items to be evaluated is given in the
undergraduate science education, particularly the under- Proteeilss of the 1985 Confi'renie of l'Imws apartment

84
 Chairs from the American Association of Physics Teach-
ers. The following figures and tables summarize some of
the responses.
Figure 3 shows the distribution, by type of school, of
responses to Cie questionnaire. Figure 4 gives the dis-
tribution of different kinds of courses and programs of-
fered by undergraduate physics departments. Table 1
shows the existence of special programs for women and
minorities. Table 2 shows the distribution of undergradu-
ate research participation programs and visitirg scientist
programs. Table 3 gives the chairpersons' ranking of the
areas most important to stress for new initiatives to fund-
ing agencies, breaking down the responses according to
the Ph.D., M.S., and B.S. granting institutie.is repre-
sented (note that a ranking of 3.0 would mean that every
chair ranked this item as his number one item; 2.0 is a
very high ranking on this scale). And, Table 4 sum-
marizes the chairs observations about the present quality
of undergraduate students compared to those in engi-
neering and computer science.
The survey committee developed some general con-
clusions from the resuhs and analysis of the comments
section as to how physics departments could raise the
quality and quantity of undergraduate physics majors:
1. Greatly increase the interaction between physics fac-
ulty and high school math and science students and
teachers. Figure 3. AAPT/APS Survey: Distribution of Responses by Type of
Sch, al.
2. Put your best people into the introductory physics
course as lecturers and recitation-discussion leaders, introductory course, the area of most concern,
for if you cannot win students over in that course then however,, is the laboratorythe low quality of the
all the subsequent programs and ideas that are sug- experiments, the equipment, or the teaching
ge-ted are much less effective than otherwise. in that assistants.

50%

40%

30%
BROAD
B.A. APPEAL
APPLIED COURSES
20% PHYSICS

JOINT OTHER
JOINT PHYSICS
10%- B.S./M.S.
PHYSICS PRO- MINOR
M.S. HOT OTHER
AND GRAMS SPECIFIC
APPLIED ENGI- TOPIC
APPLIED
PHYSICS NEERING PHYSICS COURSES LESS IS
0% MORE
Figure 4. AAPT/APS Survey: Distribution of Different Kinds of Courses and Programs Offered by Undergraduate Physics Departments.

85
Table 1. AAPTJAPS Survey. Special Programs. Table 3. AAPT'APS Surve: Priorities for Action (rated on a 3-point
scale).
Special Women's Programs
1 Laboratory Equipment
All 2.0
38 of 543 /% Ph.D 21
Ph D 14 of 138 10% M.S 21
MS 6 of 73 8% BA 20
B.S 18 of 332 5%
2 Undergraduate Research Programs
All 10
Special Minority Programs PhD 9
MS. 10
BA 10
All 46 of 543 8°/0
Ph.D. 15 of 138 11% 3 Computer Access
MS 7 of 73 10% All .66
BS 24 of 332 7% Ph D 83
MS 90
BA 53 5th Priority
4 Curriculum Development
All 61
Ph.D .50 5th Priority
Table 2. AAPT/APS Survey. Distribution of Unde, -raduate Re-
MS 51
search Participation Programs and Visiting Scientist
B A. 67 3rd Priority
Programs.
5 New Educational Materials
till 54
Undergraduate Research Participation Programs
Ph.D 50 *4th Priority
MS 36
All Ph D MS BA BA 59 4th Priority
6 Visiting Scientist Programs 25
With Poi /Credit 67% 77% 84% 59%
7 Won t', Programs . 12
With Prof./Pay 38 63 53 23
Summer Intedi 32 56 34 21 8 Women's Programs 11
Other URP 1? 16 5 12
9 Other 11
None 23 13 11 -,0

Visiting Scientist Programs

All 170'543 = 31%

PhD 36138 26%
22 73 30 °'o
B.S 112 332 34%
Table 4 AAPT,APS Survey: Quality of Undergraduate Physics
Majors.

All PhD MS BS.

3. Involve students in undergraduate research participa-
tion programs early on, for access to research laborato- Compared to Ten Years Ago
ries attracts i!nciergractuates. Hie single ..em that was Better 74 14 15 45
regarded as the most effective way to get high-caliber Same 277 70 36 171
undergraduate students into physics, and to keep Worse 158 44 15 99
them there, was involvement in esearch. No Opinion 10 3 0 7

Compared to Computer Science Majors

4. A significant number of stc,..-lonts who like physics
Better 250 55 28 157
choose, nevertheless, to major in ongineering or com-
Same 147 40 11 96
puter science, according to comments received, be- Worse 37 13 3 21
cause a physics bachelor's degree is viewed as los,, No Opinion 76 22 '4 40
saleable than or..2 in er girieenng or compute' science Compared to Engineering Majors
Here the advice was to ethicate recruiters and inlco,-
Better 184 59 27 98
try in general on the value and virtues of an uncle' Same 194 41 22 131
graduate physics program and to coned high ,,,,11001 Worse 48 19 3 26
counselors false impressions that the phy,,io, ;oh mai- No Opinion 68 8 14 46
.
ket is still poor.
 5. Moreover, curriculum offerings should be expanded could be either easier to obtain or more difficult depend-
in applied areas of physics and more use made of joint ing upon the character of the institution. At those few
majors, especially with engineL_ ing and computer sci- four-year institutions with substantial research in prog-
ence departments.
ress, undergcrduates are centrally in% olved. Unfor-
6. In order to raise or maintain the quality of the under- tunately, "Big Physics" and limited resources combine to
graduate physics majors program, especially at the restrict research funding and to direct it to major institu-
small schools, respondents calle, for expanded fund- tions. The NSF program on research in four-year institu-
i..g for undergraduate research part1/2pation pro- tions has been an important recent improvement in that
grams, for purchase of model n equipment in the up- situation, 'Jut much more remains to be done.
per-divisio, laboratories. and for sponsorship of There are two methods of ensuring research experi-
visiting scientist programs. ence for undergraduate students at the smaller institu-
tions. The first is to provide funding fort search at or.-
7. And, finally, we should greatly increase the oppor- dergraduate institutions. As noted, this is being done,
tunities, use, and visibility of women and minorities but it could be expanded. The other is to provide funding
already in physics as role models to attract more ma- for support for students from these institutions to "in-
jors from these ranks. tern" for a period at nearby research institutions. Here,
the NSF role could be important to catalyze a few of these
Summary programs as well-funded oemonstrations while provid-
ing partial support to a large number of others.
All of our sources of information recognize 'he central The personnel problems are not as easy to solve. Mech-
role of the uidergraduate laboratory experience in the anisms must he found to increase the number of U.S.
training of scientists Support fur pr, -rams to improve students going into physics. Another mechanism must
these experiences is consistently given the highest pri- be found to alto-- universities to continue to add young
ority. Physicists are much less en thusic.stic about curricu- faculty in spite or the present "fully tenured-fully staffed"
lum projects. Concerns in this latter area center on the situation pointed out by Corson.
role of the computer in undergraduate physics education Undergraduate physics education is still quite effec-
and especially on how this will aff "ct the selection of tive, but there are a number of sea ere problems that must
topics in the introductory physics sequence and on how be addressed and soon. In Lontrast to the Auation at
modern physics topics might be included. Otherwit,e, the precollege level,, the problems appear to be manage-
physicists seem to be comfortable with the undergradu- able if we act decisively. However, American science de-
ate physics curriculum and feel that it is doing a fine job in pends upon undergraduate and graduate education to
preparing new physicists. make up for deficiencies in precollege education. If we
Physicists are very worried about infrastructure ques- allow the undergraduate programs to flounder, we may
tions. Facilities are viewed as adequate, but there are do irredeemable damag- to our scientific and economic
enormous equipment and personnel problems. Almost health. It is nvist important that ire improve the state of
every physics department reports that the state of equip- precollege education. It is equally important that we act
ment and instrumentation is bad and getting worse now to limit the damage to our undergraduate science
rapidly. Programs make do with what they have but fall programs.
further and further behind the state of the art. Grojuaies
of many science programs find that they must undergo a
lengthy period of training after they enter industry be- Addendum
cause of inadequate laboratory experiences.
Sirvort for equipment purchases for undergraduate
The History of NSF Support for Science
laboratories has been the absolute first priority for phys- Education
ics departments for at 'east the last three v-ars. The Almost immediately after its creation in 1950, the Na-
situation is seen as deteriorating rapidly. Closely related tional Science Foundation began its sup poi t of science
to this is support for undergraduate research programs. education, especially through its graduate fellowship
Physicists view ti s as vital to any stud,mt's training but
program. This grew rapidly and was soon followed by
it difficult to obtain support. major projects in curriculum development :nil teacher
Even at the doctoral institutions, undergraduate re- training, especially at the secondai v-schooi leveltne
search is seen as a problem ar.a because it is hard to PSSC physic., program, and then by similar projects in
justify the use of scarce research resources in support of chemistry and biology. By the ea, ly 19u0s, the total sup-
dergraduates. Research programs can Lx more' pro- port of science education programs was about $80 million
auctive when the' resources go to graduate students. per year and represented more than one -third of the
Support for undergraduate research is considered to be Foundiaion's budget
an educational responsibii,tv, not 1 research respon- Hie story since that time has been very different. In
sibility. t the four-year schools, research opportunities
terms of constant dollars, the support for bob graduate

87
fellowships and for other educational programs has de-
clined drastically. The situation is shown most vividly,
perhaps, by the attached graph (Figure 1), showing the
30%
support for science education (excluding predoctoral fel-
lowships and traineeships) as a percentage of the total
NSF budget, From a high of over 30 permit in about
1960, the percentage dropped to only about 6 percent in
1980. Shortly thereafter it fell to essentially zero. (Of
20%
course thr! total NSF budget increased greatly over the
years but the support for education, in terms of constant
dollars, fell by a factor of more than three over this
period.)
The most recent budgeted figure is shown by the single
10%
point for fiscal year 1986about 3 percent of the total
budget, corresponding to an actual figure of approx-
imately $50 million.
The Council of Scientific Society Presidents. on May
15, 1985, passed a resolution urging support for an NSF
education budget of at least $100 milion for college and 1950 1960 1970 1980
precollege science and engineering education. It is worth Figure 1. NSF Support of Science Education as Percentage of Total
noting that this would still be far below the level of NSF Budget (predoctcral fellowships and traineeshipc
support provided in the early 1960s, which in terms of excluded).
Lurrent dollars would be equivalent to about $300 million soacc Comp..,ed from National Soonco Feund;.1:or Arn..::' PopL-t:

per year.

88
 U.S. Engineering Undergraduae Education
Fre# W. Gary
Vice President for Corporate Engineering and Manufacturing
General Electric Company

It is always tempting to reach for some profound new But, in hc, totality of the need to provide the engineer-
insight when asked to comment on such a nationally ing resource required o maintain U.S. leadership in the
important topic as undergraduate engineering. Al- global industrial marketplace, it is only one link in a long
though my membership on the board of managers of two chain whose other links include:
predominantly ur.dergraduate engineering institutions,
my advisory committee membership at several other The stimulation of children's interest in math and
more research-oriented engineering schools, and my science at an early age,,
position as a senior engineering executive of a company Sti ong secondary school learning opportunities in
that employs about 1,100 new engineering undergradu- the subjects required for a career in engineering and
ates a year provide more than a casual relationship with science,
the subject, I am certainly not an academic and my views
must, therefore, be thought of as those of a concerned Excellent undergraduate programs,,
professional who has helped struggle with campus prob- Opportunities for advanced degree work, and
lems, and as an even more concerned professional engi-
neering manager whose company conducts roughly 2 Continuing, structured education for professionals
percent of the nation's R&DR&D that supports a broad- as contrasted to periodic and casual training
ly diversified industrial and service business portfo;io throughout the engineer's career.
that is, in a sense, a microcosm of the goods-producing I am not sure that I understand what charter role NSF
sector of the nation.
has in the precollege world, but it is certainly true that all
It is gratifying to realize that NSF is now focusing recent studies provide a disappointing picture of how
attention on the undergraduate engineering issue. Over inadequate is the preparation most American youngsters
the past five years, the "crisis in engine -rig," defined are receiving for careers in science and engineering or f9r
primarily as a shortage of qualified faculty and modern that matter,, even for personal decisionmaking in an in-
laboratory equipment, rcsultec, in increased industry creasingly technologically based society. My personal
and government support aimed at expanding the pool of belief, however, is that NSF. should play an increasing role
native-born D. holders and providing new equipment with the primary and secondary c ducational fraternity to
foe graduate laboratories. assure that our young people have a thorough grounding
Although this support is still properly viewed as inade- in this area.
quate relative to the total need, the action has addressed a NSF does have a significant responsibility for the
first-order need to stimulate doctoral study and thus health of U.S. scientific endeavors, and because excel-
develop a few more state-of-the-engineering-art qualified lence' at the top can only be built on a quality underpin-
faculty members to handle the step-function increase in ning, it is apparent that strong undergraduate engineer-
engineering enrollments a1, address the need for great- ing programs at both major research and less research-
er and greater numbers of advanced degree engineers to oriented colleges of engineering are essential for the na-
carry out rapidly expanding industrial research projects. tion's security and ecoiomic competitiveness. But the
Certainly this attention to graduate engineering edu- harsh fact that about three-fourths of U.S. engineers hold
cation and on-campus research is essential: only a bachelor's uegree, of course, begs the queoion of
whether today's jam - packed,, four-year programs
To develop and retain faculty, provide adequate preparation for today's engineer
In the case of a company such as General Electric, we
lb carry out a broade" .ange of fundamental re- rely upon both internal and external basic research,, engi-
search ojects and neering research as a link to fundamental scientific dis-
covery, and leading-edge engineering execution to
To provide an on-campus excitement to stin,.ilate provide global competitive status. To meet our needs, the
both students and faculty. percentage of advanced degree holders has risen sharply
89
4
rt
at General Electric in the past decade. Today. nearly 70 launched every year or two after the preceding one, and
percent of our key engineering people have advanced each extends over several years.
degrees, including about 25 percent who hold docto- A number of foundations, alumni, and individuals
rates. Nearly one-fourth of our GE manufacturing man- have contributed large amounts to such drives, but new
agers, incidentally, also hold advanced degrees. kinds of equipment, new programs, and continuous
I believe that tomorrow's engineering education will, progress in current programs make this a never-ending
more and more, extend beyond the campus. About 1,200 task. State legislatures provide brick and mortar at public
of General Electric's most recent engineering hires are universities, but at both public and private engineering
cu-rently pursuing company-university cooperative pro- schools, the facilities are far from adequate for modern
grams leading to a master's degree. Some 20,00 addi- undergraduate work I believe federal funding will be
tional people are expanding their technical strengths requiredat least for laboratory work.
through training programs using the latest video-based
distributed educational concepts that provide for on-site, Laboratories
minimal career-disruptive learning. All this sneaks to the Laboratories (including design related laboratories) and
need for foref-ont, multinational companies to b' able to lab equipment are special cases for funding. Engineering
make decisions at the leading edge of technology. education is investment intensive, and it has become
It is my belief that all U.S. industrial firms, faced with increasingly more costly to equip college laboratories
the worldwide technical challenge, will find a continuing with equipment representative of the type used in
neednot only for more engineers but, also, for engi- leading -edge industrial engineering departments. Al-
neers with new, higher levels of technical competence theuo-h some help has been provided, particularly for
encompassing stronger fundamental analytical skills, graduate programs, there is a huge unfulfilled need at all
multifunctional as well as multidiscipline systems orien- degree levels for funds to buy or for gifts of instrumenta-
tation, and familiarity with the tools and practices of tion and gear. This implies high initial investment for
modern industrial engineering. sophisticated devices, which are also costly to maintain,
Although this total preparation is obviously beyond particularly when used by inexperienced undergraduate
the scope of today's four-year programs, it points to the students.
need for excellence in all aspects of the undergraduate Lab equipment must be updated frequently, and the
experience as the bedrock upon which we build. cost level of lab courses has resulted in some curtailment
Today, I would like to pass along to you my observa- to assure funding for the less expensive lecture courses. I
tions on five basic undergraduate engineering schools' believe that NSF funding assistance to guarantee proper
problems that have consistently been front stage at col- laboratory experience at the undergraduate level is one of
lege of engineering board of trustees meetings during my the most important steps that must be taken. Such
two decades of pal ticipation at such sessions. I might add "hands-on" work provides a "gut" feel of equipment and
that at board GI visitors meetings at several other schools,, parts that IF a requisite element of preparation for a career
the concerns are similar and influence my views. in engineering.
Expo )ce teaches us that creativity in science and
Physical Plant engin, ing requires more than the acquiring of knowl-
edge. In particular, it derives from personal participation.
Let Is begin with the subjet of the physical plant. Ex- Laboratory training provides an opportunity for teacher-
panding enrollments, new technology, new tools, and student interaction at a "doing" as well as a "listening"
new engineering practices dictate the need for classroom level. Physical experience in the laboratory can promote
and laboratory improvements. Then again,, the quality of an excitement, a passion for doing things, that can tran-
life expectation of today's engineering student requires scend the more passive lecture hall experience. It is,
that the college must provide acceptable modern dor- furthermore, a "team" experience as compared to the
mitory space, good food service areas, athletic and recre- classroom's individual activity. The lab helps prepare the
ational facilities,, and some of what I will call "gathering engineer-to he for the large-scale, multidisciplinary, mul-
space" for social interaction. Changing technology and tifunctional projects that will predominate during the
expanded liberal arts programs both demand better li- engineer's entire professional career.
brary facilities. Computers, peripherals,, and software Grants for undergraduate laboratories would provide
storage dictate some increase in dormitory living/study an opportunity for I lculty scholarly work as well as per-
space. In addition, the faculty wants good offices mit student participation in creative as well as routine
Although it may sound vulgar to suggest that in to- "required" experimental work.
day's world, it is hard to attract persons to a learning
environment that is not in itself esthetically attractive, it is Computers
a basic student and faculty recruiting fact. As a result,
capital campaigns to raise money fur new brit k and mor- Expanded computer facilities are c! sential It is obvious
tar for various adjunct facilities, as well as for classroom that today's13.S graduate in engineering must have facili-
and laboratory buildir.gs and equipment, must be ty in the computational and graphics use of computers,
 including the capability to design and write software not only personally stimulating, but will, I believe, enable
programs.
the professor to communicate the excitement generated
Today's increasingly powerful personal computers can by the experience to his students. Engineering faculty, in
handle about 90 percent (it is estimated) of the under- my view, should be engineers who teach--not just clones
graduate engineering students' needs. As a practical mat - of scientists and academics.
t'r, every student should own or have a college-provided
But faculty shortage, with consequent heavy teaching
terminal available to him for easy, frequent access. But,
although the personal computer has adequate computa- loads, inadequate facilities, and the minimal funding
tional speed for most undergraduate work, the student
available to many undergraduate faculty members,
makes it difficult to find time to compete for or carry out
must also have access to a mainframe or a minicomputer
for stored data or to provide the large amount of memory consulting or research projects. Even when the college
has a strong sabbatical or leave of absence policy, engi-
required, for example, for finite element analyses.
Even as an undergraduate, the future engineer should neering professors find it difficult to participate for both
financial and intangible reasons:
at least have been exposed to modern co mputer-aided
engineering systems such as those manufactured by Their absence demands finding substitutes or fur-
Caima, Computervision, Intergrapi, -Ind others. Labo- ther increases the load of colleagues,
ratory equipment demands increasing amounts of com-
puter backup, and it is apparent that local area networks Sabbatical support, however well intended, is gener-
must soon link terminals across the campus. ally less than needed to relieve the full financial
My faculty acquaintances estimate that computer cap- strain of moving or a two-location existence, and
ital costs work out at about $500 to $1,000 per year for
each undergraduate. There is, of course, additional ex- Absence or temporary relocation leads to personal
pense for managing, updating, operating, and maintain- and family stress situations.
ing increasingly more elaborate systems.
Even so, many faculty members struggle creatively,
The computer industry has been generous in provid-
successfully, and, I think, heroically with this iefresh-
ing much new equipment, but to a limited number of rnent issue. It seems to me, however, that the continuing
schools. Federal and state funds must be added to get the
development programs for faculty are pretty much ad
capability up to even minimal levels in all engineering hoc.
colleges.
Although I have been trying to make a case for some
level of research support on all campuses, it is obvious
Faculty Recruitment and Retention that it is financially impractical to provide the very so-
phisticated research facilities needed for leading-edge
The recently published National Research Council re-
workexcept on a few campuses To stay abreast with
port, Engineering Education and 1,actice in the United States,
points out that only 2 to 3 percent of engineering gradu- both university and industrial research and develop-
ment, faculty at other colleges must somehow be made
ates opt for a career in teaching. It also notes that the
aware of the discoveries resulting from this work.
percentage of doctoral engineers who teach has declined
It is not clear to me just how faculty members from a
about 25 percent in the past decade.
NSF, through the Presidential Young Investigator predominantly undergraduate school could get to par-
ticipate, for example, as associates at a primary research
awards and other grants, has provided increased assist-
center or in subcontract roles on their r wn campus. Al-
ance for young engir eers to pursue doctoral careers and
though undergraduate faculty experience at a primary
accept faculty positions. Industry has also contributed
center would be great (assuming it cowl' be worked in
funds and equipment to encourage entrance into teach-
reasonably schedule-wise and could be funded as part of
ing and campus research and, concurrently, to provide
a sabbatical or leave of absence), I assume that in some
support for current faculty. A primary thrust of the Gen-
cases even a full professor on a temporary basis would be
eral Electric Foundatior, for example, is the enlarging
less contributing and less cost effective than a graduate
and strengthening of engineering faculty.
student assistant, but the overall gain might justify some
In talking to faculty and certain ex-faculty, I have
seeming in efficiency in the specific project. NSF, as one of
sensed that persons who choose engineering as a career
the principal funding agents of the research, could struc-
have a yen to make things, to find specific applications for
ture grants that provided for such visiting faculty
their technical knowledge rather than just treat it in an participation.
abstract sense. Undergraduate engineeriAg requires ex- In addition to sabbaticals at university sites such as t.,e.
cellent teaching, but total dedication to teaching can be
Engineering Research Centers that are being supported
stultifying.
by NSF, I believe that greater interaction of both under-
For the professor who works at the undergraduate
graduate and graduate faculty with industry is essential:
level, research or personal non-teaching development
support that provides an opportunity to take an active lb provide experience in the multifunctional process
part in the drama of progress that is altering our world is of ,oupling technology to the marketplace,

91
 To provide firsthand knowledge of the tools and ance at VII tually every session. As a rule, some 70 to 80
practices employed by today's engineers,, percent of students would not be able to pursue an engi-
To acquaint faculty with the talent requirements of
neering career without state assistance, scholarships,
loans, or other forms of aid. Families and summer jobs
various industries, and
seldom provide for total needs, and the college must help
To identify the industrial barrier problems that will the student obtain 20 to 30 percept of the cost of the
better orient university research. college program. Most state aid is not transportable
Although many industries have increased their fund- among the states and this limits the enrollee's choices.
ing of on-campus or cooperative research and consulting
work, NSF supplementary support could accelerate the Summary and Recommendations
expansion of this vitally necessary interaction. These, then, are the most troubling and persistent issues
Again, if satellite teaching as proposed by National I have encountered at undergraduate colleges. I have
Technolegical University permits us to take advantage of treated them singly, but they obviously impact on one
today's c"mmunication technology for graduate study another; and, although they are not only a question of
and continturig education for industry, why should we funding, all would be substantially relieved by an influx
not consider similar technology applications for the of dollars.
"continuing education" of faculty on campuses not To p:ovide the additional funds and to stimulate the
equipped for advanced research projects. Electronic sem- actions needed to assure the high 'quality educational
inars pre not a total answer, but are perhaps a cost- experi.mce our future engineers must receive during
effective and convenient aid to staying current, par- their undergraduate days, the National Science Founda-
ticularly when enhanced by pE.iodic research participa- tion mug t negotiate budget additions that would permit:
tion through sabbaticals.
So much of our attention has (with due cause) been 1. Increased investment in classroom, laboratory, and
given to producing an increased crop of new engineering other needed engineering campus structures.
Ph.D.'s that we have given less attention than the situa-
tion deserves to enhancing and updating the capabilities
2. An increase in the funds available for undergraduate
of current faculty. Full utilization of the majority of exist-
laboratory equipment and computerseither as di-
ing faculty, retrained as necessary, is essential; it is im-
rect grants or as an agreed-upon percentage of the
practical to believe that we can produce new, truly total cost on a shared basis with the college and indus-
qualified faculty at a rate that will meet the demand. trial supplementary funds. It is conceivable that NSF
It is probable that some small percentage of current might also be able to structure shared-use programs
for certain very expensive laboratory devices among
faculty will not find it possible to meet tomorrow's chal-
some groupings of colleges. The 10 to 15 percent an-
lenge. Industry has used, and some colleges are begin-
ning to adopt, early retirement policies that provide one
nual maintenance cost should also be considered.
form of humane solution to the problem and that make 3. Additional funds fur faculty research at predomi-
new appointments and/or necessary promotions possi- nantly undergraduate schools.
ble under more acceptable conditions.
4. Structuring grants for research programs at major cen-
Student Financial Assistance ters to make sabbatical participation by undergraduate
faculty more feasible.
It has long been recognized that, in the mid-1980s, there
would be a substantial downward trend in the number of 5, Further stimulation of unic ersitv 'industry interaction
high school graduates. Even with the possible expansion in design 'ma qufacturing research particularly for
of the pool of engineering recruits through increased future facult%. TI,e vast majority of engineers pursue
enrollment of women and minorities, the cost of attract- careers in de% elopment, and the primary task of engi-
ing highly qualified engineering freshmen will affect the neeriug schools is to prepare y ming people, at all
budget of the admissions office. It may be that, except for degree levels, for this work.
a 290-pound tackle who can run 100 yards in 10 seconds, 6. Continuation of tcdcral said,:nt loan programs or di-
a high school student with a combined SAT over 1200 rect graots that would supplement state or other aid
may be the most sought after of persons in our nation. sou rces.
Would-be engineers seem to be influenced in their
undergraduate school choice by the facilities on the cam- 7. Funding of new initiati% es to utilize loodern com-
pus and the job-securing success of recent graduates to a munication technology satellite 'I V. video tape,
far lesser extent, I believe, than "science" students are otc.to increase prod Lich% it% of undergraduate in-
influenced by the reputation of the senior faculty and, in struction and to pro% ide tot student and faculty video
particular, by the availability of financial aid. seminars. Perhaps NSF could sponsor program de-
Engineering school trustees, administrators, and fac- %elopment, help delta% trio idcast costs, provide hard-
ulty grapple with the problem of student financial assist- ware. or distribute (FL,lity ritenals.

92
)
 It may be impolitic to suggest that a nation that spends be, poorly engineered indicates that we must improve the
about $100 billion a year on R&D and several additional design-related competency of all our engineers at all de-
billions per year on college programs in science and gree levels.
engineering has not adequately supported or properly U.S. engineers often do big things well but execute
balanced its investment in this field. However, it is a fact poorly the details that more often than not make the
that our industries are losing world market share even in quality difference. I believe that quality e:igineering of
high-tech areas such as electronics, and our trade balance offerings tt. the marketplace builds upui, the ..,olid funda-
in manufactured goods has slipped from a positive level mental base acquired in the undergraduate period.
to a deficit of nearly $100 billion in the past five years.
Although many factors influence this sad state of af-
fairs, the fact that many products are, or are perceived to

93
 Undergraduate Science and Engineering Education
Andrew M. Gleason
Professor of Mathematics
Harvard University
Former President of the American Mathematical Society

It is a pleasure to be able to come to IA ashington and cation and for the more general question of appropriate
express my ideas about mathematics education, for I have patterns of support.
been interested in that topic for a long time, starting with Nowhere is the difference between mathematics and
my involvement in the School Mathematics Stady Group the other sciences clearer than in the area of precollege
in the 1960s. However, if there is any thing that I have education. We start teaching mathematics in kinder-
learned in the last 25 years, it is that education is not a garten and we expect childrtn to learn in grade school a
simple matter and there are no easy solutions. Whatever body of knowledge that will be the foundation for all of
changes you may plan, they must be robust enough to their future work in mathematics. Because it is known
survive the inevitable adjustments that will be made as that arithmetic will be a permanent foundation and be-
change is proposed in a system as large and sprawling as cause it is so easy to grade arithmetic problems as right or
the American educational system. wrong, the subject is usually taught under high pressure
I note with some concern that the title of your Commit- with frequently adverse effects on children's attitudes
tee contains the words "science" and "engineering," but toward mathematics. Other sciences are taught in grade
not "mathematics." Of course, I realize toat "science" is school but in a much more casual manner and with no
intended to cover mathematics, and that in the long histo- intention to be the definitive treatment of the subject in a
ry of the National Scieitce Board and the National Science child's education. I do not believe that any biology teacher
Foundation mathematics h always been recognized as a in hi;h school or college expects to rely on biolo,E,Ical
science and that the Foundation has always supported knowledge taught in grade school.
mathematics. Nevertheless, I think that there is some Everyone pays lip service to the idea that mathematics
danger that the Foundation, by continually classifying ought to be taught in connection with applications; yet, it
mathematics with the other sciences, may adopt support i, almost 'rival iably the case that children's mathematical
policies that are inappropriate for mathematics. Mathe- skills are way ahead of their knowledge in areas where
matics is very different from the other sciences; the dif- applications are real. Thus, chili n learn formulas for
ference is probably just as great as the difference between the area of a triangle and the circumference of a circle
'cience and engineering. Every project in engineering before these concepts have any meaning for their lives.
depends to some extent on basic science and mathe- This difficulty afflicts more mature students as well all
matics; in the same way, every branch of basic science the way up to the point where the physics department
depends to some extent on engineering and mathe- insists that the second-year calculus course take up
matics; and mathematics depends on science and engi- Stokes' theorem early in the first semester because it is so
neering as sources of problem!, and inspiration. The in- important in some areas of physics.
terdependence of the whole structure is remarkable; it is Ultimateiy I believe, a complete overhaul of the sci-
impossible to say where engineering begins and science ence-math-technology curriculum will be necessary. But,
ends and equally impossible to locate the boundary be- certainly this cannot be done all at once'. I do not advocate
tween mathematics and the other sciences, but this does any re., olutionary stet's :u the immediate future, but I see
not imply that engineering, mathematics, and the various no reason to believe that our present curriculum is op-
branches of science should all be supported in the same timal. 11, indeed, it is already optimal,, then our present
way. difficulties are far worse than has ever been suggested.
The fundamental difference between mathematics and Alp, one who has taught mathematics knows that there
the other sciences is that mathematics is neither an experi- are immense differences in learning style and learning
mental science like chemistry nor an observational sci- rate from one student to the next Probably these dif-
ence like astronomy This distinction :s beginning to blur ference,' are equally, great III every sublet, but because of
because of the advent of computers, but it will be a long the relative ease of assessment and the highly cumulative
time, if ever, before the distinction disappears. This dif- nattily of mathematics, they seem more visible in mathe-
ference has important implications for strategies in edu- matics than in most other subjects. Whatever the causes,,

95
these differences are extremely important in education. summer research programs for undergraduates, and
To keep up with the class, the slower students are pushed there have been many renewal programs for precollege
along at too rapid a pace and the result is frustration, fear, teachers. Support foi these programs has diminished
and resentment, while the faster students are soon bored during the last 10 years, and t recommend that it be
and lose in'erest Li lack of challenge. The educational restored.
system must ultimately arrange to allow children to ad- Much has ,)een said about computes and their influ-
vance at different rates in different subjects. ence on teaching, I am quite convinced that computers
I recommend, therefore, that the National Science will have a profound effect on mathematics education,
Foundation continue to support and broaden its support but I am not at all sure what that effect will be. As a side-
for research on the truly basic questions confronting line observer of the rise of our computer culture, I know
education in the area of math-science-technology. With- that in virtually every domain in which they have been
out suggesting that these are the only topics or even the introduced, computers have had a greacer effect than was
most important topics, I mention the following: expected, but often that effect has been different from
Would we do better to focus young children on the what was originally expected. Twenty years ago, gran-
qualitative aspects of mathematics rather than the diose claims were made for computer-assisted instruc-
purely quantitative? tion (CA1). These claims have since receded, but CAI is
not dead; it will eventually find its niche in the educa
How do children (and older students) actually learn tional system. Now there is great stress on computer
math and science? graphics as a learning tool, but we do not yet know how
to write graphics programs sufficiently flexible to realize
Is a unified curriculum in these areas desirable? our dreams, nor do we know that they will prove as
Is there some way to adapt the curriculum to dif- effective as we hope.
ferent styles and rates of learning? We are just beginning to see how computers can make
mathematics an experimental science, and, incidentally,
Work on these and many other topics must be regarded we are seeing the apprenticeship system start up in math-
as msic research, and we must recognize that there is ematics. This is because it is not at all unusual to find an
little hope of an immediate payoff. It will be 20 years in undergraduate with sufficient programming expertise to
any event before any of today's kindergarten children make a real contribution to an experimental mathematics
reach the Ph.D. and begin to affect the scientific structure project.
of the United States. There is a tremendous time lag built Professor Steen, President of the Mathematical Asso-
into the system. If we intend to keep our educational ciation of America, has proposed that every professor of
system in step with the times, we must seriously and mathematics should be provided with adequate access to
steadfastly support basic educational research; we cannot computers. His proposal appeals to me for several rea-
afford to breathe hot and cold on basic research from one sons. First, it will urge mathematics professors to start
year to the next or from one administration to the next. thinking about how to use computers in their teaching.
Many of the previous witnesses at these hearings have Second, it will inevitably produce some really useful
pointed to the value of research grants at colleges in pedagogical programs. Third by getting many mathe-
enlisting students as future scientists. In a laboratory maticians started on an experimental approach to their
science, an inexperienced student can be brought in and research, it will both advance mathematics and provide
given a minor job that is nevertheless meaningful to the more opportunities for undergraduates to become in-
research at hand and then gradually be worked into a role volved. Finally, universal access to computers is surely
of significant participation. Research grants in laboratory coming eventually, and there is much to be said for
and observational science support and encourage stu- getting on with it.
dents at every level from the beginner to the postdoctoral Professor Steen has also pointed to the sharp down-
research fellow. But, in mathematics, it is virtually impos- turn in the number of American students going on to
sible to make use of a beginning student, beginners sim- graduate education in matlmatics. I helieve that one of
ply do not have enough knowledge to be of any use in the causes of this downturn nas been the relatit e hick of
most mathematics research projects. This state of affairs support for mahematics students compared to those in
may change a bit in the future as the computer makes the other sciences. This refers both to direct financial
mathematics somewhat more of an experimental science, suppoit in the way of fellowships and research assist-
but it will be a long time before this becomes an impor- antships and to indirect support in terms of encourage-
tant way to recruit students into mathematic This is ment and a sense of social Nalue. The newspapers have
another significant difference between mathematics and recently been full of statements nointing out the lack of
the other sciences. qualified math teachers and predicting dire con-
Recruitment in.o mathematics has been aided in the sequences from this lack. I believe these articles them-
past by summer programs for taienteo high school stu- selves have begun to restore a percept of the social
dents such as those at llampshire College and the Uni- value of the study of mathematics that had all but disap-
versity of Chicago. There have been specially designed peared, and i think I already see a corresponding upturn

96
in interest in mathematics as a career among our entering dents who go into teaching. The armed forces support
students. I think that recruitment into mathematics and ROTC programs, which pay almost the full cost of college
science, as well as most other professional carecrs, is iii return for four years of service after college. In effect,
heavily influenced by various expressions of social they are paying a signing bonus of around $40,000 to able
appreciation. college students. Presumably, the Department of De-
The Truman Fellowship Program is a major fellowship fense regards this as a paying proposition, even though
program designed to encourage students to take up ca- fewer than half of the students so recruited remain in the
reers in public service. It is a competitive program for services beyond their four-year obligation. If we seriously
college sophomores that awards two fellowships in each propose to upgrade teaching in our schools, then a for-
state to students planning such a career. The awards run givable loan program would seem to be even more a
for four years, two years of college and two years of paying proposition. Suppose, for example, that $5,000
graduate school; this makes the Truman Fellowship very could be forgiven for each year of teaching in a school or
attractive. But beyond the monetary rewards, the pro- co.i.i ege. That would make teaching an attractive career to
gram itself tells students that public service is an es- many students who today feel obliged to enter a more
teemed profession; this message has undoubtedly highly paid profession because of the weight of the debts
caused many students to consider carecrs in public serv- they have accumulated while in college. Such a program
ice, many more than the number of felk wships awarded. would be well beyond the scope of the National Science
I recommend that the National Sc.'. nce Foundation Foundation, but I hope you will consider endorsing the
institute a similar program for mathematics and science. idea. In various forms this idea has been around for a
Another form of student support that the federal gov- long time, an endorsement by the National Science Board
ernment should pursue is the forgivable loan for stu- might bring it into being.

97
 Conditions and Trends in U.S. Undergraduate Science and
Engineering Education
David T. McLaughlin
President
Dartmouth College

The charge to your Committee, "to consider the role of graduate level at least) have grown dramatically, and the
the National Science Foundation in undergraduate sci- results of this growth are now being reflected in the
ence and engineering education," is both challenging number of graduates. While there are indications that
and significant in terms of the future of this country. Or.e this trend has begun to stabilize, the number of science
of the major issues confronting America today is our majors is still on the rise, with the result that expanded
declining international industrial competitiveness. Al- enrollments have adversely affected teaching loads at
though this problem is due to a combination of complex many institutions. It is time, therefore, to shift our em-
issues, certainly one cause is insufficient emphasi3 on phasis from quantity to the equally important dimension
technological innovation. The stimulation of creative of quality.
thought can be a major impetus for productivity im- Quality as an issue for science and engineering educa-
provement when considered in its broadest sensethe tion is manifest in many ways. Three such forms come
creation of new products and the application of new importantly to mind. The first relates to the capability of
technologies. our universities to deliver, in a creditable way, the basic
In this regard, universities have the capacity to play a educational expenenus our students need. As enroll-
major role in assuring the vitality of our economy. They ments have grown, there has riot been a comparable
are a significant source of new discovery and, impor- growth in numbers of faculty. The result has been in-
tantly, they educate those responsible for extending the creased student-faculty ratios, larger classes, and inade-
boundaries of technology to open new horizons for re- quate time for student-faculty interaction and men-
search and scholarship. The thoughtful combination of torship. The net effect of this has beeninevitably
the liberating arts with the skills embraced by science, some lessening in the quality of science and engineering
engineering, and mathematics departments establishes education. As the number of students electing these dis-
the basis for technological leadership which is the focus ciplines has increased, the required re-allocation of teach-
of your concern. It is in that sense that I consider your ing resources within educational institutions has been
efforts so vital. slow to occur, partly because the pool of qualified talent
For some time, much has been written and said about to !".:Il open faculty positions, particularly in computer
the "crisis" in science and engineering education in the science and engineering, proved to be inadequate. The
United States. The underlying theme of that discussion la. k of faculty in sufficient numbers is now beginning to
has been on the issue of quantitythe numerical param- be addressed effectively in several ways by education,
eters of the problem. For example, it is cited frequently government, and industry. The National Science Foun-
that there was a decline of almost 40 percent in the dation has itself been active in this area with excellent
number of undergraduates in America who intended to programs like the Presidential Young Investigator awards
major in science durir,,,; the seventies; that Japan, with a which encourage ) ,anger faculty members to remain in
smaller population base, may soon have mon, engineer academia. All of these remedies, however, require a sig-
ing graduates than the United States; or that we hake nificant amount of time and sustained support to have a
fewer engineering graduates than graduates of law measurable impact. During this adjustment period, most
schools. Quantity is undoubtedly an important dimen- universities hake begun to take the only meaningful al-
sion of the issue, but there is a growing concern that ternative path open to themthey are limiting enroll-
while we have been concentrating on size, we may hake ments in critical disciplines such as computer science and
inadvertently downplayed qualify. This preoccupation electrical engineering. Throut.,-1, these efforts, and the
with the quantity issue is readily understandable -it is a natural self-selectin on the part of students themselves,
real phenomenon and more easily measured Ulan a managed stabilization of enrollments seems to be occur-
changes in quality. We find ourselves now, howevc,, in a ring on a national scale, and we will probably see within
,:i.uation ti: It requires us to revise our nitional agenda ir: the next fIN e years a gradual improvement in the teaching
the last few yt. irs, engineering enrollments (at the under- situation except foi some few key disciplines such as

99
electrical engineering. A recent article in Engineering Edu- more extensive dialogue between the educational and
cation News noted that undergraduate engineering enroll- industrial communities about- the nature of curricular
ments dropped 2.8 percent in 1984, while electrical engi- development. The National Science Foundation, with its
neering enrollments rose from 106,240 in 1983 to 110,666 recent reorganization of the Engineering Directorate, has
in 1984. That same article also noted that an informal clearly recognized the issue and could become a major
survey found that 18 of 29 schools already limit electrical force as a catalyst in this important dialogue. All of us
engineering enrollment. must find more creative ways to maximize the impact of
A second major quality issue that has plagued science the scarce resources available.
and engineering education is the current state of instruc-
The third issue of quality is just beginning to emerge,
tional and research facilities and the ability of academia to
integrate new technology into the curriculum. This issue and yet it may be the one of greatest importance. This
is belatedly receiving well-deserved emphasis. While the relates to whether the existing fundamental structure of
dimensions of the facilities problem have been defined in science and engineering education is consistent with the
the range of billions of dollars and some remedies have of producing the innovative leaders needed for our
been proposed, the solutions being pursaed are, in my technologically oriented society. In this regard, there is
judgment, less effective than they need to be, par- room for concern. The source of this concern lies in the
ticularly as they relate to undergraduate science and en- realization that the character of innovation has grown
gineering programs. tremendously in complexityboth in its technical as-
In this regard, colleges and universities have a real pects and in its impact on society. At the same time, the
need to re-equip their teaching laboratories, for example, evoletion of our technical educational system has been
undergraduate physics and chemistry facilities have de- :oward more specialization, which tends to resist the
teriorated badly over the last decade. While welcome, inherent inultidisciplinary character of contemporary
corporate product contributions are not a particularly problems. A more integrative approach based on broad
effective source of redress in this regard. types of technical educational principles may be more responsive
equipment needed are basic in natureimtruments and to current requirements.
supplies--and not the type of commercial offerings cor- Engineering and science are inextricably intertwined.
porations normally donate. In the past, the National Sci- Engineering is simply the application of scientific princi-
ence Foundation has been of major help in this area and I ples for the benefit of society. Our system of education in
would urge their continued support. science and engineeri g, as it is now constituted, tends
Additionally, in some areas the rate of scientific discov- to shortchange both the "science" and its "application."
ery and technological development is so high that we are For example, the science underlying technical innovation
hard pressed to modernize curricula fast enough to keep can no longer be restricted to physics and calculus. The
up. A good example of this is molecular biology. It is clear
budding innovator should be introduced to a wide spec-
that the techniques and technologies surrounding mo-
trim of sciences, including biochemistry, computer sci-
lecular biology will have increasing impact, not only on
our scientific understanding of the origins and develop- ence,, and materials science, as well as the traditional
ment of life on earth, but on such areas of modern society disciplines of physics, chemistry, and matheiatics. In
as medicine, law, and business. Since molecular biology turn, if an innovator is to be effective in the applied arena,
is built upon interdisciplinary fields such as biochemistry we must provide educational experiences that explain the
and biophysics, our curricula in basic science must reflect processes of industry--the financial, managerial, and
the importance of these areas. This is not an isolated social science and interpersonal skills required in the real
instance. world. We must also make a greater effort to sharpen
Almost certainly, partnerships involving the govern- their communications skills, for no new innovation will
ment, corporations, and colleges and universities will be be brought to practical fruition if it cannot be communi-
necessary to bring about the needed changes in under- cated to others effectively. Accomplishing all of this is not
easy, I realize It clearly requires breaking down some of
graduate science and engineering education. As demon-
strated by the situation in molecular genetics, the com- the traditional "departmental" barriers, and investing
panion problem faced by educators to that of funding more time in preparing students for the professional
needed new laboratories is the integration of new tech- world. I suspect that what is required is no less than a
nology into the curricula of the schools. With the increas- complete restructuring of the science and engineering
ing complexity of technology, the subjects are more and curricula in place today, with a heavy orientation to the
more interdisciplinary in scope. Robotics, for example, liberal arts as an underlying base.
involves mechanics, electronics, computers, and ar- Such a curriculum should be a well- integrated science
tificial intelligence. While integrated educational pro- and engineering program containing the following
elements:
cesses are needed, the schools and their curricula me still
organized around traditional disciplinary lines. What is A strong, broad science base,
required for an understanding of complex new areas of
technological study, like molecular genetics or robotics, is A core of interdisciplinary engineering courses,

100
 A strong liberal arts component including human- issue. While the Foundation has a history of support-
ities, social and behavioral sciences, and communi- ing research and innovation on educational issues, in
cations skills (both oral and written), and the most recent past it is my understanding that the
A heavy emphasis on project-oriented courses to Foundation has decreased significantly its sponsor-
convey the open-ended and multidisciplinary ship of research and experimentation directed toward
nature of most contemporary problems and their the education process for scientists and engineers. A
economic, social, and political ramifications. reconsideration of this strategy is recommended.
2. Undergraduate tcacning equipment. Equipment needs for
Such a program would prepare students for participating
fully in an ever-accelerating technological world. science and engineering have been well-documented.
The feasibility of this suggestion is validated by the fact The primary emphasis to date, however, has been on
that this type of engineering education is already occur- research equipment and computing environments.
ring in a few places. Two specific examples of programs As important as these are, modern equipment and
that have adopted this general approach are the engi- instrumentation for teaching laboratories are just as
neering programs at the Thayer School of Dartmouth vital to the educational process This is a neglected
College and the Worcester Polytechnic Institute. Other area from which the Foundation would realize signifi-
schools provide the opportunity for some students to cant returns if it were addressed.
structure such a program, but only at their own initiative. 3. Research participation. At one time the Foundation had
It is vital that, at this juncture of our technologicai evolu- an active program to support the participation of un-
tion, we strive to create an educational process in this dergraduates in research. This was a reasonably inex-
_ country that is more consistent with the opportunities pensive but highly effective program that encouraged
the future holds, and the almost unlimited potential eur bright undergraduates to get involved with the cre-
students have for grasping these opportunities. ative activities of the faculty early in their careers. The
In conclusion, let me state that the needs of under- undergraduate programs of science and engineering
graduate science and engineering education are ob- would be greatly enhanced if this program w ere
viously many. Clearly, the limited resources available to reinstituted.
the National Science Foundation cannot meet them all. It
is important, therefore, that priorities be established and It is mi sincere belief that tht Foundation can continue
resources be directed to those areas with the highest to make a significant contribution to undergraduate sci-
priority. Further, the Foundation should strive to identify ence and engineering education with a relatively modest
those areas where its contribution will have maximum commitment of resources. It is that belief that leads to the
leverage. From my perspective, the important areas recommendations I have suggested. By ,-oncentrating on
where such leverage could occur are the following: a limited number of i Ligh-leverage initiatives, the return
will be maximized. The three initiatives I have noted are
1. Curriculum innovation. As I noted in my comments, directed to this end.
that is an area where major and significant effort is I appreciate your time and attention today, but even
needed. The National Scien,:e Foundation may be the more so your commitment to the technological excellence
only accessible source of resources for those educators of our nationthe well-being of future generations de-
who arc willing and able to address this important pends on it.

101
 Undergraduate Science and Engineering Education
W. G. Simeral
Executive Vice President
E, I. du Pont de Nemours and Company
Trustee
Franklin and Marshall College

Today, I would like to discuss the role of American liberal was based not only on the number of an institution's
arts colleges in science education. In terms of the matrix graduates who earned a Ph.D., but also, the percentage of
of issues and concerns that you are using in these hear- graduates who did so. Of the top 53 institutions in this
ings, my remarks will fall chiefly into the category of listing, half are liberal arts colleges. Another list in the
"basic sciences" at "four-year institutions"specifically same survey shows the top 50 institutions specifically
four-year, independent, private institutions that are pri- according to science Ph.D. productivity. Here, again,
marily, if not exclusively, undergraduate in character. nearly 40 percent of the top 50 are liberal arts colleges.
There is no question that while liberal arts colleges do This suggests that in terms of preparing students for
not train students for particular vocations, these institu- careers as scientists, liberal arts colleges can hold their
tions nevertheless provide the nation with a cadre of own with the universities.
people prepared for service in all walks of life. Many
Even so, some may ask, if there were no liberal arts
liberal arts college students concentrate on humanistic
colleges or if science education declined at thos' colleges,
studies, but science and mathematics are and always have
been integral to a liberal arts education. wouldn't the number of scientists remain t e same?
Generally speaking, there are two fundamental goals Wouldn't the same people who now go to a liberal arts
of science education at the undergraduate level: to train college to receive science training go to a university in-
science majors and to provide some basis of scientific stead and then on for the Ph.D.?
awareness and understanding for non-science majors. I am inclined to think that the answer to these ques-
These goals have been likened to those of music educa- tions is no. All things being equal, if we eliminated the
tion, which prepares both performers and audiences. liberal arts colleges or if these colleges curtailed their
But, while American undr -graduate science education is science education, we would see a falling off in scientists
very good at preparing performers, it is not very skilled at and in science Ph.D. production. Let me explain why.
cultivating an audience. First, our private colleges represent a substantial in-
I believe that liberal arts institutions are ideally suited vestment in resources and people, and their replacement
by philosophy and temperament to accomplish both value is prohibitively high. If a college closes or elimi-
these goals of science education at the undergraduate nates a program, comparable facilities do not reappear
level. Allow me to examine each in light of what I know to ,,vernight in a form equally accessible to the college's
be the capabilities of our best liberal arts colleges. traditional constituency.
First, how good are liberal arts colleges at preparing In the absence of liberal arts colleges, a portion of the
scientists? Consider one important measurePh.D. pro- students who would otherwise attend them would still
duction. By definition, few colleges that fall into the obtain an education, but some would not. In other words,
liberal arts category grant Ph.D.'s. But many of them are liberal arts colleges represent educational opportunity
well positioned at the front end of the Ph.D. "pipeline" and the total opportunity they offer is not necessarily
they are the sources of many of the baccalaureate gradu- interchangeable or redundant to the opportunities avail-
ates who go on to earn the Ph.D. The National Research able elsewhere.
Council publishes a list that ranks institutions in this way. More specifically, I think a decline in science education
As ycu might expect, the large universidessome grant- at liberal arts colleges would signal a decline in people
ing thousands of bachelor degrees each yearcome out with science degrees in general. I do not believe that
ahead. Only a handful of our top liberal arts colleges are other institutions would automatically compensate for
found in the first 50. the loss. Nationally, cnly 7.7 percent of all bachelor's
But, if you factor in the size of the institutions, you get a degrees are awarded in the basic sciences. But, among
different picture. In a study published recently by the one group of liberal arts collegesthe 48 colleges that
Great Lakes Colleges Association, Ph.D. productivity participated in a conference on science education at
Oberlin College last June-24 percent of all bachelor's But they face serious challenges, the main challenge at
degrees are awarded in basic science. the moment being financial stability. College costs are
And, liberal arts colleges have been nearly immune to increasir -, at a rate that is greater than the growth of
the erosion of interest in science degree programs we are support funds that supplement tuition. The operating
seeing elsewhere. The percentage of their freshmen stu- funds of the liberal arts college have historically been
dents that plan to talce degrees in science remains steady drawn from tuition, gifts, investment earnings, and
at about 30 percent, or four times the national average for grants. In recent years, liberal arts colleges have become
all institutions. more tuition-dependent.
Moreover, a deterioration in science education at liberal Over the last 12 years, even as federal funds to colleges
arts colleges would almost certainly result in fewer peo- shifted from research to student financial aid, liberal arts
ple with advanced science degrees, because the academic
colleges found themselves caught in a financial bind.
environment at liberal arts institutions naturally encour-
Despite a modest increase in the total federal dollar figure
ages students to pursue advanced work. Liberal arts
for such aid, more people have become eligible to receive
college graduates tend to view their undergraduate edu-
it, and expenses have increased more rapidly than federal
cation not as a capstone but as a foundation for more to
come. And, I believe that the achievement of many liberal funds have grown.
arts college students after graduation is the result of the This means that the colleges themselves are making up
reinforcing atmosphere and student-faculty relationships the difference by prop iding a larger slice of a growing pie.
characteristic of the liberal arts college experience. At Franl-lin and Marshall, we have seen the college's
Just as it is possible to overlook the role of liberal arts contribution to financial aid grow from just over 20 per-
colleges in training scientists, one may be similarly in- cent of our students' total from all sources in 1981 to more
clined to discount the role of these institutions in scien- than 65 percent this year. In the current environment, the
tific research. Admittedly, the quantity of research at cost of tuition and fees and the amount of financial aid
liberal arts colleges is limitedchiefly by the availability available are key factors that determine where many stu-
of funding, but also to an extent by educational mission. dents choose to matriculate. In this regard, most liberal
But, the quality of such research when it is funded and arts colleges are at a disadvantage in competing for their
performed at undergraduate institutions tends to be very share of a shrinking student population.
high. Another challenge liberal arts colleges face in maintain-
Support for research at these colleges will be necessary ing high-quality science eduction is attracting and re-
in the future to maintain the efficacy of their science taining faculty in the physical sciences and in computer
education programs. Research at the undergraduate level science. Most liberal arts colleges cannot afford to pay
provides many benefits: market rates for the highly qualified professionals they
need to teach their students. The national average salary
It offers opportunities for faculty developme nt,
for a college professor is slightly more than $30,000 per
It enhances teaching, and year. This means that young assistant professors with
Ph.D.'s in chemistry, mathematics, and computer science
When it involves undergraduates, research gives are offered salaries in the low to mid $20,000's. Each year
advanced or especially creative students firsthand
they see graduates with bachelor's degrees go off to busi-
experience with the activity central to graduate and
ness and industry and earn as much or more.
professional work in the sciences.
This was not always the case. By the late 1960s, faculty
Nevertheless, liberal arts colleges have found it diffi- salaries had achieved a comfortable level relative to other
cult to obtain research funding. I spoke with one biology professional jobs in our society. But, in the 1970s, that
professor at Franklin and Marshall who recently obtained position declined as professors' pay increased at less than
a grant. He said that his experience in applying for fund- the annual Consumer Price Index. Looking ahead, we
ing suggests fhat NSF and NIH are grossly lacking in can see that it will become increasingly difficult to attract
knowledge of what can be accomplished at a good under- qualified professors in scientific and technical fields
graduate institution. As a result, it takes longer for a where there is competitive demand from other sectors.
liberal arts college researcher to establish a reputation It should not go unnoticed, then, .hat the achievement
than for a university faculty member, in part because the of liberal arts colleges in the scien :es has been financed
liberal arts college professor must spend so much time mainly by the liberal arts colleges themselves and by
educating the foundations about his institution. This un- tuition payments. They have not bees beneficiaries of
awareness by major science foundations of liberal arts large sums of grant money nor have thcy received much
college capabilities raises serious doubts as to whether government assistance for research or for science pro-
liberal arts college grant proposals are indeed given fair grams. So, not only are these colleges producing a dis-
and equal consideration in competition for research p oportionate number of scientists given their size, they
funds. are doing so in a very cost-effective manner.
I am convinced that liberal arts institutior- have played But, however laudable their resourcefulness, many of
and continue to play a crucial role in training scientists. these institutions are reaching the limits of their financial

104
96
ingenuity. They need help if they are to continue to do scientific concepts. Another recent article in Science re-
their excellent job of educating scientists. ported that Professor George Pimentel of the University
The Oberlin conference I referred to outlined some of California, Berkeley, told a AAAS-sponsored gather-
initiatives that can be taken on the part of government, ing of science teachers about a group of high school
industry, and foundations to help renew liberal arts col- science teachers at a Berkeley .irnimer school. Their dis-
legesparticularly those with strong science programs. concerted reaction to chemistry laboratory demonstra-
Among their suggestions: tions showing various means for measuring temperature
1. NSF should propose a challenge grant program sim- suggested to him that they may "have very grave needs of
ilar to that of the National Endowment for the depth and understanding."
Humanities. So, while the gap between scientists and non-scientists
exists and must be dealt with, we cannot assume that the
2. Federal research fund administrators should recog- problem is one-sided. True, most non-scientists do not
nize that in appropriate fields, research at colleges can
understand science. But, we also have to make certain
be of a quality that is fully competitive with larger
that people trained in science have a genuine under-
institutions.
standing of their own fields, along with an appreciation
3. Corporate support of academic research should pay of how science interacts with other values in society. In
more attention to work at undergraduate colleges. (At other words, our science students need to be educated
Du Pont, we have earmarked nearly a quarter million liberally.
dollars annually for chemistry departments in liberal Professor Jan Blits of the University of Delaware, who
arts colleges, and we hope _1r example will encourage has written about the need for liberally educating scien-
other companies to follow suit.) tists, says, "It is necessary for science students to study
4. Foundations should continue their traditional support more deeply in their field." By depth, he does not mean
of innovative programs at colleges, particularly pro- more technical courses, he means studying the intellec-
grams aimed at stimulating creative responses to the tual presuppositions of science, the concepts that dis-
challenges facing higher education. tinguish a scientific discipline from other sciences and
other forms of knowledge.
That last recommendation is especially F ,rtinent to the How have our colleges and universities responded to
other area of science education that I spoke of earlier and these needs, both of the scientist and the non-scientist?
which I would like to turn to now. the need to develop an Since the 1960s, we have seen some efforts to educate
educated "audience" for science in our society. students to a fuller awareness of the role of science and
There has been much discussion of the long-tern con- technology in society. These programs fall under the
sequences for science and engineering in a society' that is heading of what we have come to call "scientific literacy."
generally ignorant of science and how it is applied. A Such courses generally tend to fall into two types. One
growing numb,_r .)f public policy issues deal with scien- type is the historical or state-of-knowledge surveythe
tific questions, and voters and their representatives are so-called "tourist-bus survey"that attempts to give stu-
often ill-prepared io decide the issues before them. We dents an insight into the major achievements of science.
have only to look at nuclear power, toxic waste manage- This kind of course exposes students to the wonders of
ment, and biotechnology for examples of critical issues science achievement, but gives little indication of how
being decided in a climate of fear and misunderstanding. those achievements came about and less in.,ight into
In a recent editorial in Science,, editor Daniel Koshland principles on which they are based.
stated unambiguously that "the world is divided into two The second kind of course focuses on one or more
conceptual groups, the scientist and the non-scientist, contemporary problems that are science- related and ex-
and the communication gap between them is wide and amines the social, political, and ethical implications. We
serious." He cited two particular concepts that the public might call these "issues" or "topics" courses. Typically,
needs to understand when considering scientific issues. these courses do not provide instruction in science princi-
One was the notion of risk levels, specifically "zero risk," ples and the logic of science, nor do they require such
which many non-scientists erroneously believe is scien- instruction as a prerequisite. They run the risk of making
tifically achievable. The other was the methodology of students superficial experts on the debate points of a
"the control" crucial to scientific inquiry in the natural as policy' issue without giving them the intellectual tools to
well as social sciences, but apparently meaningless to deal with such questions generally.
whole portions of our population. Koshland believes that In short, we have been trying to teach people to think
these and other concepts underlying scientific kn, wl- about science in society without teaLlung them to think
edge are "directly transferable to public policy and about science. Our efforts aimed at scientific literacy
should be taught at every level of education." seem wedded to what Professor A. B. ,irons, of the Uni-
Most of us would agree with these observations. versity of Washington, called "the notion that under-
However, I would go a step farther. Even some of our standing of science can be achieved by purely verbal
scientifically trained people may not filly understand inculcation."

105
 What then should be the goals of scientific literacy A scientific literacy program that aims to achieve the
programs? I think that we need to derelop three broad goals I have outlined appeals in the most fundamental
areas: sense to the liberal arts spirit. The idea of scientific liter-
acy should find a willing audience in the students of
1. We have to introduce people to the idea that science is liberal arts colleges precisely because it is so consistent
something that is practiced, not something that exists with the liberal arts ideal.
in books. It is a human activity, the product of human Also, the commitment of professors at liberal arts col-
intelligence operating in a methodical way. Only leges is to undergraduate teaching. As such, liberal arts
when people understand the scientific method can we college professors are used to dealing with students early
expect them .o distinguish between experimental ob- in their academic careers and with those who are not
necessarily science majors
servation and untested inference; between theory and
Finally, the atmosphere at these colleges encourages
opinion. In other words, people must have some interdisciplinary activities and innovative courses. It may
grasp of the philosophy of science. seem vague to talk about "atmosphere," but it is an
2. We have to make certain that students experience the unavoidable observation in the case of the liberal arts
college. It is a function of small size, close community,
experimental side of science at the undergraduate and educational missionall of which can be brought to
level, regardless of major or specialty. It would be bear on promoting a new emphasis in the curriculum.
especially valuable for individuals to have good basic A few years ago, the National Research Council pub-
knowledge in at least one natural science. We cannot lished a report called Science for the Non-Specialist: The
expect people to evaluate theories of nuclear winter, College Years. The study found that, nationwide, provi-
for example, unless they first have studied physics or sions for effective science education of nun-specialist un-
biology. dergraduates are profoundly deficient. One of the recom-
mendations of the study, members of this Committee
3. We have to r nstruct people in the history of science- - may recall, was a strong urging that the National Science
the manner in which scientific knowledge influences Foundation assert a leadership role in developing sup-
the course of history, interacts with society and other port programs for the science education of the under-
forms of knowledge, and helps develop our world graduate non-specialist. I think the time has come to
view. consider funding development work along those lines,
and I would urge that we look to the liberal arts colleges
These goals for scientific literacy should apply to every as a source of ideas and innovation.
undergraduate student, science specialist and non- It has been my aim, then, to remind the Committee of
specialist alike. We cannot assume that the science major the vital role that liberal arts colleges play in science
will automatically be instructed in each of these areas. education at the undergraduate level. Whatever recom-
The courses should be taught by scientistsperhaps in mendations proceed from the Committee's deliberations
conjunction with philosophers, social scientists, histo- would, I hope, recognize liberal arts colleges as full part-
rians, and othersbut active scientists have to be the key. ners with the universities and other institutions of higher
Above all, scientific literacy programs should empha- learning in providing science education for our students.
size hands-on experience with science. We have to dis- More specifically, I have sought to call attention to the
abuse ourselves of the idea that you can learn about fact that at the undergraduate level we need to provide
chemistry without picking up a test tube, or about biolo- excellent science training for the science major, as well as
gy without dissecting a specimen, or about astronomy appropriate science education for students in other ma-
without iooking at the sky. jors. In discussing this dual responsibility, I have tried to
Clearly, these approaches to scientific literacy are ob- show that our leading liberal arts colleges are capable of
tainable throughout American higher education. But, I providing both. The specialized science training they
believe that the institutions in the best position to pro- offer is comparable in quality to our finest universities.
mote these goals at the undergraduate level are the liberal And, I believe these colleges can lead the way in effecting
arts colleges that I have been discussing. Let me explain scientific literacy among the college-educated sector of
why. society.

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I. 0
 Undergraduate Mathematics
Lynn A. Steen
Professor of Mathematics
St. Olaf College
President
Mathematical Association of America

I am very pleased that the National Science Board has fact: Mathematics is not just one of the sciences, but is the
undertaken a study of undergraduate education. As foundation for science and engineering.
President of the Mathematical Association of America The relations between mathematics and science have
(MAA), I am especially pleased to have been invited to always been close. But because computers make possible
testify about collegiate mathematics. Most of our 20,000 mathematical analysis of many scientific and engineering
members teach college mathematics, and most of the processes, these relations are now both more pervasive
undergraduate mathematics education in this nation is and more significant than ever before. Whereas in the
provided by members of our Association. I speak also as a past only theoretical science required advanced mathe-
member of the Council of Scientific Society Presidents matics, today all science-based fields use sophisticated
(CSSP) in commending you for this study, especially mathematical models. This suggests another fact that
since last spring CSSP adopted unanimously a resolution dominates the undergraduate curriculum. Mathematics
urging continuing NSF support for both college and pre- is changing dramatically in content, in scope, and in
college programs in science and engineering education) application; it is not only being applied, but is being
We applaud your interest in collegiate mathematics and continually created.
in its relation to science and engineering education. Several recent studies" call attention to sudden
I am Professor of Mathematics at St. Olaf College in growth in the frontiers of the applied mathematical sci-
Northfield, Minnesota, one of the science-intensive liber- ences, a growth that is creating unprecedented demand
al arts colleges referred to by Frederick Starr in his earlier for individuals capable of creating and using mathe-
testimony to this Committee. St. Olaf has 3,000 students; matically based scientific tools. These studies point to
about 10 percent of each year's graduates major in mathe- such things as communication theory, transonic flow,,
matics. The quality of our program, and of those at many chemical reactions, computational complexity, quantum
of the leading liberal arts colleges, was strengthened field theory, computational statistics, combinatorial op-
during the last decade by many former programs of the timization, pattern recognition, ill-posed problems, non-
National Science Foundation: Undergraduate Research linear equati ins, and parallel computing.
Participation, Instructional Scientific Equipment, Science This growth in mathematics and its applications forces
Faculty Fellowships, Comprehensive Aid to Under- fundamental rethinking of the mathematics curriculum.
graduate Science Education. Yet, because mathematics education is a continuous se-
These NSF programs accomplished good things in quential process from primary school through graduate
their time, and I can say from firsthand experience that school, changes in any part have important con-
they helped enormously to strengthen the mathematics sequeces both for other parts of mathematics education
and science programs at my institution. Today, however, I and for subsequent courses in science and engineering.
am going to speak not particulari) about these programs The results of advanced research influence the curricu-
or about liberal arts colleges, but about the needs of lum at every level, while at the same time mathematics
collegiate mathematics across the nation. education lays the foundation for research of the future.
These close links between education and research have
Mathematics stimulated promising new alliances in the national math-
ematics community,4 alliances based on a shared belief
As I am sure you know, mathematics is both an enabling that mathematics, from education through reseal-di, is a
force and a critical filter ':.or careers in science and engi seamless fabric.
neering. Without quality education in mathematics, we
cannot build strong programs in science and engineer- Collegiate Mathematics
ing. NSF policy for science and engineering education Collegiate mathematics stands at the interface of educa-
both precollege and colle3emust be built on this central tional and research issues in the mathematital sciences.

107
The mathematics faculties of our colleges must provide applications of mathematics. As an engine for applied
courses for future scientists and engineers, programs for mathematics, a computer embodies powerful approxi-
prospective elementary and secondary school teachers, mate techniques that have greatly expanded the scope of
strong majors for those intending to enter graduate mathematical models. What formerly existed only in the-
school, remedial courses for those entering college un- ory now occurs every day in every laboratory right before
prepared in mathematics, general education courses for our eyes. Th.. computer revolution is just the visible tip of
students not majoring in a scientific discipline, and a a much deeper revolution in applied mathematics.
variety of service courses ranging from elementary statis- Inevitably, the availability of computers and the de-
tics to advanced operations research. Moreover, in most mand for new applications compel us to rethink priorities
institutions, mathematicians also teach some computer for mathematics education at all levels. To prepare stu-
programming and elementary computer science. dent:. adequately for their careers in the 21st century,
The future quality of our nation's science and tech- undergraduate mathematics programs must include core
nology depends on the ability of today's mathematics principles of computer science (algorithms, data struc-
faculties to meet these diverse obligations. Exciting de- tures, complexity theory), a contemporary view of nu-
velopments in the mathematical sciences resonate with merical methods and approximation techniques; robust,
creative ideas for curriculum innovation to provide chal- computei -intensive statistical methods; graphical tech-
lenging opportunities in undergraduate mathematics. niques for exploratory data analysis; and computer al-
Yet, the record of the recent past suggests that our mathe- gorithms for optimization problems. This constellation of
matics faculties are under great stress, and are in- subjects is now widely known by the title "mathematical
creasingly unable to meet national needs in collegiate cie nces, " although the word "mathematics" is still often
mathematics.5 used as a short-hand synonym' The reality behind the
For example, demand for undergraduate mathematics name is both simple and awesome: Undergraduate math-
courses has doubled since 1970, but, during that same ematics is a totally different subject than it was 20 years
period, the nation's college mathematics faculty has in- ago.
creased by only about 50 percent. Each term about three Unfortunately, in far too many departments, mathe-
million students receive mathematics instruction from matics courses are dated both in spirit and in content
about 30,000 faculty members. Despite this record de- prima rily because faculty have not had sufficient oppor-
mand for mathematics courses, the number of students tunity for professional development. An active college
majoring in mathematics has declined by over 50 percent, mathematics curriculum should change half its courses
and advanced (post calculus) enrollments have declined every decade. For example, courses in mathematical log-
from 20 percent to 5 percent of undergraduate mathe- ic, discrete mathematics, operations research, theory of
matics. Indeed, approximately three-quarters of all math- computation, and combinatorics, although rare 10 years
ematics credits awarded by colleges and universities are ago, are now commonly offered by every good depart-
for courses more appropriate to the secondary school ment mathematical sciences. Creating these courses
curriculum. What is worse, about 100,000 workbooks are and their successors for the next decadeis an essential
sold each year on the subject, "Arithmetic for College but too often neglected part of the work of college
Students." faculties.
Remedial, elementary, and service courses drain fac-
ulty time and energy. Increased elementary enrollments Liberal Education
combined with decreasing numbers of majors have si-
multaneously unbalanced the curriculum and depressed Equally demanding and even more neglected are the
faculty morale, energy, and aspirations. In too many challenges of providing mathematical courses appropri-
departments, the result is a downward spiral of with- ate for liberal education. For students in the arts and
drawr faculty, uninspired teaching, and uninterested humanities, mathematics is an invisible culturefeared,
students. avoided, and consequently misunderstood. Too often,
Other signs of stress are harder to quantify, but no less such students are forced to retake high school courses
real. Mathematics departments, with few exceptions, do whose only purpose is to master skills that now can be
not have adequate access to computing resources that are performed far better by a computer. Illiteracy in mathe-
appropriate to the actual use of mathematics in today's matics breeds illiteracy in science and technology, the re-
scientific and industrial world. As a consequence, com- by driving the two cultures even farther apart.
puting has had very little impact on the mathematics In a society dominated by complex systems, we need to
curriculumneither on what should be taught nor on do far more than we now io to convey to our society's
how it is taught. In this age, undergraduate mathematics future leaders our present studentsthat mathematics
needs to be conducted in active symbiosis with powerful is not magic, and that even those without advanced tech-
computersfor symboii: manipulation, for graphical nical training need to know how to ask appropriate ques-
display, for numerical analysis, and for simulation. tions and demand responsible answers.' We e in a
Computers are important tools for scientific and engi- "minds-on" world create d by tools of applied mathe-
neering modeling precisely because they enable effective maticsrobotic devices, economic models, war games,

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jJ 4
 expert systemsyet plagued by ethical issues of hidden To put all this in perspective, you should know that
assumptions and unintended side effects. In some sys- each year the United States produces only about 10,000
tems order begets disorder, while ir. others the reverse is bachelor's degree graduates in mathematics, only 10 per-
true. Paradoxes, dilemmas, and uncertainty pervade cent of whom go on to a Ph.D. in any field. Just to
complex systems, whether in biology or in economics, in support the needs of scientific computing, to say nothing
engineering or in medicine. As computers begin to domi- of the needs of high school and college teaching, the
nate the areas of certaintycalculationswe must culti- United States will need to double the number of under-
vate in humansour studentsa tolerance of ambiguity graduate mathematics majors. And, as we all know, the
and understanding of uncertainties that abound in the total population of college-age students will continue to
scientific and mathematical models of our daily lives. This decline for another 10 years.
is yet another important task for an already overworked However, increasing the number of undergraduate ma-
faculty. jors in the mathematical sciences is not in itself a suffi-
cient response to our manpower needs. It will not help at
Mathematics in the Marketplace all just to cut lower in the talent pool for undergraduate
majors. What we need, instead, is a nationwide endeavor
In the 1970s, the tight job market drove many students to attract the best young minds to undergraduate mathe-
away from careers in mathematics teaching; now attrac- matics, not just to replenish the Ph.D pipeline in mathe-
tive offers from industry and computer science are doing matics, but to support all fields of science and engineer-
the same. As a consequence, the age distribution of the ing that build on solid training in undergraduate
mathematics faculty is heavily skewed toward the upper mathematics. I submit that the only effective way to do
end: Over three-quarters of the nation's mathematics fac- this is to make sure that across the country, in every
ulty were educated in a pre-computer age. Despite the college, large or small, there are mathematics teachers
increasing demand for collegiate mathematics, too few who are professionally alive, involved in their field,
new Ph.D.'s are in the pipeline for reply -?ment positions. knowledgeable about recent advances in applicable
The number of new U.S. citizen doctorates available for mathematics, and conversant with the many challenging
replacement in college and university mathematics de- problems yet to be solved.
partments is now as low as in the pre-Sputnix era (under
400 last year), and one-third of those enter industry. Over
Strategies for Renewal
40 percent of the Ph.D.'s and, in some departments. over
two-thirds of the graduate students are from other coun- In summary, our nation 'aces serious challenges in un-
tries.' Once again, as happened for different reasons a dergraduate math matics, ripe with opportunities for
generation ago, U.S. mathematics is becoming a sub- both professional and liberal education. Yet, our mathe-
culture of immigrants. matics faculties have to a large extent been left behind by
At the bachelor's and master's level, the demand for the dramatic impact of computing and are cut off by lack
mathematics graduates has never been greater. We all of time for professional development from the rapidly
know of the serious national shortage of graduates who advancing frontiers of their own discipline. As a con-
are adequate'y prepared to teach h;gh school mathe- sequence, they preside over a curriculum dorainated by
matics. What may not be so evident is the dramatic in- courses that are either too elementary or too old-fash-
crease in demand from industry for students with bach- ioned. Although this portrait is not typical of the researd
elor's or master's degrees in the mathematical sciences to universities and selective liberal arts colleges, it is, 1 be-
join teams dealing with computing, statistical, or man- lieve, a fair assessment of collegiate mathematics at most
agement issues. The academic focus of these ''mental"or of the nation's two- and fou --year institutions where the
"artificial" sciences (as distinct from the "natural" sci- vast majority of our student, are educated.
ences) resonates with the needs of industry for em- Revitalization of undergraduate mathematics will re-
ployees trained to work with abstract, quantitative, sym- quire programs, in colleges across the country, that are
bolic models. Salary data, an indirect indicator of closely linked to the :-nntiers of pure and applied mathe-
demand, support the anecdotal evidence from many de- matics. Students in every institutionnot just at
partments that demand for such individuals is very high. Berkeley or Harvard, St. Olaf or Swarthmoreneed to
Totally apart from education, the manpower needs of see mathematics as an active, growing discipline with
industry and defense are truly staggering. Supercom- challenging unsolved problems worthy of their serious
puter installations alone, estimated to reach about 200 per attention. This applies to future scientists and engineers
year by the early 1990s, will each require a dozen or so as well as to future mathematicians; it applies as well to
scientists capable of understanding and advancing re- future lawyers and doctors, educators and ministers.
search in scientific computing. Although these scientists Educated people need to know that mathematics is active,
will in many cases have advanced degrees in science, and that its applications really matter.
computer s .ience, or engineering, all would need at least For all the reasons that have traditionally rooted good
the equivalent of a good undergraduate major in teaching in sound scholarship and research, it is essential
mathematics. that undergraduate faculty maintain active professional

109
I 0,
lives. To be realistic we have to recognize that only a select siona! incentive. Continued NSF emphasis on research
few will truly advance the research frontiers of mathe- grants reinforces the natural tendency of deans and ten-
maticsand Tv eligible for support by traditional re- ure committees to emphasize traditional published re-
search grants from NSF and other agencies. Recent stud- search above almost all else as a measure of individual
ies suggest that about 10 percent of full-time college worth in the academic world. If we want to improve
mathematics faculty members are actively engaged in undergraduate education, we have to readjust the aca-
publishable, competitive, first-cins research. For the vast demic reward system to provide a better balance between
majority, mathematical scholarship is more necessary research and professional development.
and appropriate as a stimulus to thinking, an inspiration Research for its own sake leads directly to fundamental
for teaching, an example to attract students into careers in advances in knowledge. What I am Liking about is schol-
mathematics, and a means of incorporating recent de- arship in the service of education, a budge between the
velopme.nts into the undergraduate curriculum. two fundamental missions of our educatioil,-.! stem that
Research in mathematics is not like research in the leads indirectly to research in the future. In mathematics,
laboratory sciences, Whereas undergraduate research especially, we need NSF programs that build these
can thrive in most chemistry, biology, or physics research bridges.
laboratories, research in mathematics is so far removed
from the undergraduate curriculum that little if any im-
Suggestions for Action
mediate benefit to the undergraduate program ever trick-
les down from standard NSF research grants. Publication Fiist, I would suggest a competitive system of NSF fac-
patterns provide vivid proof: Hardly ever does one see ulty fellowships, sufficient in number to invite large
papers in mathematics authored jointly with students, numbers of applicants and sufficiently varied in purpose
either graduate or undergraduate. There are a few excep- to promote a wide variety of accomplishment: curriculum
tionsin applied mathematics, in statistics, and in new development, student projects, professional travel, re-
areas of combinatorial mathematics. But, as a general search support, computer needs. Such fellowships
rule, undergraduates can neither participate in nor even should be specifically targeted for projects that seek the
understand the research activity of their mathematics improvement of undergraduate education, they would
professors. Programs to support collegiate mathematics make a major impact on professional development of the
must recognize this basic difference. collegiate mathematics faculty across the nation.
The key to revitalization of collegiate mathematics is a The act of applying by itself is a good first step in
faculty that is intellectually alive. For some, that means developing a sound program of professional develop-
research: for others, problem-solving. Still others may ment; in many cases, local funds might be found even if
engage in curriculum reform, lateral growth into new the application is unsuccessful. Fixed stipends would
disciplines, introduction of computer methods, or de- favor those who most need the supportyounger faculty
velopment of teacher training institutes. What matte rs in smaller institutions. By standardizing the financial
most is that the '..iculty develop an environment in whizh award and by streamlining the selection process (per-
students ,:an encounter mathematics as a living, growing haps by subcontract to professional societies), the Foun-
discipline. dation could support a sufficient number of individuals
to attract many faculty to apply. Ideally, there should be
Need for Action by NSF many awards even in departments where there may not
have been any similar grants in recent memoryand
Collegiate mathematics requires support by the National where the leverage of these fellowships would be the
Science Foundation for two simple reasons. First, mathe- greatest.
matics is a critical national resource that is no longer being Here is another way to make an immediate dramatic
renewed at a rate adequate to meet the future needs of impact un the ability of the nation's mathematics faculty
our nation. Second, without active support from NSF, the to offer a challenging, modern curriculum. Put a high-
necessary renewal probably will not occur. powered computer workstation on the desk of every
Others in these hearings have argued that the crucial college and university mathematics instructor. College
needs of science and engineering education are support mathematicians know enough to teach themselves how
for faculty, facilities, and instrumentation. For collegiate to use it, and ever afterwards they will teach their stu-
mathematics, I would put it differently: Our need is sup- dents in a different and more effective o.ay. 1 do not
port for faculty, faculty, and faculty. Nothing is more propose this as an equipment program, but as an inno-
important to college education than a faculty that is intel- vative means of making an immediate and much-needed
lectually alive. No amount of bricks, mortar, or silicon can impact on faculty development. In the long run, com-
substitute for lack of faculty energy, imagination, or will. puters should be supported by institutions, as desks and
A rapidly advancing discipline together with steadily typewriters now are. But,, m one bold move, without
increasing teaching loads leaves most faculty with no elaborate review procedures or continuing commit-
time for necessary professional development. But, lack of ments, the Foundation could transform the teaching po-
time is not the only issue; so is lack of comptliing profes- tential of the entire mathematics faulty of this nation.

110
 Third, to increase leverage of limited NSF resources, "Mathematics, science and technology education are essential to
and to reach the many faculty who never deal with gov- the long-range security and economic well-being of the nation.
ernment agencies, it would be wise to take advantage of Therefore, the Council of ScientifiL Society Presidents Lommends
the expertise of existing professional organizations those members of the Administri-tion and Congress %, ho hal e
(NCTM, MAA, AMS, CBMS, MSEB, BOMS, etc.) that supported urgently needed funding for the National SLienLe
Foundation education budget In particular, to provide needed
already have in place effective national networks of meet- long-term leadership, we strongly urge support for a continuing
ings, publications, and professional support activities. annual baseline National Science Foundation budget of at least 100
The present undergraduate mathematics major, common million dollars for college and precollege science and engineei ing
to almost all institutions, was the result of an NSF-sup- education."
ported effort in the post-Sputnik era to use the leverage 2. The changing nature of mathematics and its relations to science and
of professional societies in laying out guidelines for a engineering are described very well in the 1984 repi.rt, Renewing I S.
modern curriculum. We need to take similar action now Mathematics, prepared by a committee of the National Research
to engage teachers across the country in a way that Council chaired by Edward E David, Jr. ArthurJaffe s paper, "Order-
ing the Universe: The Role of Mathematics," in Appendix C outlines
provides great benefit for least cost. major recent contributions of mathematics to problems of computa-
Finally, to make any of these suggestions operationally tion, physics, engineering, and cc ,munication.
effective, the Foundation must recognize that mathe-
matics is different from science, and that undergraduate 3 Extensive discussions of the needs in scientific computing are con-
tained in the recent report, Future Directions in Computational Mathe-
education is different from research. The relation be- matics, Algorithins and Scientific Software, of a panel chaired by
tween research and teaching in mathematics is not the Werner Rhemboldt (see Notices of the American Mathematical Society,
same as it is in science; the role of mathematics as a November 1985).
foundation for science and engineering is unique; and 4. The impact of the David Committee's report, together with parallel
the sheer magnitude of mathematics education (pre- work by the Conference Board of Mathematical Sciences (CBMS), set
college and college) sets it apart as distinctive. For these the stage for the National Research Council to establish tw, o
reasons, it is essential that the Foundation solicit con- Boardsthe Board on Mathematical Sciences (BOMS) and the Math-
tinued advice from individuals with substantial experi- ematical Sciences Education Board (MSEB)to provide a continuing
national capability to assess issues in mathematics research and
ence in undergraduate mathematics. Research expertise matheniatizs education. Through these Boards, the nation has an
is no guarantee of good judgment in collegiate issues, nor unprecedented opportunity for coordinated leadership in mathe-
is experience in laboratory science a good guide for the matics and mathematics education.
needs of the mathematical sciences. Thus, my fourth and 5. The state of collegiate mathematics is described more fully in my
most urgent recommendation: Make sure that NSF pro- paper, "Renewing Undergraduate Mathematics," which appeared in
posal reviewers, members of advisory committees, and the August 1985 issue of the Notices of the Ameri«in Mathematical
staff members are selected so as to provide balanced, Scinety
informed advice, including appropriate numbers of indi- 6. The definition of an undergraduate major in the mathematical sci-
viduals with substantial experience in undergraduate ences was set forth formally for the first time in a 1981 report ot the
mathematics. Committee on the Undergraduate Program in Mathematics (CUPM),
Recommendations for a General Mathematical Sciences Program, Alan
Conclusion Tucker (editor), Mathematical Association of America, 1981 Similar
issues are discussed in the papers in two more recent volumes, each
The mathematics community itself has recognized the based on conferences sponsored by the Alfred P. Sloan Foundation.
need for coordinated action to address the basic facts of The Future of College Mathematics, Anthony Ralston and Gail Young
(editors), Springe--Verlag, 1983, and New Direction:. in Two Year Col-
mathematics and mathematics education. Mathematics is
lege Mathematics, Donald J. Albers, Stephen B Rod', and Ann E
fundamental to science, it is changing rapidly, and it is a Watkins (editors), Springer-Verlag, 1985.
seamless fabric from grade school to graduate school.
Unfortunately, the traditional separation of education 7 For fuller discussion of current issues in :iSeral education, see //ilex-
ray in the College Classroom, a recent report of the Association of
from research continues in foundation funding practices American Colleges, which attributes the devaluation ot undergradu-
as it does in university tenure and promotion proceed- ate education to a conflict between narrow graduate-school proles-
ings. This division is both act anachronism and an imped- sionalism and the broader goals of education.
iment at a time when the mathematical organizations 8, See my paper, "Mathematics: Our Invisible Culture," prepared fur
themselves are working hard to bridge the gap between the September 1985 Tome Centeno ail Symposium un Science and
research and education in the mathematical sciences. The the Liberal Arts at Dickinson College.
greatest contribution NSF could make to undergraduate 9 An article in the November 15, 1985, issue of Sociue ("Americans
mathematics would be to help us close this gap. Scarce in Math Grade Schools," p 787) cites examples in top-ranked
graduate programs in mathematics in which only one-fourth of
Notes entering graduate students are U.S. ciniens This information sug-
1. On May 15, '985, the Council of Scientific Society Presidents unan- gests that the downward trend in percentages of U S cal/ow-among
imously adopted the following resolution mathematics PhD, degrees will continue for mute a few years,

111
 Undergraduate Science and Engineering Education
Robert R. Wilson
President
American Physical Society

I am not going to read my formal statement (text at- science. That participation extends to some degree
tached), which was prepared at the headquarters of the throughout our society, from our President and Con-
American Physical Society. The basis of the statement gress to the citizens who pay for it.
ancl the conclusions are essentially the same as those so Without quite understanding this complex system that
eloquently expressed by Tony French in his testimony. is science, just as we do not understand family rela-
Instead, I would like to emphasize a few points he has tionships, we must have been doing something right in
already touched on. The first is the intimate and vital this country. Families continue to flourish and bring up
relationship between research and teaching which en- children that populate our society. Si.ailarly, science has
sures the continuation and vigor of science. The second flourished here as it has not ;here else in the world. I
has to do with the last recommendation of our formal argue that the success has come from a participation in
testimony, "that special attention should be p:.id to the research that embeds science in the culture of our coun-
need for more women and minorities in physics." Fi- try. We have, or have had, an enlightened constituency
nally, I want to suggest that a two-way visiting scientist/ that has valued science. If we have a culture that places a
visiting student program between the large universities, high value on science, then scientists will emerge from
industrial and governmental laboratories, and the non- that culture.
research colleges be instituted as a way of tapping pres- There are many ways that our culture comes to place a
ent, vast, unused research talentsbe they minorities or high value on science; one of the most important is
whateverand, further, that this be done in a way that through our schools. Insofar as there can be a true under-
allows more undergraduates to have a valid research standing of what science is and what science does (or
experience. does not), it will be valued. And this understanding, I
Of course, the problem we are discussing today is believe, comes about best inasmuch as there is a direct
complex. We have to teach one another and somehow exposure to the process of science.
learn what it is that we need to do. In that context, we I have previously emphasized the warm human as-
particularly welcome your Committee's timely hearings pects cf science. In some major way, the production of
on the important subject of undergraduate science and scientists is a "laying on of hands" process. It is an
engineering education. exposure of young people to older people who care about
I hardly need to preach to this group in these sur- science, who do research, who have the research fever.
roundings that science is a warm human activity; it is not When you see such scientists in action you see that they
the result of dull people in white coats just turning the are intuitive, dedicated, sometimes aggressive, even oc
crank of the vaunted "scientific method" and thereby casionally logical, and that ambition, love, power, and
almost automatically producing science. No, it is a glam- compassion as well as the other human attributes play a
orous, exciting, romantic activity. The creation of knowl- role in the creation of knowledge. It is when students
edge is complicated, like all life. It involves interactions experience that excitement directly that they too might
among many disparate individuals who range from tech- catch the research fever.
nicians and clerks, shopmen and bureaucrats, computer It is the cold logical presentationas in many text-
scientists and instrumentalist3, to those highly pub- booksthat sometimes leads students to think of science
licized "stars" who receive most of the credit. All of these as a dull activity, something that is beyond them. It is that
people contribute importantly. Even Newton, after in- false notion of dehumanized science that may tura them
venting classical mechanics, said that he had only stood away from science.
on the shoulders of others and seen a little farther. I would like to cite two stories from my own experience
Standing on the shoulders of others while doing sci- about how I got into physics. These may illustrate some
ence is becoming more and more descriptive of what of the aspects I have been discussing.
much of science is all about. And the "others" in diverse I was Eying in a small mining town in Wyoming, and I
ways experience a tremendous "itisfaction that comes was not a particularly bright studentnot intending to
from participation, at whatever level, in the adventure of go to college. One of my high school teachers spent his

113
summers as a high-rolling gambler in Jackson's Hole. the faculty at the University of California. That changed
Well, you have no idea w hat panache that gave him with my whole life. Certainly I learned tremendously from my
the students. He was a person venerated by all of us, a undergraduate exposure to those exciting people at the
man of significancea real role mod °l. He taught history University of California. It is that which I would hope
and was talking about the Greeks and their ideas of the more people could seethat science is not completely a
elements, air, earth, fire, and water, and the forces of love logical business. It is more than logic, it has to do with
and strife. He emphasized what a simple theory this was, such things as determination and with what I call infec-
how easy it was to understand, and that, in principle, it tion of the research fever. It is the exciting talk, the heated
should explain all matterall life. Then he said he had debate, the free give and take, and then the resolution by
just been reading in the papers that the Greeks had got it experiment and by reasonnot by authority.
all wrong. He explained that now it was understood that It is this kind of direct exposure to working physicists
it was possible to make any atom out of only two just- that I hope would happen to more students attending
discovered elements, protons and electrons, which could colleges where presently no research is done, where they
be stuck together by electromagnetic forces. He ex- have no opportunity for this to happen. This refers not
plained to us how this would be much simpler than the only to many of the so-called minorities colleges, it refers
notions of the Greeks and, again, if this were true, how to the some five-eighths of all the colleges, so that most of
one might understand the whole world. the students in Inis country have no opportunity to expe-
It hit me like a bolt of lightning, and I we.tt around in a rience real research at all. How can we expect, then, to
daze thinking about this simple theory. It inculcated in have a culture that truly values physics, science?
me a desire to know more about this way of understand- Well, we can do this by having a vigorous visiting
ing everything. Of course, he (indeed, all of the phys- program that would initiate meaningful tinclergraduate
icists in the late twenties) got it quite wrong. It turned out research in the colleges.
to be much more complicated, but it is not an awful lot In such a program, the first thing to do would be to
more complicated, in that today, in some sense, with encourage, to arrange, and to pay for a teacher in a
three elements and three forces, well, in principle, it college to visit a university or industrial or national labo-
might be that you can understand almost everything. We ratory for some kind of participation at whatever level, be
are more sophicticated than that by far, but nevertheless it for a day, a week, a summer, or a sabbatical year.
it is a fascinating idea. It was a fascinating idea for the Making funds available for a teaching replacement dur-
Greeks, and it is a simple, fascinating idea today. It is at ing a leave if absence would be necessary and would be a
the center of much that is done in physics. place where NSF funds would be of great help. Once the
Well, this first story indicates how my own interest in teachers have found their way, then student visits and
science was aroused from a culture, our culture, that work periods could be arranged at the laboratories. At the
placed a high value, mainly a gambler's fancy, on the same time, the scientists at the laboratories should be
ideas of science. encouraged to visit the colleges.
I did get admitted to the University of Californiaby The purpose of all this should be to find some kind of
taking an extra year of high schooland as a freshman I .research effort that could be of significance and could be
kept that interest in atoms still paramount in my mind. I carried out at a particular college. NSF could help signifi-
wiggled and wangled a visit to E.O. Lawrence's Radiation cantly by making modest funds available for this kind of
Laboratory. The Russian Ambassador was coming that research. Most useful would be funds made available to
afternoon, and there was Lawrence himself sweeping the the heads of departments without the necessity of com-
floor. He saw me lurking around, a freshman, and he plicated proposals or of red tape, but with strict accoun-
said, "You're not doing anything, young man. Here, you tability after the funds have been spent.
take over. You sweep the floor!" So I swept the floor, and, Although it should by no means be a requirement of
because there were such interesting things going on any NSF grant that the researchers should visit a college
around me, such exciting peopleErnest Lawrence him- or inspire research at a college, it would help to ask what
self, and such shiny things and blinking lights and gal- the researcher is doing of would propose to do to help
vanometers swinging back and forth, people rushing propagate research elsewhere. NSF might even volun-
back and forthI swept the floor three times. Later on teer extra funds beyond the grant for this kind of activity.
after I left the place, in a euphoric mood, I mentioned to Finally, if some kind of researchit might be to assist
my fellow students what had happened to me, and I in research elsewherecould be instituted in the col-
pointed out modestly that the director had asked me to leges, then research aptitude as well as formal teaching
take over for him and without any particular preparation ability might become a desideratum f it the teaching job.
I had managed to do the job. In this way, scienceresearchmight become more
That really hooked me, and I soon thereafter went back deeply and democratically embedded in our culture,
to Ernest Lawrence and got involved in undergraduate might flourish more extensively and intensivelymight
research. In doing it I could see and interact directly with attract the participation of much new talent.
 Attachment are not totally clear but, in my view, include the
following:
Written Statement on Undergraduate Science
and Engineering Education The small pool of high school graduates motivated
and equipped to study science;
The American Physical Society, founded in 1899, has as
its purpose the advancement and diffusion of the knowl- The attraction, for those scientifically and technically
edge of physics. Our 36,000 members work at univer- inclined, of programs and careers in computer sci-
sities and colleges, national laboratories, and in private ence, engineering, and medicine, and even law and
industry. Most of them are research scientists, a-hough business;
many also teach at the graduate and undergraduate lev-
The poor state of undergraduate physics laboratories
els. it is sometimes erroneously thought that research
and the sometimes less than inspired teaching; and
scientists do not have a great interest in or strong feelings
about undergraduate science education. This assump- The dearth of undergraduate research participation
tion is certainly not accurate with respect to the American opportunities and the lack of financial support for
Physical Society, and to judge by ? resolution passed this potential students in such programs.
year by the Council of Scientific Society Presidents in
strong support of expanded NSF college and precollege It is likely that if the present trend should continue, a
programs, neither is it correct with respect to the scien- number of undergraduate physics programs will be
tific research community as a whole. The American Phys- shut down, and, consequently, the numbers of phys-
ical Society, through its Committee on Education, its ics majors will decline even further. Graduate physics
Panel on Public Affairs, and other committees has, in programs will also be affected, either through closures
recent years, made major efforts to improve science or diminution in size, unless an ever-increasing frac-
education. tion of the graduate students are from foreign
This is why I am grateful for the opportunity to join my countries.
colleagues from the American Association of Physics
Teachers in presenting our view on the state of under- 2. The second finding I wish to highlight is that between
graduate science education and in particular on physics chairs of purely undergraduate and graduate physics
education. Its importance in contributing to this coun- departments, there is no appreciable difference in the
try's scientific and technical workforce and to enhancing perception of the problem and in the recommenda-
our strength and well-being should be more widely rec-
tions for action to improve undergraduate physics
education.
ognized. I am grateful also for the opportunity to join my
colleagues in making specific proposals to the National Before telling you what I believe the National Science
Science Foundation for helping to solve serious problems Foundation can and should do to deal with the threaten-
in undergraduate physics education that threaten to di- ing situation in undergraduate physics education, I wish
minish, at a crucial time, the quantity and quality of our to make it clear that the federal government by itself
scientific manpower.
cannot solve all or even most of the problems. IV..z.h of
The information and recommendations that follow the impetus and resources for change will have to come
come, in large measure, from a survey of the chairs of 553 from the states, from industry, from scientific societies
U.S. physics departments, approximately five-4.1 ths of such as APS and AAPT, and, most of all, frem the col-
which grant only undergraduate degrees and three- leges and universities themselves. In particular, the
eighths of which also award master's and Ph.D. degrees. physics departments should heed the recommendations
What we learned trom this survey and from a con- to put their best teachers in front of introductory classes
ference of chairpersons regarding the status of under- and to institute more inter- and cross-disciplinary majors
graduate physics education, as well as what can and programs with the other sciences and with engineering.
should be done to improve it, is summarized in the joint Here, then, are steps that NSF and perhaps only NSF
American Physical Society (APS)/American Association can take to improve undergraduate science education.
of Physics Teachers (AAPT) background paper, "Priori- Indeed, some of these programs formed part of the NSF
ties for Undergraduate Physics Programs." At this time I mission in the past and have proved to be very effective.
should like to highlight and comment upon two of the About five years ago, NSF abdicated responsibility for
major findings and call attention to three recommenda- undergraduate science education and, indeed, for most
tions to NSF.
forms of science education with, I believe, deleterious
consequences. Since then, the Foundation has begun to
Findings
resume a major role and instituted a number of exciting
and promising programs in precollege science education.
1. The survey has found that undergraduate physics I believe that the time has come for the resumption of
programs have experienced significant declines in the programs and for new initiatives in undergraduate sci-
quantity and quality of students enrolled. The reasons ence education.

115
Recommendations 3. Special attention should be paid to the need for more
minorities and women in physics and in the other
sciences. This is not only a question of social equity
1. Because the poor condition of undergraduate labora- and justice but also a matter of self-interest, in that
tory instrumentation is the most significant problem women and Black and Hispanic minorities form the
now facing physics programs (and, I dare say, other largest and mostly untapped pools for increasing the
undergraduate science programs as well), under- scientific and technical workforce of the nation. While
graduate laboratory equipment programs should have the reasons for the "underivpresentation" of minor-
a high priority for NSF support. All types of institu- ities and women in the physical sciences are complex
tioos should be eligible, regardless of whether the and the problem is not totally solvable by "throwing
highest degree awarded is a bachelor's, a master's, or a money at it," two steps nevertheless can be taken at
doctorate. Although the needs are huge, a significant the undergraduate level to recruit and retain more
start could be made with an annual pre ;ram at the $50 minorities in the sciences. Thee students need more
million level. role models and they need more material and financial
support. In both of these cases, the situation and the
2. The availability of funded undergraduate research efforts of the government in the physical sciences
participation programs is a strong plus in attracting contrast unfavorably to what has been achieved and is
bright students into physics and other sciences and being done in the medical and health sciences, where
for motiv? ., g and preparing them to go on to gradu- such NIH programs as MARC (Minority Access to
ate study and to careers in research and development. Research Careers) and MBRS (Minority Biomedical
Grants should be made competitively and should be Research Support) have made a significant impact on
available to support undergraduate research in uni- producing more minority physicians and health scien-
versities as well as at four-year colleges. Opportunities tists. A competitive NSF program at the level of $5
to bring students aid faculty from non-research to million per year would be a great help to those univer-
research institutions should also be made available. sities and colleges throughout the country that want
An annual program of about $20 million would make a to and are in a position to have special programs for
significant contribution. producing more minority and -yomen scientists.

116
 Undergraduate Science and Engineering Education
Terry L. Gildea
Technical Training Manager
Hewlett-Packard
Representing the Technology Education Consortium

I am representing an informal group of managers from cantly above the industry normonly 40 percent of our
major corporations that have significant dependence on engineers work in product development activities. We
high technology. We call ourselves the Technology Edu- have to ensure he health of all of our engine.:!ring col-
cation Consortium (TEC Club for short) because all of us leges, not just the major research campuses.
are concerned with the education efforts required in in- These non-research universities and colleges are im-
dustry to maintain the technological skills of our work-
portant to technology because breadth of study in engi-
force. Represented are such companies as HP, IBM, neering, and some understanding of technology by non-
Motorola, GE, Du Pont, Ford, etc. (see Table 1). A com-
engineering employees, are crucial to the success of any
plete list of the group's members is attached.
industrial organization. Again, the research institutes are
Table 1. Technology Education Consortium (TEC Club): Companies
not the only important suppliers of key personnel.
Represented. We in industry continue to have problems with engi-
neers who cannot write an English sentence, who cannot
Borg-Warner Corp. IBM make a cogent presentation of their ideas to colleagues
Computervision Mobile Corp. and management, who cannot understand market needs
Du Pont Motorola
Exxon Research & Engr. Co. New England Med. Ctr.
and factor that information into their product designs.
Ford Motor Co. Prof. Comm Consultants Ltd. Many engineers are seduced into spending time study-
General Electric RCA ing for an MBA degree because they cannot get glIff dent
GMI Texas Instruments non-engineering courses in the typical engineering cur-
Hewlett-Packard 3M riculum. Rarely is that a good career enhancement com-
pared to additional engineering rt.dies. Since good man-
Our organization is very informal: We have no bylaws, agement is an art, much of it has to be learned on the job.
no officers, no paid staff. We meet about twice a year to What we really need is coursework in the field of engi-
discuss issues of common concern. We are here this neering management conveniently available to working
morning because the state of engineering education in engineers.
this country is certainly an issue of major concern to us As has been often observed, we live in a technological
and to our companies. age. Many important positions in technology are held by
In your hearings so far you have heard considerable people who were educated in the liberal arts. As an
testimony that has highlighted the condition of our high- example, the woman who runs my MIS data center has a
er education system in this country, particularly as it degree in psychology. We have to encourage an appropri-
applies to engineering and science education. I do not ate level of technical education in all majors. If we are to
plan to argue those points again. However, you have achieve optimal usage of scarce engineering talent, we
heard mostly from educators, those who stand to gain have to be able to staff some tech 'cal jobs with personnel
directly from additional NSF funding for education. It having other training and backgrounds.
seems that there is some benefit to reinforcing those It is true that the quality of our best engineering stu-
educational viewpoints that those of us in industry par- dents is exceptional and getting better each year. So, what
ticularly agree with. is the problem? Why are we in industry concerned about
engineering education? This country is developing a two-
Recap tier system of education. We at Hewlett-Packard do not
have much trouble recruiting engineers; we are able to
Much excellent work is done outside of the superstar attract top-level talent and we only need one to two
research universities. This is important for those of us in thousand per year. But, just because the quality of out top
industry. As one of our group put it, "Most engineering students is holding up, we should not be lulled into
jobs don't require a genius." Even in my own company, complacency about the quality of our educational system
where we spend 10 percent of revenues in R&Dsignifi- and its graduates in general. We must be concerned
117 ,
l. i ,.,
b
about the declining health of that important segment of provement in teaching of science, engineering, and tech-
higher education that is not composed of our premier nology, particularly at the undergraduate level.
research institutions. Research is important. In my own company, half of our
Lab equipment in most of our postsecondary schools is revenues in any year comes from products that did not
badly in need of upgrading. From our point of view it exist three years previously. We depend on research; we
means that we must offer considerable additional educa- do not advocate any cessation of support for research.
tion to college recruits before they know the minimum But, we think that our nation will be better served if we
required for success in industry. Perhaps more impor- redress the balance in favor of teaching in our schools.
tant, if engineering schools could have access to com- How to do this? We have three policy recommenda-
puter-aided design tools for teaching, the students tions to make.
would better understand the design concepts. The same First, redefine undergraduate education to include life-
productivity increases that we get in product design long learning. There are plenty of 45-year-old engineers
using computer-aided engineering (CAE) in industry in industry who need what arc now undergraduate
could be had in teaching productivity using CAE on courses to once again become productive and current in
campus. their fields. This will require a complete change in the
There is a faculty shortage, and, more significant, way our educational inst:tutions see their mission. It has
much of our current academic cadre is technically ob- implications for accreditation, transfer of credits between
solete. We must find ways to upgrade arid rejuvenate the schools, off-campus delivery of courses, and a host of
vitally important teaching faculty at all of our institutions. other issues. NSF should fund programs that will lead to
And, upgrading faculty includes more than their learn- resolution of these issues.
ing new science. It should include improvement in their Let me suggest some examples. You could fund pro-
teaching. Better lecture demos, use of graphics where grams that require industry, education partnerships.
appropriate, and better curriculum design would all con- Only proposals submitted jointly' by' university/corporate
tribute to mitigating our faculty shortage by increasing consortia would qualify. Since the act of writing such
teaching productivity. proposals would be beneficial, there would be positive
Educational access by minorities and women continues outcomes even from those proposals that you were un-
to be a matter of concern. We in industry are unable to able to fund because they exceeded your resources.
meet our minority hiring goals because of an un- Examples of such partnerships might include off-cam-
necessarily small pool to draw from. The country must pus delivery of undergraduate degrees at the worksite,
find ways to increase participation of these population increased use of industry specialists as adjunct faculty,
sectors. us: of industry laboratories as teaching labs for industrial
Only a small percentage of our colleges and univer- students, use of satellite video for remote delivery of
sities do major curriculum development or experimenta- lecture material, use of computer conferencing tech-
tion with inm vc.tive delivery systems, for example, satel- nology for distributed student-faculty dialogue, use of
lite video, computer conferencing, or interactive video community college facilities near worksites in conjunc-
disks. These activities are important to continued success tion with specialized faculty at remote research univer-
in teaching engineering and science. Unfortunately, sities, etc.
some of our friends in academia are constructing barriers There are several programs of this type now available
to the use of these technologies. At some schools, one for graduate study in erigineei,ng. The most widely avail-
cannot get academic credit for courses taken by video. able one is the National Techni, logical University', which
How can the National Science Board solve all of these is an outgrowth of the AMCEE program that NSF funded
problems? Given realistic resource constraints, it proba- a number of years ago. You can lastly take credit for this
bly cannot. But, you can support crucial seed programs pioneering work Now that we kn iyv it is successful, it is
with high-leverage potential, programs that will make it time to extend the concept to the undergraduate arena.
possible for all of us involved in the problem to work In addition to graduate study in science and engineer-
jointly toward solutions. ing, undergraduate courses in what are usually called the
We in industry have lived with these problems on a liberal arts, if offered fur credit at the worksite, could help
daily basis for years. For many of us, the survival of our broaden mid-career engineers. At this stage of their ca-
companies as viable institutions depends on their suc- reer, many of them are holding jobs with broader respon-
cessful solution. From this perspective we would like to sibilities. They need mastery of more than lust tech-
make a major policy recommendation and three support- nology. Lifelong learning means more than keeping up
ing policy suggestions with some concrete prograns that with engineering advances.
NSF could undertake to implement these policies. Many' of these examples use educational technologies
currently used in industry, but relatively rare in academ-
Recommendations ia. Each contributes to a productivity increase in educa-
tion by more efficiently, using ow scarce resources of
Our recommendation is simply that NSF should allocate people and capital, precisely the shortages that your pre-
a significant portion of its resources to supporting im- yious guests hay e so eloquently detailed fur you. Perhaps

11 3
jI
L
 more important, proposals of these types would require interested in teaching to compete on a more equal footing
u5 all to break out of our traditional modes and look ..dr with colleagues who attract research money to the
better ways. campus.
Second, adopt a policy of supporting good educational
You could fund programs that support senior indus-
technology. By that we mean not just hardware tech- trial technical personnel who want to teach on a univer-
nologies. We would include improvement in teaching sity campus. These would be persons, perhaps in their
through good instructional design, use of proven re- fifties, with major career experience in industry. The
search results in the psychology of adult learning, and, of combination of early retirement benefits from '- -heir cor-
course, use of computers and other hardware. The pen- poration, teaching income, and NSF support could attract
dulum has swung too far in the direction of campus significant new blood into our engineering faculties. As
research; important though that may be, we need im- full-time senior faculty, these individuals could fully par-
provements in campus teaching. ticipate in the governance of the university. Unlike ad-
Again, I would like to offer some examples for your junct faculty, they would be available to serve on commit-
consideration. Fund efforts of course improvement to tees, etc. Their industrial experience and contacts would
increase the efficiency with which knowledge is deliv- enrich the engineering faculty.
ered. With the ever-increasing amount of technological It simply is not true that a Ph.D. degree is essential for
information, increased efficiency in its mastery is esF- good teaching. Faculty with this kind of practical world of
tial. Fund faculty sabbaticals for course development at work experience, when combined with the research-ori-
industrial sites. Our current national lag in manufactur- ented Ph.D. faculty, could revitalize the teaching of sci-
ing technologies will only be solved if we teach our ence and engineering. After all, engineering is the ap-
students better techniques. Doing that will require fac- plication of science and technology to the solution of
ulties that understand what good manufacturing is. Fund society's problems. As such it is important that those
programs that encourge development of academic teaching and researching have a good handle on just
courses in a non-research environment. Very few indus- what society's problems are.
trial employees work in a research environment, yet, to Another possibility is funding summer institutes in
look at our campus programs in academia, one would spoken English for junior faculty and teaching assistants
think that all of our university graduates are being pre- whose command of the language is insufficient to permit
pared for research careers. good teaching. In addition to lamenting the failure to
You could fund programs that require interdisciplinary attract U.S. students to teaching, let us make good use of
work among academic departments on rractical prob- those foreign nationals who understand the concepts
lems currently important in industry in many cases, the' and want to teach.
current departmental organization of a typical university
is left over from the Renaissance or earlier, and it has little Summary
relevance to the kind of problem-solving going on in It is more than appropriate, it is in the national interest,
industry. We are preparing our students for careers that that NSF support undergraduate teaching as a vital part
do not exist. of its mission.
These proposals are in the mainstream of NSF's history We have suggested three areas where NSF support
of supporting educational technology. Examples such as could offer significant leverage in the struggle to improve
BASIC, PLATO, and A MCEE come to mind immediately. our national L rnpetitiveness. education as lifelong learn-
A return to supporting such innovations would certainly ing, educational technology, and faculty development.
be in the national interest. There is a strong community of interests between the
Third, adopt a policy of supporting faculty develop- academic and the industrial sectors. NSF L supply the
ment. We certainly agree with the previous comments leadership that encourages the necessary changes in both
about faculty shortages and faculty deficiencies. We cer- sectors and brings about a new and vital partnership, a
tainly agree that there is an important , ole for to partnership that will make our nation stronger and more
play. However, our suggestions for how to accomplish competitive in the world economy where we now find
this go beyond the suggestions presented b) your pre- ourselves. These ideas have not been submitted to our
vious guests from academia. Those recommendations respective organizations for formal approval as corporate
tended to concentrate on opportunities for faculty to recommendations. They do, however,, summarize the
learn more current science and technology; we think that collective experience of our group as individuals.
learning what technology is relevant and how to teach it
should he added to the list. Attachment
Once more,, I would like to offer some examples. We
need to develop faculty who know both what to teach and Members of the Technology Education
how to teach it. The first is a question of curriculum Consortium
content and relevance; the second is a matter of instruc- Robert K. Armstrong
tional design. NSF could fund programs that would Manager, Professional Staffing
provide faculty reward systems going beyond the current Employee Relations Department
"publish or perish" system. The availability of NSF-spon- Du Pont Company
sored support for good teaching would allow faculty Washington,, DE 19898

119

3
Robert Anderoon G. Richard Hartshorn
Manager, Technical Education Operation Manager, Ford Executive Development Center
General Electric Company Ford Motor Company
1285 Boston Avenue American Road
Bridgeport, CT 06602 Dearborn, MI 48121

Rod L. Boyes Robert A. Hofstader

Vice President, Auxiliary Enterprises Manager, Education and Development
GMI Engineering & Management Institute Exxon Research & Engineering Company
1700 W. Third Avenue P.O. Box 101
Flint, MI 48502-2276 Florham Park, NJ 07923

Frank E. Burris Lewis T. Jamison

Manager, Engineering Education Senior Staff Consultant
RCA/Technical Excellence Center Computervision
P.O. Box 432 100 Crosby Drive
Princeton, NJ 08540 Bedford, MA 01730

Robert W. De Sio Ted A. Nagy, Jr.

Director of University Relations Manager, Education & Management Training
IBM Corporation Borg-Warner Corporation
Old Orchard Road Wolf and Algonquin Roads
Arnionk, NY 10504 Des Plaines, IL 60018
John Robinson
Ralph Dosher
Manager, Instructional Resources
Manager, Corporate Education
Motorola Corporation
Texas Instruments, Inc.
1303 East Algonquin Road
P.O. Box 225012, MS23
Schaumburg, IL 60196
Dallas, TX 75265
Charles Sener
Terry L. Gildea
Professional Communication Consultants, Ltd.
Manager, Technical Training
2125 Timbertrail Road
Hewlett-Packard
Lisle, IL 60532
1819 Page Mill Road
Palo Alto, CA 94304-1211 Patsy 0. Sherman
Manager, Technical Development
Dean E. Griffith 3M Company
Technical Training HRD Building 224-2N-09
Mobil Corporation 3M Center Building
Suite 100 Celanese Build_ .g St. Paul, MN 55144
P.O. Box 900
Dallas, TX 75221 James A. Thurber
Director, Human Resources Department
New England Medical Center
171 Harrison Avenue, Box 470
Boston, MA 02111

1Z0 f
1 I. ,....,
 Undergraduate Science and Engineering Education
Samuel Goldberg
Program Officer
Alfred P. Sloan Foundation

I am honored and very pleased to have been invited to able faculty members from NLA colleges to interact with
make a presentation to this Committee. It was only four leading engineering educators interested and experi-
months ago that I took early retirement from Oberlin enced in the teaching of technology to undergraduate
College and accepted a position as Program Officer at the
students. A modest program of special-leave grants is in
Alfred P. Sloan Foundation. I joined the Oberlin faculty in
place for the support of faculty members undertaking
1953 and I can truthfully say that I enjoyed very much the study in a university engineering department or an in-
years during which I taught mathematics to bright and
dedicated (and sometimes bright and not so dedicated) dustrial setting, or developing materials for a new
course.
undergraduates. Those were also years during which I
personally benefited from National Science Foundation In the four years from 1982 through 1985, some $12
programs, twice receiving Science Faculty Fellowships. I million will have been distributed in the New Liberal Arts
also participated in national studies of the changing Program to participating institutions, numbering about
mathematics curriculum as a member of the Committee 25 colleges and 10 universities among major grantees.
on the Undergraduate Program in Mathematics and a What has been accomplished to date? The computer
number of its subcommittees. This work, extending over has played a central role at almost all the colleges. Work-
the years from 1963 to 1981, was supported by National shop c have been conducted for faculty members on how
Science Foundation grants to the Mathematical Associa- to make effective use of the computer in numerous
tion of America. courses in all divisions of the curriculum: in mathematics
and the sciences, but especially in the social science,' and
The New Liberal Arts Program humanities. Data sets have been produced that form the
basis for interactive student investigations in history, eco-
My main responsibility at the Sloan Foundation is to nomics, sociology, and political science. New courses in
administer the Foui.dation's New Liberal Arts Program. data analysis and mathematical modeling, often involv-
This program aims to encourage a central place in the ing the use of statistical software packages and computer
college curriculum for quantitative reasoning and tech- simulations, have been introduced, primarily for social
nology as "new" liberal arts. It recognizes that a modern
science students. More unw,ual courses, often inter-
and quality education should produce graduates familiar
disciplinary and taught by colleagues who have bene-
with the technological world in which they live, and also
fited from summer workshop experiences, have been
experienced and comfortable in the application of quan-
titative methods, mathematical and computer models, introduced on such topics as medical technology, bridges
and technological modes of thought in a wide range of and structures, and history of technology. Laboratory
subjects and fields. experiences with technology have been developed at
The first grants in this program were of $250,000 to 10 some colleges. The word "technology" is no longer a
of the 30 leading liberal arts colleges invited to submit dirty word on the NLA campuses. Presidents and aca-
proposals. Grants of $25,000 went to the other 20 col- demic deans are very supportive.
leges, some of which have by now received substantially There is, nevertheless, much yet to be done. Experi-
larger grants. Other undergraduate institutions, includ- mental courses need to be revised and course materials
ing a number of Historically Black Colleges, have become (textbooks, modules, video tapes, computer software)
part of the program. Grants to universities, mainly for need to be prepared in a form suitable for use by col-
the development of materials for the teaching of tech leagues elsewhere. Faculty development is an ongoing
nology to liberal arts students, have also been made. A activity. Much more experience is needed on how best to
resource center has been established at Stony Brook, teach technology to liberal arts students. Additional re-
under the direction of John G. Truxal, Distinguished sources must be found since the funds available wither
Teacher Professor of Engineering and Applied Science. A the Sloan Foundation are limited. We are neither able to
monthly newsletter, the NLA News,, is published by the extend the program beyond several more years nor can
center. Summer workshops have been supported to en- we make grants to the many additional colleges who
121
would like to participate in what they see as a timely and the government's policy with respect to organ trans-
important program. plants? What ethical issues arise if one were to limit the
It is with this lJackground of involvement over many budget for dialysis and thus have to decide who can and
years with the teaching of mathematics at Oberlin College who cannot receive this life-saving treatment? What so-
and now with the Sloan Foundation's New Liberal Arts cietal and cultural differences account for a vastly lower
Program that I turn to the mission of this Committee. use of kidney dialysis in England as compared with our
Your concerns are wide-ranging, but I intend to limit country?
my remarks to two topics: (1) science, mathematics, and These are the kinds of questions that educated citizens
technology for non-specialists and (2) some comments should be prepared to discuss intelligently. Such discus-
on mathematics education. sions would necessarily involve some science and tech-
nology, some data analysis, estimation, and forecasting.
Science, Mathematics, and Technology for Non- But, one inevitably also discusses the limits of the tech-
nology, the roughness of the estimates, the assumptions
Specialists
behind the forecasts, the ethical dile,nmas that the tech-
In emphasizing this aspect of collegiate teaching, I do not nology has brought to the fore, the historical develop-
for a moment minimize the importance of departmental ment of the technology, and its lessons for the application
programs designed for committed students headed for of newer technologies. A skillful teaching team has al-
careers as scientists, mathematicians, or engineers. The most an entire liberal arts curriculum within its grasp in
research strength of this nation would soon fade if under- this one topic. It is a topic likely to have some interest,
graduate colleges did not produce students well-pre- even fascination, for many students. Equally important,
pared for specialized graduate study. such an interdisciplinary approach develops the capacity
But there is a complementary aspect of our educational to adapt the analytical methods and basic factual content
mission: to produce liberally educated students who can of conventional academic disciplines for the solution of
be effective citizens in our society. This society is now too real-world problems. It gives practice in analy'ing the
affected by scientific and technological issues for citizens sort of problem that will surely face the college graduate
to be scientifically or technologically illiterate. Certainly after the degree is earned. It is a liberating approach to
the graduates of our colleges, the future leaders of our learning.
society, should not receive their degrees with such a It would be helpful if the National Science Foundation
debilitating deficiency. were to find a way to supplement its traditional focus on
The system of required courses in mathematics and single discipline specialties with a program that would
science, whether with or without a laboratory, often does emphasize an interdisciplinary approach and would en-
not seem to achieve our purpose. Allowing students the courage interested faculty members to develop broad
freedom to skip any serious coursework in science and scientific and technical skills. NSF needs to encourage
mathematics, a freedom abused more than we like, sure- innovation and creativity in the undergraduate curricu-
ly does not work. I believe curriculum content requires lum. This presupposes a program of NSF support not just
revision, not only to make the substance more mean- for research at the frontier, but also for serious profes-
ingful to students and capture their interest, but to incor- sional development that would lead to renewal of the
porate new knowledge, The greater the degree to which the curriculum by the incorporation of recent research results
sciewes and technology can be integrated in the curriculum, the and technological advances.
broader is likely to be the understanding of students in these Leading research scientists have much to contribute in
fields and in their modes of reasoning. such a program. NSF should try to find a way to enccar-
Such integrated, interdisciplinary teaching has been age contributions of additional efforts toward teaching,
characteristic of more than a few college efforts within the curriculum development, or preparation of course mate-
New Liberal Arts Program. Perhaps one specific example rials on the part of senior scientists, mathematicians, and
may help make my point clearer. engineers. Not only would undergraduates benefit di-
Consider a module on kidney dialysis within a medical rectly from this increased effort directed toward the cur-
technology course. What are the biological dysfunctions riculum and teaching, but it would also serve to make
that require such drastic treatment? How does the di- curriculum development more respectable. A better bal-
alysis machine actually work? Who designed it and how ance between research and other te..-.7hing-related profes-
was it developed? (A visit to a dialysis center, with a sional activities is necessary to improve undergraduate
presentation and discussion led by a knowledgeable phy- education.
sician, would make a fascinating field trip.) What are the
economic implications of dialysis on health care costs, Some Remarks on Mathematics
and what estimates can one make of the costs of dialysis
as the population ages over time? What political issues I commend to your attention the testimony given in
arose in discussions of the government's willingness to previous hearings before this Committee by my col-
pay for kidney dialysis as part of the Medicare program, leagues, Lynn Steen, President of the Mathematical As-
and how might these relate to current discussions about sociation of America, and Andrew Gleason, Professor of

122

i 1

I c.)
Mathematics at Harvard University and former President have now been modified to work efficiently on the cur-
of the American Mathematical Society. They have stated rent generation of microcomputers. I am told by com-
the case for mathematics well enough that I need add puter scientists that within five years there may be hand-
very little. held devices to do such algebra and calculus, just as there
I urge that you recognize in yo ar report that mathe- are handheld calculators to do arithmetic operations.
matics education, so central to all science and engineer- There is considerable interest in the mathematical com-
ing education, is worthy of special and careful attention munity in ways to use the new technology effectively in
and represents a high-leverage area for NSF action. I undergraduate mathematics courses. Pilot projects are
know that work is already under way to outline a study of still few and limited in scope. There are many fundamen-
resources for collegiate mathematics as part of a plan for tal questions to be answered: Should the teaching of the
renewal during the rest of this century. A small grant pre-calculus and calculus courses change to make use of
made by the Sloan Foundation to the Mathematical Asso- symbolic computation systems? If so, how should the
ciation of America has supported meetings of an MAA mathematics curriculum be modified, especially for the
Planning Committee to carry this effort forward. Their first two undergraduate years? How much conventional
outline should be helpful in delineating the major prob- material can be deleted? How does this powerful tool
lems facing mathematics education, describing what a expand the scope of ideas and applied problems a stu-
renewal effort would involve, and suggesting the appro- dent can explore? What will be the effect on more ad-
priate role of government in this effort. vanced mathematics courses and on courses in science
I would like to comment about a particular tech- and engineering of having students introduced early in
nological advance and briefly discuss its potential impact their college work to symbolic computation? How can
on the teaching of undergraduate mathematics. I refer to these systems best be modified so they are economical to
symbolic mathematical computation systems (or com- use and yet powerful enough for effective use in under-
puter algebra programs), such as MACSYMA, MAPLE, graduate mathematics education?
muMATH, REDUCE, and SMP, developed over the last I offer this example to illustrate the fact that curriculum
15 years or so and capable of performing many of the review must be a continuing activity. The pace of research
standard operations of algebra and calculus. Computers is too rapid and the need to bring the curriculum and our
can now factor polynomials, differentiate and integrate teaching techniques along too urgent. Given the magni-
functions, solve linear, polynomial, or differential equa- tude of the problem, there is a clear role for the National
tions, plot curves, do series expansions, etc. Science Foundation in recognizing and encouraging the
These systems are used widely for research purposes. desired close connections among research, teaching, and
Although, until recently, large and powerful computers the maintenance of an up-to-date curriculum in mathe-
were needed to support symbolic computation, systems matics (and in science and engineering, too).

123 1 j u
 A Program to Enhance the Involvement of Historically Black
Institutions in Solving a National Problem: Science and
Technology Research and Training
Frederick Humphries
President
Florida Agricultural and Mechanical University
Chairman, Science and Technology Advisory Committee
National Association for Equa! Ipportunity in Higher Education

An effective system of science and engineering education volve HBIs. Because of the underrepresentation of Blacks
is vital to the long-term interest of the United States as in the sciences, it is critical that significant and bold
this country strives to strengthen its economy, its na- initiatives be taken to develop this talent pool. Tables 1
tional defnse, and the quality of life and well-being of its and 2 point out the deplorably low level of participation
citizens. The centrality of science and tect nology to by Blacks in training programs in science and technology
American life is a recognized fact, and it is evident that at all degree '?.vels and in he science and engineering
this nation's future prosperity and security are depen- workforce.
dent upon the maintenance of a sufficient number of
adequately trained scientists and engineers to respond to Toble 1. Science and Engineering Degrees Received by Blacks In
national needs and priorities. Science and Engineering Fields, 1980-1981.
One key to ensure a supply of adequately trained
scientists and engineers is through continued support of Field Bachelor's Master's Doctorates
research and training at the nation's colleges and univer-
sities to foster the generation of new knowledge related AU science/engineering fields 18,811 1,787 316
Physical sciences 906 107 28
to national priorities and to produce a cohort of tech Mathematical sciences t.94 67 9
nically trained personnel. As was outlined in the article, Computer specialties 7b 70 2
"Federal R&D and Industrial Policy," in a past issue of Engineering 2,449 260 19
Science, American research universities, as a group, are Life sciences 2,649 244 61
the best in the world and have a central role in ensuring Psychology 3,308 424 113
Social sciences 8,129 615 84
the nation's long-term economic health. One direct and
effective way to meet future needs is to take advantage of
Source National Science Fowl(' ton Women and Minorities in Science and Engineering,
the existing mechanisms at the nation's colleges and uni- Washington, D C , 1984
versities that permit student participation in research as a
part of their training.
Table 2. 1980 U.S. Population, Science/Engineering (S/E) Work-
The article stated further, ". . . tomorrow's industrial force, and Doctoral Scientists and Engineers by Race/
growth will depend on the availability of skilled technical Ethnicity.
personnel." One way to ensure the availability of skilled
technical personnel is to ensure that all of our citizens Race/Ethnicity Population S,E Workforce Doctoral S/E
have equal access to scientific and technical training and
careers. With respect to Black Americans, that logically White 79 6 95 0 89.0
means the Historically Black Institutions (HBIs). HBIs Black 11.5 1.9 1.1
enrolled 27 percent of the Black college students in 1980 American Ind.:1ns 06 a b
and accounted for 34 percent of all undergraduate de- Asian/Pacific Islanders 1.5 28 6.6
grees awarded to Blacks. They produced more than 40 Spanish origin 64 a b
Other/no response 0.4 a b
percent of the degrees awarded to Black students in sci-
100,0 100.0 100.0
ence and technology. Based on that data, it follows that
programs designed to enhance the participation of Blacks
Note Categories with 'a" total 0 3 percent of the 1980 science engineering workforce Categories
in science and technology and national priorities related with "b" total 3 3 percent of the doctoral scientists and engineers
to the scientific and t hnological enterprise must in- Source National Science Foundation U S Scientists and Engineers, 1980 NSF 82.314

125
 In 1980, minority group members represented only 11 distinguished programs of education and research were
percent of all postsecondary teachers while representing the University Science Development program started in
more than 18 percent of the total undergraduate enroll- 1964 and the Departmental Science Development pro-
ment and 11 percent of the graduate enrollment. gram started in 1967. Through these two programs, NSF
Among 1981 college-bound seniors, the percentage of had, by 1970, awarded a total of $201 million to 85 institu-
undergraduate minority group students expressing an tions for development of their science facilities alone.'
interest in studying science was in each case less than the Although these programs have been phased out by
percentage of all college-bound seniors expressing an NSF, they demonstrate what can be done in a relatively
interest in studying science (15 percent for all, 13 percent short period of time to address problems, provided there
for Blacks, 14 percent for American Indians, 12 percent is a commitment to change the status quo. It should be
for Mexican-Americans, and 13 percent for Puerto pointed out that during this period of a great influx of
Ricans). funds into academia to create science and technology
In 1981, Blacks received approximately 4 percent of the capability,, minority institutions and minority training
bachelor's degrees awarded in the physical sciences, 2 were ov 1-nked. This oversight, coupled with long-term
percent of the master's degrees, and only 1 percent of the historical neglect, has produced the results described.
doctorates in this area. The enrollment of Black students in pursuit of doctoral
As important as initiatives at the college and university degrees in graduate science programs has remained rela-
levels are, they are insufficient to address the present tively constant in absolute numbers but declined in per-
problems adequately. Central to maintaining a sufficient centage over the past few years. The Institute for the
number of scientists and engineers is to take steps to Study of Educational Policy at Howard Univer has
ensure that the pool of precollege students capable of and released data to show that Blacks comprised 5.6 j cent
interested in pursuing studies leading to scientific and of all graduate students in 1978, down from 5.8 percent in
technical careers remains high. 1976. In 1978, the proportion of Blacks among full-time
Following World War II, with the establishment of the graduate students was 4.9 percent, while in 1976 it was
National Science Foundation, the federal government 5.1 percent. Blacks made up 6.1 percent of first-year
clearly accepted a major role in science and engineering graduate students in 1978, compared to 6.4 percent in
education at the college and university levels. With the 1976. National Research Council data show that the dis-
amendment of 1958, the statutory authority of NSF (the tribution of Black doctorates among various fields is un-
agency that has assumed the predominant responsibility even. In 1980, 8.8 percent of the doctoral degrees
for science and engineering education) was expanded to awarded in education went to Blacks, in the social sci-
include support for science, mathematics, and enOeer- ences, 4.0 percent, but only 0.9 percent in the physical
ing programs at all levels. Thus, a history of NSF will sciences and 1.5 percent in the life sciences.
contain information on programs ranting from pre- When we take a retrospective look, we find that the
college education to graduate and postdoctoral research output of Ph.D.-trained minority personnel has not
and training. Each has been recognized as an important changed significantly over the past 10 years. SpecifiLaiiy,
component to developing a scientifically literate citizenry Blacks represent less than 2 percent of the doctorates in
while providing support for a strong educational system science and engineering, Hispanics, less than 1.5 per-
for students who pursue careers in science and cent, and Native Americans, less than 0.6 percent The
engineering. tenor of the times is embodied in a statement contained
To achieve its goals, NSF has supported university in a report on minority students in medical education
research efforts by awarding grants. Such awards have prepared by the Association of American Medical Col-
been made in direct support of research projects and leges and endorsed by that organization's Executi% e
included faculty and student support. in addition, Council. It reads as follows.
awards were made that included funds for the con-
struction of facilities containing research laboratories and "However, the strength of the nation's commitment
funds to purchase major pieces of research equipment. to equal opportunity appears to be waning and other
These grants provided several avenues of funds for the recent developments (financial aid cut backs, class
development of a strong research base at a large number size reductions, static minority applicant pool;, rising
of universities. tuitions, etc.) appear to threaten this progress.'
One program developed by NSF for the purpose of
increasing the quality of science education was the Grad- This conclusion was supported by data in the report
uate Science Facility Award initiated in 1959. These funds showing that the number of minority students accepted
provided for renovation and construction of academic in the first-year medical school class in 1982-83 totaled
facilities. Through these awards, 179 different institu- 1,451 (10.0 percent), only 45 more than the 1,406 (9.4
tions received a total of $186 million to develop their percent) accepted in 1974-75. It is notewoi thy to observe
science capabilities. that medical schools accepted more than 2,000 additional
Two instructional programs initiated by NSF to in- students between 1974 and 1982. In 1982-83, medical
crease the number of universities capable of conducting schools accepted 56 fewer Bla k students than in 1980-81.

126
1 i i'::
Examination of published data for other professions compared to more than 50 percent prior to 1970) and
yields the following details:1 accounted for only 34 percent of all Blacks' under-
In 1980, 4.7 percent of all students in law schools graduate degrees in 1980-81, they granted more than
were Black, compared with 4.8 percent in 1972. 40 percent of all degrees for Blacks in agriculture,
computer sciences, biology, mathematics, physical
In 1980, 4.4 percent of all dental students were Black, sciences, and social sciences.
compared with 4.9 percent in 1974.
In an increasingly technological society, choice of
In 1980, 5.0 percent of all full-time students were fields is an important dimension of equality. With
Black, compared with 5.5 percent in 1974. respect to math- and science-related degrees, Blacks
Part 2 of the same report presents the following lose "fields" ground just as they lose attainment
highlights: ground at several points in the educational pipeline.
At the bachelor's degree level, the percentage of
Traditionally Buick Institutions (TBIs) still graduate those choosing quantitative fields is 60 percent of the
over half of the Black bachelor's ciegree recipients in national average, at the master's level, 40 percent;
the 20 states where these institutions are located. and at the doctoral level 33 percent. These choices
TBIs graduated one-third of the Black master's and are affected by two factors: parental education and
first - professional- deg- °e recipients in these stages.' early educational preparation and achievement.
In short, TBIs appear to provide training to minority Among college-bound seniors in 1981, most Black
students in numbers that are disproportionate to the students had taken fewer years of coursework in
percentage of total students that these colleges enroll. A mathematics, physical sciences, and social studies
study completed by Baratz and F' klen of Educational than their White counterparts. Even where years of
Testing Services shows that gradu..,3 of TBIs obtain em- coursework are similar, the content of the courses
ployment and enter graduate schools in percentages no varies for Black and White students. For example,
different from Black graduates of majority institutions.' Black seniors in 1980 were as likely as Whites to have
Black colleges continue to play a significant role in the taken at least three years of math, but they were
training of students. We are asking you to support pro- much less likely to have taken algebra, geometry,
grams that will strengthen our schools and allow us to be trigonometry, or calculus. Thus, their years of
even more effective and productive. coursework were presumed concentrated in areas
The College Board 1985 report, Equality and Excellence: such as general math or business math.
The Educational Status of Black Americans,, indicates the Students in low-income and predominantly minor-
following. ity schools have less access to microcomputers and
Although high school graduation rates have im- teachers trained in the uses of computers. Further-
proved dramatically for Black students over the past more, students in predominantly minority schools
two decades, college attendance and completion or classrooms are much more likely to use com-
rates have declined for Blacks since 1975. puters for drill-and-practice rather than program-
ming or concept development than students in other
Blacks are seriously underrepresented among grad- schools.
uate and professional school students,, and Black
participation rates in postgraduate education have Overall, the evidence suggests that Black students are
declined since the early 1970s. exposed to less challenging educational program offer-
ings and thus not as likely to enhance the development of
Blacks have lost ground relative to non-Blacks at each higher order cognitive skills and abilities compared to
stage of the educational pipeline. In 1972, for exam- White students.
ple, Blacks represented 12.7 percent of all 18-year- While there is an urgent need to increase the under-
olds, 10.5 percent of all high school graduates, 8.7 standing of scientific and technological issues, science
percent of all college freshmen, and, four years later, and engineering education activities are at their lowest
6.5 percent of all bachelor's degree recipients. By ebb since the pre-Sputnik era. -1 he present posture of the
1979, Blacks represented only about 4 percent of all executive branch that the federal government should ex-
professional and doctoral recipients. ercise a reduced role in education hastens the move to-
At the undergraduate level, 42 percent of Black col- ward virtual scientific and technological illiteracy and
lege students were enrolled in two-year colleges in jeopardizes U.S. science and technical preeminence. The
1980. Persistence rates for two-year college students report, Science and Engineering Education for the 1980's and
are much lower than for students attending four- Beyond (1980), points out several deficits and problems
year colleges, particularly for Black students. with the science and engineering educational system in
the United States. Although the report is not a consensus
Although predominantly Black colleges enrolled document, it, along with other reports--such as, A Na-
only 27 percent of Black college students in 1980 (as tion at Risk. Who Will Do Si icmc', a speual report by the

127
Rockefeller Foundation; Women and Minorities in Scienr _ Five million high school students study calculus in
and Engineering, a report from the National Science Foun- the Soviet Union compared to 100,000 high school
dation; and Educating Americans for the 21st Century, a students in the United States.
report of the National Science Board Commission on
Precollege Education in Mathematics, Science, and Tech- Insufficient attention is given to motivating and
nologypoint to several deficiencies that must be aa- providing an adequate euucation in science for non-
dressed in an organized, concerted effort to reverse the science majors at both the precollege and college
present trends. Some highlights of these reports follow: levels.

There are, at present, shortages of trained computer The problems are particularly acute for minorities and
professionals and most types of engineers at all de- disadvantaged members of the pc pulation who are lo-
gree levels. cated in large urban school systems. Yet, the problem
extends beyond minorities. The deficits in the U.S. edu-
While progress has been made in increasing the cational system generate a national problem, related di-
representation of minorities, women, and the phys- rectly to national security and defense and to the eco-
ically handicapped, all these groups continue to be nomic productivity and well-being of all the nation's
underrepresented in science and engineering fields. citizens. The volunteer armed forces, for example, attract
approximately 300,000 high school graduates annually.
There is an immediate problem of acquisition, reten- Increased sophistication of military hardware and com-
tion, and maintenance of high-quality faculty to puters requires an intellectual capacity based on ade-
teach science, mathematics, and computer science quate rudimentary skills in mathematics which must be
courses at the precollege level. In a recent survey of taught in high school. A model program providing mech-
high schools in 44 states the following was revealed: anisms for addressing the iinderrepresentation of minor-
95 percent of the states reported shortages or crit- ities in science and technology follows.
ical shortages in physics teachers,
86 percent of the states reported Shortages of An Approach to Enhance the Involvement of
chemistry teachers, and Historically Black Institutions in Science and
96 percent of the states reported shortages of Technology Research and Training
mathematics teachers. To address the issues and problems identified in the
Nationwide, 50 percent of the teachers in science preceeding section, we need a comprehensive program
extending from precollege to the postdoctorate level. The
and mathematics were unqualified and using emer-
program, at a minimum, needs to address three elements
gency certificates.
at the college/university level. These elements include
Between 1971 and 1980, there was a 77 percent de- institutional development, faculty development, and un-
cline in mathematics teachers being trained and a 65 dergraduate and graduate student development. At the
percent decline in science teachers being trained. precollege level, the program needs to address preserv-
ice and inservice teacher development and elementary,
Decreasing priority is being given to science and junior high, and high school student development.
mathematics in the secondary schools of the United The Resource Center for Science and Engineering
States in marked contrast to what is happening in (RCSE) program was a model with the potential for long-
Germany, Japan, and the Soviet Union. term success in addressing the problem of inadequate
The larger percentage of our nation's youth graduates opportunities in science and mathematics education for
from high school with no science or mathematics beyond minorities of the nation. Conceived to address the entire
spectrum of science and mathematics education, from the
the tenth grade. Essentially, these students have been
eliminated from opportunities for scientific and technical precollege to the postdoctoral levels, the model had
careers which, as a consequence, decreases the pool from broad applicability with many features that were cost-
effective and transportable.
which future scientists and engineers are drawn. Recent
studies by NSF, the Department of Education, and the The program was successful where other programs
National Research Council reveal: failed because it provided a well-defined mission with
specified guidelines for proposal development; a staff
Only 33 percent of the nation's schools offer more completely dedicated to the operation and success of the
than one year of science and mathematics. programs; one contact point within the federal agency
with which interaction was necessary; and multiple-year
At least half of the nation's high school graduates funding for a broad spectrum of programmatic thrusts.
have taken only one year of biology and no other The RCSE model also made provisions for the follow-
natural science. ing three elements at the college/university level:
At least half of the nation's youth graduates from 1. Institutional development. Support of sophisticated
high school with no mathematics beyond algebra. equipment not attached to any particular project or

128 .
.I. ,..;," i..
 principal investigator, funds to strengthen physical ence Aca iemy (for elementary and middle school
resources alterations and renovation of laboratories, students, grades 3-8); Summer Science, Engineering,
provision of support services, including electronics and Mathematics Institute (for 1 ;h school ,students,
technicians, machinists, and other centralized grades 10-12), and Research Apprenticeships for Mi-
resources. nority High School Students.
2. Faculty development. Provision of up to 50 percent re- Recommendation
leased time and techr'ical support including techni-
cians and postdoctorates. A comprehensive model containing the elements de-
scribed above is the model recommended by the Science
3. Graduate and undergraduate student development. Re- and Technology Advisory Committee of NAFEO for
search assistantships, student travel to scientific adoption by NSF to provide support for science and
meetings, and laboratory visits. technology in Historically Black Institutions. Further, the
committee recommends that the adoption of the model
At the precollege level, provisions were made for the
be accompanied by a commitment for adequate and con-
following three essent;a1 components: sistent funding for a minimum of 10 years. These actions
1. Preservice science and mathematics teacher training pro- would enhance significantly the ability of HBIs to con-
gram. Opportunities for teacher development ac- tribute to the solution of the nation's problem in terms of
tivities that focus on innovative and creative ap- science and technology manpower needs.
proaches in the preparation of precollege teachers of
science and mathematics with emphasis on the prepa- Notes and References
ration of science and mathematics specialists (K-12). I NSF Fatbook. Alvin Renetzky (editor-in-chief). Orange, New Jersey.
Academic Media, 1971
2. luservice science and mathematics teacher training pro-
2. Minority Student,: in Medical Education Facts and Figures. vVashington,
grams/institutes. To provide for the development of D C : Association of American Medical Colleges, Office of Minority
detailed, consistent, and indepth training and updat- Affairs, November 1983, p 8
ing in content, technology for teaching (computers/ 3. Participation of Black Students in Iligher Education. A Statistical Profile
telecommunications), and teaching methodology for from 1970-71 to 1980-81. NOES 83-327. Washington, D C U.S. Office
the current science and mathematics teaching force at of Education, Office of the Assistant Secretary for Educational Re-
the precollege level. search and Improvement, November 1983, p 8.
4. Ibid., p 2.
3. Student development programs. To provide motivational
and academic enrichment experiences and at the same 5 Baratl, Juan and Ficklen, My ra rat/lout/on ,rf Reient Blaik College
time offer opportunities for career explorations. Pro- Gniduates in flit Labor Market and in Graduate Edmation Washington,
D C Educational Policy Research Institute, June 1983.
grams that were developed included the Saturday Sci-

129
 Undergraduate Science and Engineering Education
Philip H. Jordan, Jr.
President
Kenyon College
Representing the National Higher Education Associations Task Force

Thank you for this opportunity to present the consensus neenng education at the undergraduate level, and the
recommendations of seven major national higher educa- priorities for addressing those needs. So, I can say with
tion associations on the priorities for NSF leadership and assurance that the recommendations of our report repre-
support for undergraduate science and engineering edu- sent a very strong consensus within the community on
cation. The recommendations were drafted by a special the urgency of this matter and the means to address the
task force of college presidents, whose report (text at- problem.
tached) was transmitted to the members of the Commit- Our first set of recommendations is organizational,
tee by Robert Atwell, President of the American Council urging a continued strengthening of NSF support for
on Education, who convened the task force. research activities at undergraduate institutions across
I hope you have had an opportunity to review our the directorates. As expansion occurs in its research bud-
recommendations. I would like to say a few words about get, NSF should allocate an increased share of research
the background of the report and summarize its findings funds to investigators in undergraduate institutions and
briefly. encourage qualified undergraduate faculty compete
Last August, a group of national higher education asso- for research awards according to guidelines based on
ciations met with Director Erich Bloch and other top realistic criteria for different kinds of institutions.
officials of the National Science Foundation to discuss the
Further, we urge the Foundation to make a special
need for a greaier national effort to strengthen under-
effort to involve more faculty from non-doctoral granting
graduate science and engineering education. Mr. Bloch
outlined the important steps already under way at NSF, institutions in its consultar 'ships, peer review panels,
including the assessment of needs being undertaken by and advisory committees. Equally important, NSF
this Committee, and he suggested that the associations should recommend to the White House more well -
could contribute to your work by establishing a mecha- qualified representatives of undergraduate institutions as
nism to convey to you the consensus views and priorities candidates for membership on the National Science
of the community. Board. Appointments in each of these areas have been
Accordingly, a special task force appointed by the drawn overwhelmingly from the research universities,
American Council on Education in conjunction with the while the wealth of experience in teaching and research at
American Association of Comm anity and Junior Col undergraduate institutions has been relatively untapped.
leg. the American Association of State Colleges and With respect to programmatic recommendations, the
Universities, the Association of American Universities, task force agreed on two overriding priorities. Our first
the National Association for Equal Opportunity in High- priority is undergraduate instructional equipment and
er Education, the National Association of Independent materials. The pressing needs in this areaf rnm labora-
Colleges and Universities, and the National A,sociation tory instruments to scientific periodicals to site prepara-
of State Universities and Land-Grant Colleges tion to special facilities for major equipmentare com-
I had the honor to chair the task force, as the only mon to all undergraduate institutions, including com-
educator in the group who was not himself a scientist munity colleges. Since community colleges enroll about
(although I have been deeply interested in the topic as an half of all undei graduate students, and many of their
undergraduate philosopher, a professional historian, graduates go on to baccallureate programs, the quality of
and a liberal arts president). My six colleagues all had science at these institutions can be an important factor in
distinguished backgrounds in the sciences and engineer- determining the quality of science at four-year colleges.
ing, and headed a variety of institutions ranging from And so we urg' a significant increase in the College
two-year colleges and technical institutes to foar-year Science Instrumentation Program, with competitive
public and private colleges and graduate institutions. awards and the allowance of institutional expenditures
In our meeting , the task force very rapidly reached a fur installation and maintenance as part of the: r matching
consensus about ti:- pressing needs of science and engi- contributions.

131
 Our second programmatic priority is an investment in To implement our recommendations, we suggest a
people to meet riculty and student needs. Here at the goal in the near term of an additional $100 million for NSF
undergraduate level, research and teaching needs are undergraduate science education programs. Of this total,
conceptually inseparable. Undergraduate faculty re- we would allocate 60 percent for instructional equipment
search is a teaching tool, and research opportunities at- and materials and 20 percent for support of faculty re-
tract arid keep the best teachers. But, for busy under- search and teaching. We would suggest that 10 percent be
graduate teachers, summer stipends for released time fr allocated for the proposed new consortial centers of ex-
research an study are primary and proven means for cellence, and 10 percent for a ew program of challenge
faculty renewal. grants for improvement of science education.
And so we call for expanded support across the directo- By these means, we believe that the National Science
rates for undergraduate research, including subsidized Foundation can exercise a leadership that will stimulate
opportunities for research participation for outstanding and sustain the strong leadership of campus presidents
undergraduate students, during both the academic year and help to attract fti.nds from the private sector, es-
and the summer, and expanded opportunities for faculty pecially from business and industry, to address the prob-
renewal under existing teacher enhancement programs. lems in undergraduate science education and to move
Besides those programmatic recommendations, the forward significantly in this important area of our na-
task force makes two other recommendations which cut tional life.
across existinz programs. We believe they would add
new dimensions to the Foundation's leadership in under- Attachment
graduate science education, enabling it to leverage scarce
resources for science and integrate its activities more fully National Priorities for Undergraduate
with those of undergraduate institutir,ns and programs. Science and Engineering Education
First, we recommend a new program to develop a National Higher Education Associations Task Force*
limited number of consortial centers of instructional ex-
cellence in undergraduate science, engineering, and This report deals with an essential element of the de-
teclinical programs. Such centers of excellence would be veloping national strategy to rebuild our human and
strategically located in various geographical regions, and capital resources for basic science and research. The strat-
would gather outstanding teachers, researchers, and stu- egy is evolving out of growing recognition of the need to
dents from a variety of institutionsfrom high schools to strengthen America's scientific and technological capaci-
research universities with graduate schools to corporate ties to increase industrial and economic competitiveness
research programs. Through such vertical integration. and to strengthen the national defense.
the centers would provide networking to devise ways to National policies for long-term investment in research
meet regional needs. The centers would explore the pool- and education ,o address this complex set of problems
ing of science resources and facilities, the development of must I- fashioned with a clear understanding of the
joint projects for cooperation with schools, projects for critical role of undergraduate science and engineering
curriculum development, projects for the development education. The processes of science, engineering, and
and dissemination of instructional material, e- ',anion of technica, 2ducition and of the education of scientists,
opportunities for faculty and student research, including engineers, and technicians are continuous. The under-
cooperative projects with industry, and the deve:opment graduate years are crucial phases in those processes.
of technical programs in emerging sciences. They are the years when qualified students learn basic
NSF could leverage limited resources through small scientific concepts in sequential study and weigh career
initial planning grants to develop competitive props Is. choices as -ofessional engineers, scientists, and
Ten, in a second round, a small number of pilot projects teachers.
could be funded with local matching and bu -in The federal concel n with the production of trained
evaluation. scientific and engineering manpower thus requires direct
Our second additional recommendation is tha. NSF and appropriate investment in undergraduate
establish a challenge grant program for improvement of
undergraduate science and engineering education. The *Submitted by Philip H Jordan, Jr, President, Kt nyon College
task force had in mind the successful $20 million program (Chair), James C Carter, S J 'resident, Loyola Umtersity, Louisiana,
conducted by the National Endowment for the Human- Saul K Fenster, President, New Jersey Institute of Technology,, Freder-
ick S I lump Ines, President, Honda A&M University; Charles H.
ities. We urge the creation of a counterpart that would Oestroch, President, Texas Lutheran College, Harrison Shull, Chancel-
provide three-year grants with significant matchin: to lor, University of Colorado at Boulder, and Lex D. Walters, President,
leverage relatively small, short-term federal expenditures dmunt (S C ) Tethnit al College, on behalf of the Amentan Associa-
into a large-scale effort at institutional advancement. tion of Community and Junior Colleges, Amentan Association of State
Awards would be based on detailed plans for coordinated Colleges and Universities, Amencan Count il on Education, Association
of American Universities, Nationili Association for Equal Opportunity
activities to strengthen the institution's total science in I ligher Education, Nationai Association of Independent Colleges and
effort including faculty development, student needs, and Universities, and National As:r,uation of State Universities and Land-
facilities and equipment improvement. Grant Colleges.

132 1 9
tionresearch and instrumentati. i and teaching pro- teaching and research at undergraduir'e institutions has
gramsin all its settings, whether at two-year or four- been relatively untapped.
year institutions or in undergraduate programs at re-
search universities. Undergraduate institutions are a pri- Strengthening NSF Leadership in Science and
mary concern of this report because they have historically Engineering Education
attracted high-ability science students, produce a dis- We urge NSF to continue to expand its support for re-
proportionately large number of science and engineering search activities at undergraduate institutions across the
baccalaureates, and serve as primary feeder institutions directorates. It is vital that the skills of quality researchers
for top graduate-level programs. Many other under- at undergraduate institutions be utilized as fully as those
graduate institutions have a tradition of strong teaching of researchers who have taken positions at research in-
in the physical sciences and engineering, and the poten- stitutions, not only as grant recipients but as members of
tial to increase significantly their production of scientists, peer review panels. The Foundation's current $12-13 mil-
engineers, and technicians. Community, junior, and lion investment in quality research at undergraduate in-
technical colleges have special missions and special com- stitutions has begun to tap this resource. As expansion
petence in training and instruction in new technologies, occurs in its research budget across the directorates, NSF
and also serve as important feeder schools for bacca'.ure- should allocate an increased share of research funds to
ate and graduate programs. investigators in undergraduate institutions and encour-
Recently there have been encouraging signs that the age qualified undergraduate faculty to compete for re-
role of undergraduate science and engineering education search awards. Guidelines should be developed based on
is gaining renewed recognition. In May, NSF's policy- realistic criteria for different kinds of institutions and
making National Science Board appointed a Task Com- different kinds of projects to assure that meaningful op-
mittee on Undergraduate Science and Engineering Edu- portunities are provided for all kinds of institutions and
cation to review the agency's programs in this area. In their faculties to compete for research funds.
June, an influential conference at Oberlin College was Additional dollars invested in research at the under-
held to discuss a report on "The Future of Science at graduate level have enormous leverage, in terms of
Liberal Arts Colleges." In July, the House-passed HUD- strengthening both the capacity of the researchers and
Independent Agencies appropriations bill directed NSF the education of future scientists, as well as the value of
to "look for opportunities to expand undergraduate sup- the research itself. The total amounts needed are often
port and . . . report by March 1, 1986, on the Founda- small in comparison to other research investments.
tion's assessment of needs in the undergraduate area and We commend the re-establishment of the Science and
the progress toward the development of programs to Engineering Education Directorate (SEE). Its current ini-
meet these needs." tiatives to strengthen precollege math and science educa-
This report outlines the priorities of the higher edut.- tion address the needs of students at the critical years
tion community to assist NSB's Task Committee in build- when concepts and attitudes are developed. These ac-
ing a carefully focused, leveraged program of NSF lead- tivities provide a basis for future expansion to fulfill the
ership and support for undergraduate science, engineer- responsibilities for supporting science education at all
ing, and technical education. We urge that such a levels as set forth in the original NSF organic act as well as
program be implemented as promptly as fiscal realities the 1983 Board resolution re-establishing SEE. For exam-
permit, emphasizing the importance of sustained fund- ple, we believe that the two program initiatives proposed
ing and careful evaluation of program impacts over time. below would appropriately be achnnistered by an ex-
panded SEE Directorate.
In shaping our recommendations for programmatic
Increasing Participation of Undergraduate Sector in priorities, we have focused our attention first on two
NSF Activities critical areas: (1) toolsinstructional equipment and ma-
We believe that organizational as well as programmatic terials, and (2) peoplefaculty and student needs. In
steps are necessary to build such a program. We urge the addition, we propose that NSF undertake two crosscut-
Foundation to strengthen its links with undergraduate ting initiatives designed to provide needed leadership for
a national c fort to strengthen undergraduate programs:
institutions and programs through a comprehensive
(1) conEartial centers of excellence and (2. a program of
effort to involve more faculty from nott-doctoral granting
challenge grants for the improvement of undergraduate
institutions in its consultantships, its peer review panels,
and its advisory committees. Equally important, NSF science, engineering, and technical education.
should recommend to the Wnite House more well-
Programmatic Priorities
qualified representatives of undergraduate institutions as
candidates for membership on the presidentially ap- Undergraduate instructional Equipment and Mate-
pointed National Science Board. Appointments in each rials. In our view, the primary need of undergraduate
of these areas have been drawn overwhelmingly from the institutions is instructional scientific equipment and ma-
research universities, while the wealth of experience in terials. The serious deficiencies in the research laborato-

133
ries of universities are reasonably well documented. tion Research (SBIR) funds for such projects should be
There, the obsolescence of research instrumentation is explored.
often in marked contrast with the state-of-the-art equip-
ment of major industrial and national laboratories. As Faculty and Student Needs. It is conceptually impossi-
noted in the 1980 AAU report to the Foundation, The ble to separate teaching and research needs. Research
Research Instrumentation Needs of linty& sities, the equip- support is the fundamental tool for enhancing the skills
ment deficiencies of undergraduate inst uctional labora- of undergraduate scientists and engineers. Institutions
cannot attract or keep highly qualified teachers (or keep
tories, while less well documented, are e -wally serious.
them qualified) unless there are opportunities for faculty
Important progress has been made in reeznt years in to do research and keep up-to-date in their fields.
addressing the research equipment needs of universities,
Summer stipends and released time for extended re-
but little has been done to address the purely instruc- search and faculty renewal and study are two primary
tional equipment needs of undergraduate institutions and proven mechanisms for faculty renewal. Under-
and programs. graduate institutions are receiving increasing numbers of
The category of equipment covers an array of needs, requests for released time from their faculty, and college
from instruments to keep laboratories current with scien- budgets are never adequate for this purpose.
tific and technical advances, to scientific periodicals for We recommend that NSF expand support for under-
the library, to site preparation and special facilities to graduate research activities acrosz the directorates in ad-
house major equipment, but the most pressing need of dition to the Research in Undergraduate Institutions
unde-graduate institutions and programs is for instruc- (RUI) program. At the same time, we recommend that
tional equipment. NSF expand support opportunities for undergraduate
The needs are compounded by the rising cost of so- faculty renewal under the Teacher Enhancement and In-
phisticated equipment and its rapid obsolescence (instru- formal Science Education program in the SEE Directo-
ments that might have had a useful life of 10-15 years may rate. There is a clear national need to assure a sufficient
now be outdated after 5 years due to rapid advances in supply of science teachers andlesearchers into the next
the disciplines). The needs are common to all under- century. To address this policy goal through federal sup-
graduate institutions, including community colleges port of graduate assistantships is insufficient because
and since they enroll about half of all undergraduate many recipients are lost to industry, and college and
students, and many of their graduates go on to bac- university student/faculty ratios cannot justify hiring
calaureate programs, the quality of science at these in- more of them for the foreseeable future. Therefore, fac-
stitutions can be an important factor in determining the ulty research and teaching grants are potentially the most
quality of science at four-year colleges. effective federal policy instrument for sustaining ade-
Increased NSF leadership and support for under- quate supplies of able and committed teachers and re-
graduate instructional equipment are urgent because the searchers in the sciences and engineering.
Foundation is the only federal source for undergraduate Student needs, we believe, should be addressed by
science, engineering, and technical programs. These in- NSF primarily through support for equipment and fac-
stitutions are virtually excluded from competition for ulty needs.
research funding by the major mission agencies. The Just as research opportunities are essential for quality
College Science Instrumentation Program should be sub- teaching, such opportunities for hands-on experience
stantially expanded. Awards should be made competi- should be made available as widely as possible for out-
tively, and institutions should be permitted to apply their standing undergraduate students. NSF should encour-
expenditures for installation and maintenance as part of age undergraduate faculty to develop summer or aca-
their matching contributions. The Foundation should demic-year research projects that include significant sub-
also ensure that institutions provide properly for the sidized student participation. Such projects should be
continuing maintenance of the funded equipment. judged by separate and appropriate criteria.
We also urge the SEE Directorate to (1) expand eligi- NSF already has an outstanding record of commit, nt
bility for its support for the development and application to the expansion of opportunities for underrepresented
of instructional technology to improve the quality of minorities and women at the graduate level. Any new
teaching in the sciences (Applications of Advanced Tech- emphasis on undergraduate support should be equally
nologies), (2) support programs to provide equipment for sensitive to this objective. The importance of such efforts
new and emerging science programs, and (3) support Was underlined in the NSB report, Liiiicating Americans for
studies and publications that encourage technology the 21st Century:
transfer among undergraduate institutions. With such
NSF encouragement, undergraduate institutions could "By 1995, there will be almost 30 percent fewer col-
exert enormous long-range influence on the quality of lege-age students for the workforce. Furthermore,
science instruction at all levels, from elementary and upwards of 40 percent of these young people will be
secondary school through graduate school. The pos- Black or Hispanic, the very groups who, for no rea-
sibility of allocating a portion of Small Business Innova- son related to inherent ability, are now at the bottom

134

125
 of the educational and economic ladder. Such dis- ative projects with industiy, and development of tech-
parities mean that the nation continues to suffer nical programs in emerging sciences.
from inadequate development and utilization of its Successful consortial arrangements are challenging to
human resource potential. The nation cannot afford develop. They require careful thought, planning, and
such educational casualties." time to develop fruitfully. Seed money is an early essen-
tial ingredient. NSF could leverage limited resources and
Crosscutting Initiatives prepare for more fully developed efforts in future years
by first soliciting proposals for a limited number of rela-
The competitive instructional equipment and research
tively small planning grants to be used to develop com-
programs proposed above, we believe, should form the
petitive proposals. Planning grants will stimulate broad-
core of revitalized NSF undergraduate activities. In addi-
er national and regional interest in undergraduate
tion to these initiatives we make two recommendations
concerns that will benefit all competing institutions. In
designed to provide an added dimension to the Founda-
the second round, the Foundation could select a small
tion's leadership in undergraduate science and engineer-
number of proposals for funding as pilot projects for a
ing education; leverage scarce resources of the Founda-
period of at least five years, with increasing local match-
tion, institutions, and others; and integrate more fully
ing and built-in evaluation required in subsequent years.
the undergraduate activities of the Foundation with those
If the pilot projects succeed, proposals could be solicited
of undergraduate institutions and programs, faculty, stu-
to establish additional consortial centers of excellence in
dents, and others interested in improving the quality of
other regions of the country.
undergraduate programs.
NSF should emphasize the need to involve differen'.
First, we urge NSF to carefully develop a program to
types of institutions in the proposed consortia, including
establish a limited number of consortia as centers of
high schools and technical colleges. Most consortia teld
instructional excellence in undergraduate science, engi-
to be integrated horizontally among similar institutions
neering, and technical programs. The centers should be
rather than vertically to involve a mix of institutional
strategically located to serve the various geographic re-
types.
gions of the country and to build on existing ir stitutional
strengths in undergraduate instructional programs. Challenge Grants for Improvement of Undergraduate
Second, we propose a program of challenge grants, Science and Engineering Education. We strongly urge
modeled after the successful Nati.. ial Endowment for NSF to establish a challenge grant program for improve-
the Humanities challenge grant program, to provide un- ment of undergraduate science and engineering educa-
dergraduate institutions and their patrons with oppor- tion, similar to the $20 million program conducted by the
tunities to examine institutional instructional objectives, National Endowment for the Humanities. Three-year
articulate related needs, and develop realistic plans for challenge grants with significant matching provide ex-
strengthening the quality of their science, engineering, ceptional opportunities for leveraging relatively small,
and technology programs. short-term federal expenditures into a large-scale effort at
institutional advancement.
Consortial Centers of Excellence. We believe that op-
Challenge grants will foster broad improvements in
portunities exist for major advances in cooperative efforts
the quality and effectiveness of undergraduate science
to strengthen science education on a regional basis. Such
education. They will encourage undergraduate institu-
opportunities could be realized through NSF leadership
tions throughout the country to identify and articulate
in establishing a program of consortial centers of their most pressing needs in science education. Awards
excellence.
should be based on detailed plans for a coordinated set of
The mission of these centers should be to bring to-
gether outstanding teachers, researchers, and students
activities to strengthen an institution's total science
effort, including faculty development, student needs,
from a variety of involved institutions from high school
and important improvements in equipment and facili-
through graduate school and corporate research pro-
ties. As with the NEH program, NSF will find that it will
grams, and through such vertical networking to devise
stimulate significant additional private support from
ways to better meet regional needs. The potential for
alumni, corporations, and other prospective donors.
pooling science resources and facilities and for enhanc-
ing institution:-.1 s'...engths in research and teaching
A Goal for Future Growth
should be explored. Such centers also could develop joint
projects for cooperation with the elementary and second- We believe that the priorities outlined above should
ary schools through workshops, summer institutes, guide the Foundation in a sustained effort to achieve
roundtables, and other programs for teacher training and realistic growth of its leadership in strengthening under-
faculty exchange, curriculum development; dissemina- graduate science and engineering education. As an im-
tion of materials for training, retraining, and in-service mediate goal we recommend that NSF seek to expand its
development in mathematit.s, science, computer science, existing research and education activities in these areas
and technical occupation fields, expansion of research across the directorates by an additional $100 million. Of
opportunities for faculty and students, including cooper- this sum,, 60 percent should be allocated for instructional

135 .
''-
t . I..., ,7
equipment; 20 percent for support of faculty research and lieve that their implementation would greatly assist the
teaching; 10 percent for consortial centers of excellence; Foundation in pursuit of its statutory mission ". . .to
and 10 percent for challenge grants for improvement of recommend and encourage . . . national policies for the
science education. promotion of . . . education in the sciences . . . and to
The above recommendations represent a strong con- initiate and support . . . programs to strengthen science
sensus of the undergraduate science community. We be- education at alt levels."

136
 Undergraduate Science and Engineering Education
Timothy O'Meara
Provost
University of Notre Dame

I am Provost at the University of Notre Dame, and I am Much of the testimony has been concerned with the
also a mathematician, my specialties being algebra and public perception of science. Prestige and respect for the
the theory of numbers. I received my doctorate from profession are significant factors in the allocation of re-
Princeton University in 1953 and was active in teaching sources, and also in motivating young men and women
and research from that time until I became Provost in to dedicate their lives to science. This perception is re-
1978. My regular faculty appointments have been first in lated to the dual responsibility that science has to the
New Zealand, then at Princeton, and finally at Notre public. Here, I am thinking specifically of education and
Dame. I am currently co-authoring a research mono- communication.
graph for Springer-Verlag. I have been a principal inves- Our research universities have special responsibility in
tigator on NSF research grants from 1963 until 1980 and this regard. We have performed brilliantly in the delivery
an NSF reviewer for research grants on the national level of highly creative scientific research over the last 40 or 50
on many occasions. As Provost, I have responsibility for years. But, the problem immediately before us is one of
the entire academic area of the University of Notre Dame. continuity of the scientific enterprise through the de-
Graduate studies, research and sponsored programs, velopment of the next generation of students. A good
and student affairs also report to the Provost through two part of the responsibility for this crisis of continuity be-
Vice Presidents. The Provost is the second officer of the longs to our research universities, which are responsible
University. for the formation of our scientific professoriate. And,
T'ne University of Notre Dame is a private, independ- some of this responsibility must be shared by NSF, which
ent university with an enrollment of 7,500 undergradu- plays an influential role in shaping the graduate faculties
ates, 1,200 graduate students, and 700 advanced students in these universities through its research grant mecha-
in law and business administration. The undergraduate nism. It is therefore essential that NSF take catalytic ac-
student body is highly selective. We are in excellent fi- tion through its research grant mechanism to influence
nancial condition. The last 30 years has marked a transi- the education of the future scientific professoriate at the
tion of Notre Dame from a teaching university to one that very heart of its formation.
puts equal emphasis on both teaching and research. Our One of the cornerstones of science policy in the United
federal support at the present time is good, with a 37 States since the Second World War has been the con-
pe,.. 2nt increment from 1983-84 to 1984-85. ceniration of basic research in our comprehensive univer-
i hese then are the various forces that influence my sities. This is quite different from the Soviet model of
testimony today. On the personal side, I have been influ- highly specialized research institutes. Our model has
enced as I watched all five of our children graduate from
served us well. But there are signs of drift and erosion.
The impressive statistics given in these hearings on the
Notre Dame, none of them in science I might say.
success of liberal arts colleges make us wonder about
Appearing before you at the end of these hearings I how well our research universities are meeting the dual
have had the opportunity to read most of the testimony role of teaching and research in the formation of the
that has been presented, and I am impressed with the professoriate. I was reminded of this concern by the low
long shopping list of requests which, if granted, would profile of research universities at these hearings to date.
surely solve the problems of science for years to come, Personally, I do not find convincing the "some are teach-
perhaps forever! ers and some researchers" response given in earlier testi-
From the perfpective of my own university, I can relate mony. My own experience has shown that where this
to the movement of the best students out of science, a dichotomy exists, teacher's are invariably viewed as sec-
continuing decline in freshman interest in science, the ond class to researcher;. Somehow the balance must be
need for laboratory modernization and computer equip- tilted toward a greater integration between teaching and
ment, and the continuing lack of interest in doctoral research in the education of the next generation of scien-
studies by domestic students. Before I am done I will add tists. There is no doubt in my mind that the highly
an item ar two of my own. competitive nature of research proposals plays a signifi-

137
i1... I.

..
cant role in the imbalance and in contributing to a culture after several revisions, a proposal was submitted with
that puts teaching in second place. Therefore, whether it concrete topical examples showing how basic research
likes it or not, and for better or for worse, NSF is already done in the discipline many years ago was now having
playing a significant role in science education through important applications in various segments of society. It
the vehicle of its research grants. I fully recc,:nlze the concluded by speculating on futute applications of the
tension between education and research and the dilem- group's current research to society.
ma that it presents. The research component must not be My third illustration is a lamentation about the dearth
sacrificed. But, NSF must think through anew its policies of honest mathematics courses for stucieri's in the liberal
on education versus research and breadth versus depth. In- arts. We mathematicians prefer to do mathematics and
deed, it must do so in the long-term interest of research not talk about it. We are simply not that interested in
itself. Somehow the dual role of a university to teach and giving an overview of our subject. And, we are some-
to do research must be reflected in our doctoral pro- times embarrassed by those who do. The purpose of
grams, and : urge NSF to find some kind of leverage that mathematics in a liberal education should be to expose
will accomplish this. Why not a teaching and research students to that mathematical way of thinking, to give
postdoctoral program? them certain mathematical skills, and to give them an
The problems of education and communication within understanding of the significance of mathematics in the
the scientific community are real. Let me take an example world. And this applies to science as well.
from an address that I delivered to the National These are the sorts of experiences that over the years
Chairmen's Research Colloquium for the Mathematical have contributed to my view that we do indeed have a
Sciences last October. Just before the meeting, I asked my problem with education and communication which is
Associate Provost, an ethicist, who had interviewed all affecting the development of the next generation of scien-
faculty members at our University over the last three tists. I do not believe that the problem is recognized on
years, the following question: What do you think of math- the grass roots level. Fortunately, I see leadership emerg-
ematicans? This was his answer: ing within the profession. The David Reportwhich to
be sure concerns researchis a case in point. A similar
"They are self-contained; they presuppose that what report on mathematics education at the undergraduate
they are doing is relevant whether or not anyone else level has been initiated under the chairmanship of Ber-
thinks it is; they have a great tolerance for individu- nard Madison and should be encouraged. The key to
als; they consider neither social conformities nor success in these ventures, it seems to me, is the interac-
appearance to be of much importance; they reach a tion between distinguished scientists from both the uni-
high level cf competence at an early age; after that a versity and the business communities.
certain boredom sets in which seems to affect the Before I conclude I think I should add a couple of items
way in which they teach." to the long shopping list you have already received. I
think that NSF, in its program for continuing education
Here is a second example. I recently asked one of our for high school teachers and college professors, should
strongest research groups with outstanding federal sup- consider reinstituting some form of the highly successful
port for a proposal for an endowed chair. The first draft of academic-year and summer institutes that it supported in
the proposal was filled with information about the the 1950s and 1960s. Thought should also be given to
number of pieces of equipment, the number of articles reinstituting some form of the NSF Science Development
published, the relationships with ether research groups Centers that served many universities, including my
throughout the world, and technical information on the own, so well
latest results in the field. No doubt it would have In conclusion, I want to re-emphasize that NSF has
qua'ified for an award from just about any federal agency played a highly significant role in the education of the
in the country. But not from a private donor. Nowhere scientific professoriate of American universities. Now, in
was the significance of the work described in simple the interest of the continuous generation of personnel for
language that could be understood by an educated science, NSF must find a way of catalyzing an integration
layman. After pointing this out I was politely informed between teaching and research through its various sup-
that, after all, research is hard. Nevertheless, I asked for a port mechanisms including those research grants that
second version, but that was still unsatisfactory. Finally, influence doctoral education.

138
 The Role of Science Museums in Undergraduate Science and
Engineering Education
Kenneth Starr
Director
Milwaukee Public Museum

In making my presentation I first shall focus on the role of Museum Staff. The staffs of science museums also are
science museums in undergraduate education. Here I important resources, especially the curatorial staff who in
can speak with strong conviction, for over half a life- the larger museums are the equal of college and univer-
timemy graduate fellowship years at Yale's Peabody sity faculty, if one is to judge them on the basis of the
Museum of Natural History, my subsequent curatorial excellence of their training and experience, the quality of
years at the Field Museum and directorial years at the their publications, and the numbers of grants that they
Milwaukee Public MuseumI have seen in daily fashion have won from the National Science Foundation and
the way in which those and other science museums con- other public and private granting agencies.
tribute to the scientific education of undergraduates, Many curators in the larger museums hold adjunct
whether pipeline science majors or mainline non-science professorships at neighboring colleges and universities,
majors. teaching both in their museums and at the schools. They
I shall confine my comments to describing in very serve themselves well by keeping more current in their
broad way two major areas of contribution that museums fields, they serve their museums well by the broader
make in undergraduate education. The two areas, botl ,f perspective that they gain, and they serve the colleges or
which relate closely to the more formal collegiate educa- universities well by providing skills that the regular fac-
tional system, have to do with museums, one, as impor- ulty might not possess, so widening and deepening the
tant, even essential, science education resources and, pool of knowledge and experience available to the stu-
two, as equally important working situations fr'r gaining dents. In my own situation, the Milwaui ee Public Mu-
valuable practi,:al experience in science.
seum has close relationships with the University of
Wisconsin-Milwaukee which, with 30,000 students, is
the second largest campus in the University of Wisconsin
Museums as Science Education Resources System. In appointing new curatorial staff we regularly
sit with faculty of the concerned university department to
Museums serve in a number of important ways as signifi- study ways in which we can cooperate, sharing rather
cant science education resources for both students and than duplicating our intellectual resources, thus benefit-
faculty, as the following examples will attest. ing both students and institutional budgets. Incidentally,
the two institutions also share libraries, laboratory facili-
Access to and Use of Collections. The primary raison ties, and specialized equipment, again enabling both
d'etre for museums of course is for the studied acquisi- institutions to keep costs down.
tion of objects of natural and human history, for the Whether adjunct or permanent, all faculty make active
responsible organization and care of those objects over use of museums for instructional purposes. Many teach-
time, and for their effective use for purposes of schol- ers in area colleges and universities rely heavily on mu-
arship and education. seum exhibit:, to illustrate basic scientific principles,
Such collections are invaluable resources, the more so while providing their students with opportunities of
because they represent all forms of natural objects and seeing the actual "stuff" that composes our natural and
human invention through space and time, and, because human wcrlds. Enterprising faculty also arrange for their
having been assembled over decades, centuries, and mil- students to take behind-the-scenes tours of collection
lenia, they often have become rare or irreplaceable, as areas, laboratories, and workrooms, so providing them
objects collected today will he tomorrow. Students and with opportunities for handling actual objects and for
faculty in the earth, biological, and human sciences draw seeing and participating firsthand in the workings of
heavily on museum collections for purposes of teaching science. Seeing the actual skull of a triceratops has much
and research, whether the collections are across the cam- more impact than seeing a picture of one, and participat-
pus, the city, or, in the case of research materials, across ing in the reconstruction of that skull surely beats a verbal
the country and the world. or written description of the process.

139
 Teachers are remiss if they do not avail themselves of also is important to note that students not only gain
every possible instructional medium at their disposal for invaluable practical scientific experience, learning the
communicating scientific information to their students, trade firsthand, but also earn hard and often badly
and museums are one such important medium, and a needed money at the same time.
very effective and engaging one. In summary, through then collections, curatorial
Otherwise, museum curatorial staff also share with staffs, facilities, and programs, science museums make
undergraduates their knowledge and experience relating important and, in the true meaning of the word, unique
to bibliographic sources, provide guidance in selecting intellectual and experiential contributions to under-
graduate schools, and write references for schools and graduate
0- science education.
for jobs.
Libraries. Museum libraries, particularly those in the Museums and the Precollege Educational System
larger museums, are especially valuable resources. Thus,
Having spoken of the role that science museums play in
as an example, the library of the Field Museum serves as a
resource for more than 20 area colleges and universities,
undergraduate science education, both pipeline and
mainline, I now would like to speak briefly of their role in
while my own museum serves in like way for the Mil-
relation to the broader society and more particularly the
waukee metropolitan area and, indeed, for the entire
precollege educational system.
state. Our library is the more valuable in that it is more
than a century old and holds not only specialized recent
As the subject is not relevant in the context of the
present hearing, I shall not dwell on the role of museums
scientific materials, but also older series and individual
in educating the general population in science, save to
titles that are not to be found in the libraries of newer
say that science museums rank high in providing infor-
institutions.
mal science education, making people feel comfortable
Museum Publications. Continuing in the bibliographic and easy with science, making them aware that science is
vein, I make note of the scientific and scholarly materials a vital and important part of our lives and contributory to
that science museums publish. Including both "hard- our well-being. Science museums reach segments of our
core" and "soft-core" science, those publications see reg- population that no other educational media do, certainly
ular use in undergraduate courses in colleges and not the formal educational system.
universities. More pertinent to our purposes here today is the part
Films. Other significant resources that museums offer
that science museums playor do not playin pre-
college science education, K through 12, the grades from
are films, video disks, and laser disks, many of them on
kindergarten through high school.
scientific subjects. The Milwaukee Public Museum holds
what as far as I am aware is the largest collection of such
In order to come to fruition in the undergraduate and
graduate years, interest in science must begin early and
audiovisual materials of ally museum in the country,
be fostered continuously. One cannot just catapult the
some 16,000 films and related materials. We also were
young into science with little or no prior experience of a
first among museums to devise a computerized system
kind that lets them know that science can be satisfying,
for booking those materials, as we also do our school-
that inspires them to inquire further into the marvels and
class visits. Local colleges and universities make active
use of these audiovisual materials.
mysteries of the world around them, and that either
makes them into science pipeliners or at least makes
them mainliners who have a greater awareness, under-
Museums and Practical Work Experience
standing, and appreciation of science.
Having cited some of the more important ways in which As the situation has existed in the schools in the past,
muse,....is serve as resources for undergraduate educa- kindergarteners and primary-schoolers have h. ' little
tion, I move to another distinctive area of contribution and in many instances no systematic training in science.
that museums make, that of providing students with Such a situation results in the shock, the absolute cold-
pertinent practical work experience. water shock of suddenly, violently being thrust into
The study of science represents but one aspect of sci- mathematics, physics, chemistry, and biology. Despite
ence education, whether the student follows the very the passage of the years since 1 was in that situation, I still
narrow pipeline or becomes part of the much, much clearly remember the shock. Combine that with what all
wider mainline. An equally important, indeed, possibly too often is poor and unimagmatve teaching, and young
more important aspect of science education is that of students very rapidly move away from science. Far too
actually doing science. Here, science museums excel in often there is nut the proper preparation in the primary
providing opportunities for students to apply their stud- grades, in consequence of which the move into second-
ies arm to practice science, both in the museum and in the ary school math and suence is akin to a traumatic and
field. painful rite of passage, rather than a smooth and exciting
All of the larger museums actively provide such oppor- transition.
tunities through research assistantships, work-study By and large, the situation seems nut to be a gi eat deal
programs, internships, and volunteer opportunities. It better today, with effective science education taking

140
 place in the primary grades, as a result of which only a seum staffs and their strong sense of mission with re-
relatively small percentage of secondary school students spect to science education.
either enter the science pipeline or go into the mainline On another level, science museums also involve them-
with any appreciation or understanding of science. All selves actively in training teachers through internship
this being so, how can one rightfully expect that having programs in cooperation with university schools of edu-
long since passed their formative years, any greater per- cation and through in-service training programs in con-
centage of undergraduates will take any more eagerly or junction with local public and private school systems. All
successfully to the sciences? One can but hope that the of these programs represent efforts to sensitize teachers
recent initiatives in augmenting science education in the to the ways in which they can use science museums to
precollege years and in improving the quality of teaching greater advantage as an important part of the total educa-
in the primary and secondary grades will serve to create tional resources of their communities.
early interest in science and then nurture that interest in Again, I emphasize that these are but the barest few
ways that will strengthen science education throughout examples of ways in which science museums contribute
the precollege yeas, thus providing solid practical as to precollege science education, so very important in the
well as attitudinal preparation for subsequent under- preparation of primary and secondary students for col-
lege education.
graduate science education.
As I described above for undergraduate science educa-
In summary, I again stress the fact srience mu-
tion, so also science museums make significant contribu-
seums are vital and important components in the overall
system of science education, whether in the undergradu-
tions in the vital area of precollege science education,
ate years or the precollege years that establish tl E. pat-
running the full range from kindergartenand for that terns for undergraduate science education.
matter even youngerthrough high school. Science mu-
seums do so through an almost literally endless number
Issues in Undergraduate Science and Engineering
and variety of programs whose purposes are to present
math and the physical and natural sciences in ways that In his letter, Dr. Neal noted that I should feel free to
invite and excite and intrigue, and that please people and discuss any issues relating to undergraduate education in
encourage them to learn by doing science, rather than science and engineering. With that suggestion as guide I
just by looking and reading and talking about it. shall speak briefly of what in part are issues and what in
One has only to scan the listings of such science mu- part are recommendations. Some will be general in
seum program- to become aware of their quality and, nature, others, specific.
more important, their high riotential for inspiring inter-
est in science in the precollege years, as well as in the General Issues. As I look at the role of the National
mainline general population. It would be futile as well as Science Foundation and more particularly that of this
overly bold to attempt to do more than cite but a few Committee, I see the need for a broader perspective. Two
general examples of some of the kinds of highly creative areas where such need exists come to mind:
programs that science museum staff present for the pre- Broadening and deepening the pool of resources. There is
college grades and their teachers, programs that supple- the need to include a greater number and wider range
ment and in many cases actually replace those in the of components in the pool of resources for under-
formal educational system. graduate science education. Colleges and universities,
Among these general examples one could name the agents of formal education, of course are one major
tours of exhibits that hundreds and hundreds of thou- component in that pool, but they by no means are the
sands of school children take each year; the great variety only component, or perhaps not even the most impor-
of classes that museums offer on specialized math and tant. Many other institutions including science mu-
scientific subjects; the "hands-on" discovery and par- seums, botanical gardens, zoological parks, nature
ticipatory learning centers; lectures and films, and the centers, corporate research and development labora-
educational aids that go out on loan to schools; magnet- tories, and a host of other non-academic institutions
school programs and special programs for giftea and and organizations also offer a great deal for informal
disadvantaged children; career days and science fairs; undergraduate science education.
field trips, both day-long and those lasting for several As I am speaking as a representative of science
weeks or months; camp-ins, where children camp in the museums, and by logical extension for our sister in-
museum and enjoy scientific activities; and programs for stitutions, botanical gardens and zoological parks, I
science hobbyists. ask that this Committee and the National Science
These examples serve as but a very few of the endless Foundation in all appropriate aspects of its programs
and endlessly changing kinds of programs that bring pre- recognico scit.s.nce museums and related entities as
college students, both mainline and future pipeline, to scientific and educational institutions, and manifest
science museums. Each issue of educational offerings that recognition in the form of funding.
from science museums presents new programs for bring- Formal learning in college or university is impor-
ing science to children, manifest of the creativity of mu- tant, but informal learning in non-academic institu-
 tions is equally important, a hard and easily documen- for support of collections and their care. Collections of
table fact that many in the traditional academic world objects of natural history and human invention are
do not realize or accept. basic in science and the teaching of science, whatever
2. Improving precollege science education. If this Committee the trend of the moment. Fruit flies and computer
and the National Science Foundation truly are inter- models have their inestimable value, but they also
ested in improving science education at the under- have their limitations, and so it is, for example, that
graduate level, they will pay very serious attention to paleontological collections and their associated data
improving the quality and quantity of science educa- have their essential place in the study of the changes
tion in the precollege years. As the old folk song that have taken place in life on our planet over time.
states, "the leg bone is connected to the knee bone,"
and realistically one cannot expect that significant 2. Increased opportunities for student employment. Even
numbers of undergraduates will take science courses more specifically I suggest that very meaningful bene-
when they have had little if any positive association fits would accrue to undergraduates, their colleges
with science in their primary and secondary years. and universities, and museums if the National Science
Specific Recommendations. Apart from these general Foundation were to provide students with increased
observations about undergraduate science education I opportunities and the requisite funding for working
have two specific recommendations: in science museums and in other science-related situa-
1. Importance of collections. I make a plea for greater recog- tions where they can reinforce their academic science
nition of the abiding value of and the consequent need with relevant practical work experience.

142
 III. ADDITIONAL TESTIMONY SUBMITTED TO THE
COMMITTEE

During the Committee's study, the following organizations and individuals submitted written
testimony:
American Chemical Society
American Chemical Society: Task Force on ACS Involvement in the Two-Year Colleges
American Society for Engineering Education
American Society of Plant Physiologists
Association for Affiliated College and University Offices
Council of Scientific Society Presidents
Council on Undergraduate Research
East Central College Consortium
Texas Woman's University
University of Wisconsin Campuses (Chancellors)
Jerrier A. Haddad, IBM Corporation (retired)
David Hart, Conference Coordinator, Student Pugwash
John G. Kemeny, Professor of Mathematics and Computer Science and President Emeritus,
Dartmouth College
John S. Morris, President, Union College

143
_1 3,',
 Chemistry Education at the College 1 oval
American Chemical Society*

The American Chemical Society (ACS) has identified a Future voters and decisionmakers who must judge
number of important needs for chemistry instruction at between conflicting interpretations of science-re-
the college undergraduate level that require federal lead- lated information,
ership and resources.
Future teachers and parents who inculcate perspec-
tiv :s about science in children, and
The American Chemical Society and Chemistry
Education Future non-chemistry professionals who work with
chemicals and apply chemical principles as part of
The quality and quantity of college-level instruction in their professional practice.
chemistry in the United States have been major concerns
of the American Chemical Society throughout its 109- At all levels, audiences for science education need ex-
year history. posure to an ever-increasing number of topicsand that
While the current quality of chemistry graduates is exposure must be effective. In previous statements sup-
high and the Society continues its own supportive efforts porting federal programs, the Society has recommended
in the field, there are major problem areas that can be that the federal government continue and expand its role
addressed only through federal programs. The Society as a major supporter of research and development in the
positions described below have resulted from careful use of computers and other information technologies in
consideration by ACS study groups that represent both science education. Further, the federal government
the educational and industrial components of ACS should continue and expand its role as the principal
membership. supporter of basic research in science education, es-
The Society issued its latest maior report on chemistry pecially through efforts that increase the interaction be-
education, Tomorrow, in late 1984. Some 16 principal (and tween and among natural scientists, cognitive scientists,
and teachers.
many subsidiary) recommendations were directed to
chemistry instruction at the college level. The ACS has
begun implementing recommendations directed to itself, Chemistry Education for Future Chemists
such as one calling for new guidelines for two-year col-
The education of today's chemistry graduates has been
lege chemistry. Other recommendations, like funding of constructed with much care and with strong, but some-
instrument maintenance and repair, call for efforts at a times inconsistent, support from the federal govern-
federal level. Some were specifically reiterated in the ment. The result is that high-quality chemists are being
recent National Academy of Sciences report, Oppor- produced in numbers that appear reasonably satisfactory
tunities in Chemistry.
for the health an,1 security of the nation. By no means
does this imply that education of chemists can now be
The Environment of Chemistry instruction ignored. There are deficiencies that must be addressed
now, and maintenance of current performance standards
Several very different populations must be served by requires consistent planning and execution.
chemistry education at the college level. Each audience The most critical deficiency in the education of today's
leaves college with knowledge and attitudes about sci- chemists is inadequate instrumentation for teaching.
ence and scientists that are vitally important to American Much of the work of today's chemist requires sophisti-
society. These populations include: cated instrumentation, and this is unlikely to change in
the foreseeable future. Many of the instruments are ex-
Future chemists and other scientists whose com- pensive relative to the academic budgets available for
mand of chemistry must be comprehensive and their purchase. Some colleges even lack sufficient basic
provide the basis for future learning while having equipment such as balances and pH meters. Most instru-
current utility in an increasingly competitive world,
ments should be considered obsolete at an age of seven or
eight years, and maintenance often becomes excessive at
that time. Yet, according to a recent ACS survey, that
*Submitted by Moses Passer, Director, Education Division, Ameman terminal age is actually the average age of both research and
Chemical Society.
teaching instruments in academic institutions.

145 1

I .1,3
 Some federal programs seek to address this matter, but colleges are a part of this problem, their enhancement
they need to be expanded greatly and more colleges offers an opportunity to contribute significantly to the
..iade eligible for instrument purchase and maintenance. solution.
One major gap is found in the fact that the two-year The recommendations of highest priorities that the
colleges that enroll about one-third of all chemistry stu- Society makes to the U.S. government have to do with
dents are ineligible for assistance from current programs. improvements in the qualifications of teachers and in the
The maintenance of instruments is a critical problem, quality of instruction. A broad spectrum of in-service
particularly at smaller colleges. The ACS Tomorrow report workshops, short courses, and institutes for teachers
recommends the addition of funding to the budgets of offers the best hope for improving and maintaining the
college instructional instrumentation programs for de- qualifications of those who teach, at every level; these
veloping cooperative mechanisms for the maintenance programs would usually need to be offered through col-
and repair of such equipment. leges and universities and would be designed to meet the
Concepts from polymer chemistry are applied daily by
needs at college and precollege levels. We recommend
the majority of industrial chemists, but are absent from
many chemistry curricula. Biochemistry, computer use,
that the direct and institutional indirect costs of such
probability and statistics for experimental design, com- programs, as well as certain of the participant costs, be
munication skills, chemical information retrieval, safety, provided by the federal government at an annual level of
and chemical economics all impact very directly on the $200-250 million. State sharing of the total costs would be
c;fectiveness of new chemistry graduates, but are fre- expected through support of released time, additional
quently absent from their experience. New courses, or funds for operations, etc.
additions and topic replacements in existing courses, Today, colleges find many students poorly prepared
must be developed to respond to the ever-broadening for college-level workand remedial courses must be
environment in which chemistry is practiced in today's taken. At the same time, the interaction in the laboratory
world. between nature and the student is an essential ingredient
Chemistry courses for future chemists concentrate in- of education. The Society believes that concerted efforts
creasingly on the principles that underlie current re- are needed to increase college entrance requirements and
search and, to a lesser extent, practice. The result is a high school graduation requirements for both laboratory
weakening of historical perspectives and humanistic val- science and mathematics. These efforts must be shared
ues in terms that place chemistry in our culture. Unless any one organization or any one advertising campaign is
there is better integration of science and chemistry with inadequate for the job that must be done.
the totality of the intellectual enterprise, renewed em- Laboratory science requirements for the baccalaureate
phasis on science awareness and literacy could simply degree for the general student need to increase to 10
widen the gap between the "two cultures." Support is percent of the total credits for graduation. This increase
needed for summer workshops and other mechanisms must be accompanied by steps to assure that the chemis-
that bring together teachers of chemistry, natural sci- try taught to non-scientists is sound, informative, inter-
ences, engineering, the arts, the humanities, and the esting, and useful. To non-scientists, courses for chemis-
social sciences to study issues of common societal and try majors give detail to the point of obscuring the forest
intellectual concern so that the fruits of such study may with the trees. The common approach to this problem is
be applied directly to the improvement and expansion of to create "watered-down" courses that often look trivial
multidisciplinary instruction. Existing federal programs to the student and embarrass the professor. Satisfying
should support this effort and consider expansion. Addi- courses that are not condescending, patronizing, or apol-
tional faculty support for participation should come from ogetic do exist and are given at some colleges and univer-
their institutions and from the discipline-oriented sities. Vigorous efforts to offer such courses elsewhere at
associations. both lower-division and upper-division levels are likely
to pay huge benefits in improved public understanding
Chemistry Education for Future Voters and of chemistry. Courses that attempt to bridge the culture
gap between scientists and non-scientists would be par-
Decisionmakers
ticularly effective. Support for experimentation in course
Misunderstanding of science is widespread, and the designs and appropriate instructor preparation should
public understanding of chemistry is poor. Too little sci- greatly benefit society.
ence is taught in the elementary schools. Too few teach- Clearly, the audiences described above are poorly
ers of chemistry in high schools are well-grounded in the served when pressures for efficiency drive curricula to-
subject. Laboratory exercises are disappearing from the ward single approaches to chemistry instruction. Sup-
general chemistry education of students in both high port is needed to prepare curricula and instructional
schools and colleges. Applications of both information materials for varied approaches to chemistry instruction
technology and discoveries about learning are occurring that respond better to audience needs than do current
haphazardly. The quality of instruction and qualifications materials. The availability of federal grants perhaps com-
of teachers at the undergraduate level in all types of bining both research and instructional components

146.
.1 of
would make it easier for faculty to devote more time to cators and researchers at colleges and universities, scien-
improving instructional quality at the college level. tists and engineers in government and industry, and
some high school teachers and administrators.
Costs Versus Risks
References
Educational improvement costs money. Failure to mak.
educational improvement costs much more. We cannot Testimony of the Amencan Chemical Society before the Committee on
Labor and Human Resources, United States Senate, 1 learings on Sci-
estimate the costs associated with less-than-well-in- ence and Mathematics Education, April 18, 1983.
formed citizen judgments, continued low standards of
teacher certification, obsolete instruction and teaching Instrumentation Needs of Academic Departments of Chemistry. Survey Study
Report of a Joint Task Force of the Committee on Science and Committee
materials, failure to assist teachers at all levels to improve on Chemistry and Public Affairs. Amencan Chemical Society, Apnl
their qualifications, or any of a host of consequences on 1984.
inattention to the centrality of science in edu ation for Tomornna Report of the Task Force for the Study of Chemistry Education
contemporary life those costs are surely high. in the United States. Amen( an Chemical Society, October, 1984.
Testimony of Dr. Peter E. Yankwich, Chairman, Amencan Chemical
American Chemical Society Society Task Force for the Study of the Chemistry Education in the
United States, before the Science Policy Task Force, House Committee
The American Chemical Society is a congressionally on Science and Technology, Hearing on Scientists and Engineers: Sup-
chartered non-profit scientific and educational associa- ply and Demand, July 1985.
tion with a r.-mbership of more than 1? ,000 chemists National Research Council Opportunities in Chemistry. Washington,
and chr ngineers. Our membersF.ip includes edu- D.C.. National Academy Press, 1985.

147 i3.
 Undergraduate Science and Engineering Education
Task Force on the American Chemical Society's
Involvement in the Two-Year Colleges*

In November of this year, the American Chemical Society

most highly developed two-year college systems.
sponsored an Invitational Education Conference entitled However, because these states are in the vanguard of
"Critical Issues in Two-Year College Chemistry." The higher education, these trends will soon become national
goals of this conference were to identify the issues facing trends.
the chemistry teachers in two-year colleges and to make
recommendations to the organizations capable of ad- Recommendations
dressing these issues.
During the conference, it was discovered that many of Some of the issues facing two-year colleges and other
the issues in two-year college chemistry teaching were providers of undergraduate science and engineering ed-
also issues in the teaching of biology, physics, geology, ucation are of such magnitude that only the federal gov-
and mathematics. The conference participants also real- ernment, acting through the National Science Founda-
ized that many of the issues confronting . No-year col- tion in its role as the leader in science research and
leges also confront small four-year colleges and education, can effect the needed changes.
universities. The participants in the 1985 Invitational Education
It is the purpose of this document to convey to the Conference of the American Chemical Society recom-
National Science Board the recommendations of the con- mend that NSF take the fallowing actions:
ference participants relevant to the mission and objec- Professional Growth for Faculty. NSF should:
tives of the National Science Foundation. Additional rec-
ommendations will be made to other groups when the 1. Vigorously support professional growth and develop-
final conference report is produced in 1986. ment for two-year college science teachers, at a mini-
mum of personal expense, by:
The Two -Year College Role in Undergraduate
Science and Engineering Education Providing updated versions of summer conferences
and institutes, Chautauqua courses, regionally ori-
Two-year colleges make a substantial contribution to un- ented College Science J-17rovem.ent Programs, and
dergraauate science and engineering education in the faculty fellowships;
United States. The magnitude of this contribution is un-
deniable. For example, 55 percent of all freshmen enter- Supporting an extension of the Institute for Chemi-
ing college are enrolling in two-year colleges. Of all stu- cal Education that would serve as a training mecha-
dents enrolled in higher education, 33 percent are nism for two-year college science teachers; and
enrolled in two -y "ar colleges. The nation's community Supporting the development and dissemination of
colleges enroll 42 percent of all Black college students, 54 materials that would provide in-service training to
percent of all Hispanic college students, and 43 percent of science faculty who are unable to attend con-
all Asian college students. During the 1982-83 academic ferences and institutes.
year, 21 percent of the University of California System
graduates, 50 percent of the California State University Scientific and Instructional Equipment. NSF should:
System graduates, and 50 percent of the University of 1. Modify the College Science Instrumentation Program
South Florida graduates had previously attended a two- so that two-year i.JIleges are eligible for funds. This
year cc 'lege. California and Florida may not be typical of program should also help two-year colleges purchase
current i ends in community college transfers to senior the equipment necessary to offer training programs in
institutions because these two states certainly have the the emerging sciences and in science-related
technologis.
'Submitted by William T. Mooney (Chair, Task Force on the American
Chemical Society's Involvement in the Two-Year Colleges), El Camino
Establish a new program that provides funds to help
College; Harry G. Hagan, Community . °liege of Rhode Island, Donald two-year colleges purchase instruments costing less
E. Jones, Western Maryland College, Robert A Schunn, E. I. du Pont de than $2,000. This program should use professional
Nemours & Co.; Tamar Y Susskind, Oakland Community College, scientific societies or state two-year college agencies to
Katherine E. Weissmann, Charles Stewart Mott Community College, administer a large fund and make smaller disburse-
and E. James Bradford, ACS Liaison, American Chemical Society.
ments to individual colleges submitting proposals.
149
136
3. Support cooperative instrument repair services sim- 3. Establish a loan program, similar to the National De-
ilar to the regionally based CHEMS program at the fense Education Act Loan Program, to help econom-
Georgia Institute of Technology. This program con- ically disadvantaged students earn a degree in science
sists of a mobile instrument repair service that is uti- or engineering. These loans should be available to
lized by a number of academic institutions in the both two-year and four-year college students.
Georgia Tech area. Articulation and Cooperatior NSF should:
4. Continue support for existing programs in the new 1. Establish and support a body to coordinate, on both
instructional technologies, such as Project Seraphim, national and local levels, articulation among the sci-
so that these programs remain at the cutting edge. The ences at the lower-division level. This body could be
National Science Foundation should also establish similar in structure and mission to the Triangle Coali-
new programs to initiate projects in Lile new instruc- tion that now serves precollege education. Once estab-
tional technologies utilizing compact disks, video lished, this body could operate a study center to col-
disks, and teleconferencing. These programs should lect and disseminate information, and to provide
provide a delivery system to bring enhanced learning guidance to the federal government in adapting pro-
to students as well as to bring additional professional grams to better serve science and engineering educa-
development opportunities to faculty members. tion at the lower-division level.
2. Establish and support a body to encourage, on both
5. Establish a program that funds a number of regionally regional and national levels, articulation of two-year
located and well-equipped science instructional labo- college science programs with secondary schools,
ratories to serve as models of excellence. four-year schools, and industry. Cooperation of
Programs for Students. NSF should: schools in close proximity is needed especially in the
areas of assessment, placement, and remediation. Co-
1. Establish a program to support the improvement of operation with local industry is needed to ensure that
undergraduate science education for students not spe- college programs are providing graduates that meet
cializing in science. Projects funded under this pro- the industrial needs of the community.
gram should emphasize firsthand experience with sci- 3. Establish a program that supports consulting activities
ence at a level that prepares individuals for responsi- that bring the expertise of nationally known scientists
ble citizenship in an increasingly technological to the c-"eges that need this service most. These
society. These projects should focus on laboratory consultant services could provide guidance for all
exercises, demonstrations, and other activities that types of articulation as well as serve as an external
hold students' interest. The existing NSF-supported evaluating mechanism to enhance the quality of edu-
CHEMCOM (Chemistry in the Community) project is cation in science and engineering programs.
an evample of what is needed. This existing project
could be adapted to the needs of the first two years of Concluding Remarks
undergraduate education.
The community colleges are clearly serving a vital role in
2. Modify the existing Undergraduate Research Par- the preparation of America's next generation of scientists
ticipation program, or establish a new program, to and engineers. We call upon the National Science Foun-
encourage student-oriented research directed by two- dation to recognize the tremendous contribution two-
year college faculty. A program such as this could year colleges are making in the national interest and to
provide an early positive experience in science for establish and support programs for lower-division sci-
students, especially for minority and economically ence and engineering education at a level consistent with
disadvantaged students. the task.

150
 Letter from the American Society for Engineering
Education
February 27, 1986
Dr. Homer A. Neal
Chairman
Committee on Undergraduate Science
and Engineering Education
National Science Board
Washington, D.C. 20550
Dear Dr. Neal:
The American Society for Engineering Education has under way a two-year program, the Quality
of Engineering Education PrIject (QEEP), which is sponsored by thirty major
"orporate employers
of engineers. Four university-industry task forces are addressing some issues of critical impor-
tance to the continued quality of the nation's engineering schools in the years ahead. Each task
force produced at the end of the first year of the project a report giving its preliminary
findings and
recommendations. Summaries of those reports can be found in the December 1985 issue of
Engineering Education.
Each task force is now in the process of revising its preliminary report to take into account
suggestions received from the education and industrial communities at a large number of meet-
ings beginning in October 1985 and continuing through April 1986. The final report of the project
is due for publication in September 1986. There are, however, three specific recommendations
directed to the National Science Foundation which will without question appear in the final report.
Since these bear directly on the topic being addressed by your Committee, I am calling them to
your attention now rather than later in the year in the hope that they will be considered in the
report of the Committee to the National Science Board.
In the attachment I have listed the three recommendations and added a brief rationale for
each. If
there are questions which you or members of the Committee have regarding any of them, please
call on me.
Sincerely,

W. Edward Lear
Executive Director
American Society for Engineering Education

Attachment

1
151
 the knowledge base is changing so rapidly. The task force
Attachment is recommending that each engineering school put in
place a structured program appropriate to its local situa-
Recommendations to the National Science tion and applicable to every faculty member.
Foundation from the ASEE Quality of
Recommendation. The National Science Foundation
Engineering Education Project should support several experiments in the design and
implementation of faculty development programs which
could serve as models for various types of institutions
Task Force on the Undergraduate Engineering
(public, private, research, undergraduate, etc.).
Laboratory Task Force on tht Use of Educational Technology
Charge. How to bring laboratory instruction into full Charge. To recommend a viable approach to integrating
partnership with the rest of the engineering education appropriate technology into the engineering education
program. process of the nation over the next decade.
Background The undergraduate engineering laboratory Background. There seems to be little question that the
is beset with a multitude of problemsthe well-docu- use of technology, and particularly the computer, in the
mented obsolescence of equipment and facilities is a education process will produce some dramatic changes in
major one, but equally important is that the reward sys- the years ahead in the teaching of engineering, bringing
tem and load 2' )cation do not encourage faculty par- the classroom more in line with changes taking place in
ticipation in laboratory development and instruction. engineering practice. The task force is addressing several
The task force will make some recommendations issues that will result from such changeintellectual
aimed at strengthening the present system, but has property rights policies, mechanisms for development
posed the question of whether there are alternative ways and distribution of software and courseware paralleling
of conducting the laboratory phase of engineering educa- those now available for textbooks, standardization of
tion. For example, are there appropriate combinations of hardware and software, use of technology for lifelong
simulation and hands-on experience that could ease the learning, reward systems for course development in the
equipment demands and at the same time present an new modes, improving the effectiveness and efficiency of
exciting and rewarding challenge for the faculty? engineering education, etc. Several major experiments
Recommendation. The National Science Foundation are under way in the integration of technology into the
shculd support some experiments in innovative ap- engineering program, many of which are dependent on a
proaches to laboratory-oriented studies in engineering. large grant of equipment and servicesfrom a computer
These could include the use of simulation, computer- vendor. Almost all engineering schools are beginning
aided measurement and experimentation, and the use of some move into the use of technology, but there is no
modern educational technology. concerted effort that will prevent much "reinvention of
the wheel."
Task Force on Continuing Professional Development Recommendation. The National Science Foundation
of Faculty should fund some innovative, model approaches to the
integration of technology into engineering programs,
Charge. How to ensure technical and pedagogical cur- particularly those that emphasize the maximum benefit
rency of engineering faculty throughout their teaching from available technology for minimum investment and,
careers. at the same time, make the education process more cost-
Background. Present methods of faculty development in effective. The object would be to produce models applica-
the engineering col.eges are found to be ad hoc and ble to any of the approximately 290 engineering colleges
totally inadequate for the needs of a profession in which in the nation.

152
1 .1
 Letter from the American Society of Piant
Physiologists
January 1, 1986
Dr. Homer Neal
Chairman
Committee on Undergraduate Science and
Engineering Education
National Science Board
Washington, D.C. 20550
Dear Dr. Neal:
It is our understanding that the National Science Foundation is looking into undergraduate
science
education. The American Society of Plant Physiologists (ASPP) would like to express its support
for any program that would help to strengthen, extend, and improve the quality of education in
our colleges and universities. We would welcome a chance to express our views and offer our
support for any of the National Science Foundation's efforts to re-establish support for under-
graduate teaching or for research by undergraduate students.
The American Society of Plant Physiologists was established in 1924, and has a current mem-
bersh;p of about 5,000. We publish a monthly journal, Plant Physiology, with three volumes a year,
as well as a monthly news bulletin. It is our conviction that one of the roles of a professional society
is co foster excellence in teaching, as well as research. We have established a Committee on
Education, which will be seeking ways to encourage excP" zce in teaching. There was a well-
attended workshop on teaching at our 1985 annual meeting; a formal session on this topic is
planned for the next annual meeting.
The plant sciences are undergoing a renaissance with the realization on the part of society that the
green world supports the life of the planet. We need to extend knowledge of how plants function
to a larger group of undergraduates, with the hope that some of the best and brightest minds will
rr ake plant physiology a career. The principles of plant physiology extend across much of biology,
biochemistry, and the study of evolution.
We look forward to learning of the outcome of the current hearings.
Sincerely,

Charles J. Arntzen
President
American Society of Plant Physiologists
 Undergraduate Science and Engineering Education
Association for Affiliated College and University Offices*

The Association for Affiliated College and University strength in scientific and technological advancement.
Offices (AACUO) includes college and university affiliate The manpower will not be adequate to develop a scien-
and associate members from a broad spectrum of institu- tifically literate public.
tions: large and small; public, private, and church-re- We urge the National Science Board to establish a na-
lated; unde-graduate colleges and comprehensive uni- tional policy that recognizes the critical role of under-
versities. For the last two years, a universal concern graduate science teachers in the entire science enterprise.
voiced by these institutions has been the problem of The college teacher is the trainer of future elementary
aging and obsolete instrumentation (see attached sum- and secondary school science teachers and the producer
mary of a sampling of AACUO members' instrumenta- of scientifically literate citizens and candidates for gradu-
tion needs). A related problem in undergraduate science ate school and of future college teachers and researchers.
departments is the need for assistance to provide the We suggest that the proper role of the federal government
time for faculty to revise curriculums to use updated is to encourage and support high-ability undergraduate
equipment effectively. Further evidence of the universal science teachers in all kinds of institutions: two-year and
need for improved instrumentation is contained in the four-year colleges, technical schools, and undergraduate
applications submitted and awards made in the National divisions of comprehensive universities.
Science Foundation's College Science Instrumentation We further suggest that within the framework of this
Program. The institutions and individual faculty repre- policy the focus should be on support of talented individ-
sented in the awards list represent a broad spectrum of uals rather than institutions. The emphasis on providing
American higher education. support for individuals as opposed to institutions is anal-
The emphasis on need for modern scientific instru- ogous to the present debate over the support of "big"
mentation has surfaced as a workable and partial solution science through such mechanisms as centers and the
to the frustration of faculty over lack of concern for the sustained support of individual scientists which has
state of undergraduate science education and the lack of a proven to be productive in the past. W" are not suggest-
related national policy. There has been a sustained policy ing one approach at the total exclusion of the other. We do
to support basic research, but there has never been a suggest that the first priority should be for the support of
policy sustained or temporaryfor the support of un- the talented individual. The National Science Foundation
dergraduate science instruction that is critical to the sup- has a proven track record of managing a peer review
r'I of competent researchers.
-ow
process to ensure quality. Thus, the "star" in a small,
It is recognized today that the college science teacher relatively unknown or regional institution will be recog-
must keep up with the field and continue to pursue nized. The faculty in institutions with a long history of
research. Good teaching must he based on current infor- productivity in the sciences will also be represented in
mation and state-of-the-art laboratory methods to meet the selection process.
even minimum expectations of students. Undergraduate We suggest that the place to start implementation of a
students today have a right to expect some hands-on national policy is with a broadening of the instrumenta-
research experience if they are to consider graduate tion program in the following manner:
school and/or a career in industry or academe seriously.
The college science teacher cannot provide such research 1. Open the competition to science faculty in all under-
training without doing research. Studies, surveys, and graduate-level programs in accredited institutions.
polls abound pointing to unrest aloong faculty and a 2. Provide funds to be used for a combination of instru-
decline of interest in remaining in and considering a mentation, faculty time, and student assistance.
career in academe. This trend is frightening. Unless a
national policy is established with commitment to the 3 Limit the cost-sharing requirement of such a program
encouragement of good teaching and research in all of to the instrumentation component.
our colleges and universities, the scientific manpower in 4. Seek and/or provide substantial ,upport for the
this decade will not be adequate to maintain national program.
This support mechanism would become the teacher-
*Submitted by Flora I la rper, President, ind Julia Jakob,,en, e resea rcher's ersion of a suentific research grant. lb Justi-
dent, Association for Affiliated College and University Offiee,, fy concet +ration on this broadened Instrumentation pro-

155

`L:.,
gram further, we suggest that none of the goals for im- all of which are members of the Association for Affiliated
proved science instruction and research in undergradu- College and University Offices, in an effort to identify
ate settings can be achieved without mode n instrumen- instructional equipment needs in undergraduate institu-
tation, and, quoting from the present College Science tions. A summary of the responses shows the following.
instrumentation Program guidelines, "Students in sci- 1. The age of vital instructional scientific equipment in
ence and engineering coursesmajors and non-majors these institutions ranged from 5 to 20 years old.
alikemust have experience with suitable, up-to-date
equipment in order to become involved in the work that 2. The most frequently mentioned need was microcom-
is at the heart of scientific understanding and progress." puters. NMRs, electron microscopes, mass spec-
If and when equipment is replaced, the institutions are trophotometers, and thin slicers were the next most
faced with the problem of making effective use of the new frequently mentioned equipment needs.
equipment. Instead of performing old experiments in the 3. No school had found significant innovative ways to
same way on new equipment, faculty need to devise new finance instructional scientific equipment. Several
experiments to take advantage of the additional ca- had made one-time deals with local industry.
pabilities and increased efficiency of the new equipment.
This requires revision of curriculum, courses, and related 4. The largest single source of support was the National
laboratory work. Science Foundation and its College Science Improve-
In summary, we need a national policy committed to ment, Local Course Improvement, and Instructional
sustaining a strong undergraduate science infrastructure Scientific Equipment programs, which have been de-
in all institutions of higher learning for preparation of funct for five years. The current College Science In-
future scientists, engineers, teachers, and leaders in strumentation Program was perceived to be too com-
business and government. The initial mechanism for im- petitive and not ope,i to undergraduate schools with a
plementation of this policy should be through support on Ph.D. program in ary science.
a competitive basis of instrumentation and faculty time to 5. Private support was limited and sporadic.
attract the most talented and highly qualified science 6. The sources mentioned most frequently for one-time
teachers in this country. support were:
Camille and Henry Dreyfus Foundation (chemistry
Attachment equipment),
Exxon Education Foundation (microcomputers),
Pew Memorial Grant (mainframe computer), and
Instructional Scientific Equipment Needs in ARCO Foundation (miscellaneous equipment).
Undergraduate Institutions
7. The effects of these equipment needs on students
Telephone interviews were conducted with deans and entering graduate school are hard to determine; the
grants officers in a sample of 11 colleges and universities, respondees provided no significant information.

156
I4;
.1.. '1 4.
 Undergraduate Education
Council of Scientific Society Presidents*

At the December 4, 1985, meeting of the Council of "To facilitate coordination and cooperation between
Scientific Society Presidents (CSSP), the important ques- the various scientific disciplines and to provide a
tion of the quality of undergraduate education was dis- forum for the exchange of information and
cussed extensively, in the context of the recent review of viewpoints;
this matter undertaken by the National Science Board.
These deliberations resulted in the preparation of the "To consult and work with government and private
following statement setting forth the views of CSSP: agencies to improve the free flow of scientific infor-
mation and to determine which scientific disciplines
_ n be of the greatest assistance in given areas;
"The Council of Scientific Society Presidents en-
dorses the initiative of the National Science Board in "To develop points of view through meetings or
undertaking a study of undergraduate science, study groups and issue reports representing its con-
mathematics, and engineering education. The un- clusions. Said reports shall deal broadly with science
dergraduate years are a crucial period in the educa- and technology-related problems or policies of a na-
tion of all who are headed for careers in mathe- tional or international scope."
matics, science, or technology. As was well-
documented by earlier testimony to the Board, signs The CSSP has become a voice for science that is listened
of weakness abound in science and mathematics pro- to by both the executive and the legislative branches of
grams at the undergraduate level. Because of se- government. It has been addressed by the science ad-
verely inadequate funding levels for undergraduate visors to both Presidents Carter and Reagan, as well as by
education, the National Science Foundation has been legislators interested in science. The Council also has
unable to provide national leadership and resources taken the initiative in a number of important issues affect-
to help bring about necessary improvements. There-
ing science.
fore, we strongly urge the National Science Board The Council established the CSSP Award for Support
and the National Science Foundation to restore of Science in 1983. The first recipient was Congressman
strong support for collegiate science, mathematics, Don Fuqua, long-time Chairman of the House Science
and engineering education." and Technology Committee, and the second was Dr.
Frank Press, President of the National Academy of
Sciences.
Attached is a statement providing information on the The Council has two meetings of one and one-half days
membership of the Council and the participating so- duration each year; both are held in Washington, one in
cieties, which represent a total membership of nearly the spring and one usually atter Thanksgiving. The meet-
500,000 scientists.
ings are customarily attended by not more than 40-50
participants. In this intimate setting, the Council con-
Attachment ducts its business and hears timely presentations on is-
sues of science and science policy by invited speakers
What Is CSSP? from the legislative and executive branches of govern-
ment, academe, and the private sector. In addition, coun-
Members of CSSP are the presidents-elect, presidents, cil members are, on occasion, asked to present organiza-
and immediate past presidents of about 30 supporting tional and public policy concerns of their own societies.
societies (listed below) with a combned membership of Beyond the formal program, attendance at the meet-
over 500,000. In addition, the members of the Executi; e ings affords an opportunity to get acquainted with fellow
Board (also listed below) are members of CSSP. The presidents and to exchange views and experiences on an
Council, a non-profit organization, is supported by vol- informal basis.
untary contributions of the supporting societies.
The Executive Board, elected at the fall meeting, is
The Council was founded in 1973 and, quoting from made up principally of past presidents of supporting
the bylaws, has the following purposes:
societies, people who can give some time to CSSP affairs.
The Executive Board meets in conjunction with the semi-
*Submitted by Eric !Aber, Administratit e Officer, Count 11 of Scientifit. annual meetings of CSSP and on two other o.:casions to
Society Presidents.
organize those meetings and address issues as they arise.

157

t
 Periodic briefings are intended to keep the mem- Daniel Branton
bership informed on timely issues of science policy. American Society for Cell Biology
Rita R. Colwell
CSSP Officers and Membership 1985
American Society for Microbiology
Executive Board Edwin Krebs
Robert P. Williams, Chairman American Society of Biological Chemists
Warren D. Niederhauser, Chairman-Elect Joe H. Cherry
Joe P. Meyer, Secretary American Society of Plant Physiologists
James D. D'Ianni, Treasurer
Richard D. Anderson, Member-at-large Adele Goldberg
Tomuo Hoshike, Member -at -large Association for Computing Machinery, Inc.
L. Manning Muntzing, Member-at-large Seymour Parter
Stephen S. Willoughby, Member-at-large Conference Board of the Mathematical Sciences
Eric Leber, Administrative Officer
Joe W. Grisham
Members Federation of American Societies for Experimental
Biology
Kurt M. Dubowski
American Association for Clinical Chemistry William F. Prokasy
Federation of Behavioral, Psychological & Cognitive
James A. Purdy Sciences
American Association of Physicists in Medicine
William J. Bair
Anthony P. French Health Physics Society
American As? -elation of Physics Teachers
John D. C. Little
Ellis K. Fields Institute of Management Sciences
American Chemical Society
Lynn A. Steen
Robert E. Newnharn Mathematical Association of Anierica
American Crystallographic Association
F. Joe Crosswhite
Edd R. Turner National Council of Teachers of Mathematics
Al.terican Geological Institute
Alice J. Moses
Willard Marcy National Science Teachers Association
American :institute of Chemists, Inc.
Michael E. Thomas
Irving Kaplansky
Operations Research Society of America
American Mathematical Society
Robert R. Shannon
Joseph M. Hendrie
Optical Society of America
American Nuclear Society
Gene H. Golub
Arthur R. Mlodozeniec
Society for Industrial and Applied Mathematics
Academy of Pharmaceutical Sciences
Paul De Weer
Robert R. Wilson
Society for General Physiologists
American Physical Society
W. R. Schowalter
Robert Perloif
American Psychological Association Society for Rheology

158
. i. ..1t ,
 Reccinrnendai;ons on Undergraduate Science and Engineering
Education
Council on Undergraduate Research*

Several studies show that decreasing numbers of the

3. That a program to promote undergraduate research,
most able students in the United States
are choosing akin to the successful Undergraduate Research Par-
careers in the sciences. Recently, the important role of the ticipation (URI') program which was discontinued in
predominantly undergraduate colleges in motivating and 1982, be established to support research in depart-
preparing undergraduates for scientific careers has again ments where it is not yet possible to meet the stiff
become more widely understood. For example, the re- competition of the RUI program or regular program
port of the National Research Council's Committee to support.
Survey Opportunities in the Chemical Sciences, chaired
by George Pimentel, states, "In fact, the key role of the 4. That an expanded program of professional develop-
four-year colleges in meeting our national technical man- ment be established for the science faculties of four-
power needs must be recognized." The close partnership year colleges. This is a natural area for partnership
of faculty and students in classes and research projects in betwr NSF and the four-year colleges. Faculty sab-
four-year colleges plays an important role in this regard. baticals now provide for part of an academic year at
In addition, good science often results from undergradu- most. An NSF grant program for research '2aves (ex-
ate research. There are important benefits to the nation panding the role of the Research Opportunity
and to the fabric of science education in maintaining Awards) or for the development of projects in science
strong science programs at predominantly undergradu- and engineering education could pay handsome
ate colleges. dividends.
The Council on Undergraduate Research (CUR) has 5. That ways be developed to assure good coordination
been active for several years in understanding the roles of
and encouraging research in the undergraduate environ- between the research divisions and the Scienca and
ment. In order to maintain and strengthen the nation's Engineering Directorate at NSF. As good teaching and
research go together in the undergraduate sector,
science infrastructure, CUR recommends that the Na-
tional Science Board consider the following critical areas
good coordination between the research and educa-
in the NSF role in science and engineering education:
tion wings of NSF will provide the greatest effec-
tiveness for programs in the undergraduate area.
1. That the successful Research in Undergraduate In-
stitutions (RUI) program and Regular Program Sup- References
port (RPS) for research at predominantly undergradu-
The Council on Undergraduate Research, brochure
ate colleges be continued and strengthened.
A proposal to the National Science Board on Support for Undergradu-
2. That the College Science Instrumentation Program
ate Research, December 1982.
(CSIP), which has begun to meet the great need for
up-to-date i:.oiructional equipment in the under- "The Education of Scientists The Future of Research at Undergraduate
graduate colleges, be expanded at least to include Colleges " Delivered at a Conference at Colgate University, July 1985, by
Robert H Edwards, President of Carleton College,, Northfield, MN.
eligibility for all colleges and universities that are eligi-
ble for the RUI program. This would require an expan- "Undergraduate Reseaah Gaining a I ligher Profile,"Chenutal and Lugs-
sion from $5 million to $10 million in the program. A neermg News, August 19, 1985.
strong case could be made to make this outstanding Statement to the rand on the Health otl.)S Colleges and Universities,
program available to the research universities as well, White III SlIt'lltt! Council, September 20, 1984, by Harlan E Foss,
with an appropriately increased budget. President of St Olat College, Northfield, MN.

Statement on Undergraduate Research from the CPT New''U'r, Com-

*Submitted by Jerry R ivtohrig, Chairman, Council on Undergradu-
mittee on Protessional training, American Chemical Socie Summer
ate Research.
198';

159 1.
 Undergraduate Science Education
East Central College Consortium*

We are here representing the East Central College Con- are now, and have been in the past, through open compe-
sortium (E ..CC), a group of eight small undergraduate tition judged by peer review.
liberal arts colleges founded in the .nid-1800s. The mem- Because we believe that teaching and research con-
ber colleges are Bethany College, West Virginia; stitute a continuum, oni second recommendation is to
Heidelberg College, Hiram College, Marietta College, ask for an enlarged program of support for individual
Mt. Union College, Muskingum College, and Otterbein
investigators who may be pursuing their research in an
College all in Ohio; and Westminster College in Pennsyl-
undergraduate setting. We recognize that these are times
ania. All are within a 200-mile radius of each other. The
of national budgetary difficulties, and we suggest that
consortium was founded in 1966 to further the interests
available funds be concentrated on a program to support
and to strengthen the individual colleges through con-
sortial sharing and consortial action. individual investigators rather than to support institu-
We wish to present briefly three recommendations to tions. If a choice has to be made (and in present condi-
the National Science Board for the development of Na- tions it may be necessary), we recommend support of the
tional Science Foundation programs in science education individual rather than the institution. Through support
to meet the needs of undergraduate science instruction. of the individual, the students will inevitably gain and so
That undergraduate instructional scientific equipment will the institution.
is a major need of all institutions has been presented to Undergraduate colleges typically emphasize flexibility
the National Science Board in eloquent terms. We join the in programs and facilities. We urge that the NSB keep this
litany. We recommend steady and enlarged NSF support same principle in mind. We are in colleges where the
for instructional scientific equipment for the following faculty of the institution should be regarded as competi-
reasons: tive for researchnot merely the institution itself. To
have any list of "research colleges" is misleading. It will
Scientific equipment costs have escalated beyond ci --ige from year to year, and, in all honesty, any school
the reach of even the most affluent small college not on a list could muster evidence to indicate that it
budgets. Increasingly, college budget balancing is should be on the list.
achieved by exeuding purchase of the new and so- In the ECCC colleges, we all have faculty members
phisticated scientific equipment that first-class train- who have pursued original research with government
ing in sciefice demands. grants. Where our faculty members have been recipients
of basic research grants from NSF and NIH, the grants
Donations from industry often consist of equipment
were awarded because of individual initiative and plan-
of short life and prohibitive repair costs. Such dona-
ningnot that of the college or a professional grant writ-
tions, however well-intentioned, cannot be relied er. To have faculty at the typical liberal arts college ex-
upon as an adequate and steady resource for under-
cluded or stifled from government-funded research
graduate colleges.
would be a mistake indeed. Research at our colleges
Foundation support sounds better in theory than it involves students as integral research partners. This
materializes in fact. Few foundat;ons are even inter- ought to continue as an ideal that we can offer to the most
ested in considering the support of instructional prestigious institutions.
scientific equipment, and no single foundation has Our third and final recommendation is for the con-
emerged that is able to provide a steady national tinued and strengthened support of NSI programE in
program for this purpose. precollege education. The need for upgrading the knowl-
edge of existing elementary and high school science
Fir these reasons, then, we think that NSF is the only teachers has been well documented. ECCC colleges have
feasible resource to which colleges may turn for essential been steadily involved with regional and local educa-
instructional scientific equipment. We recommend ex- tional agencies and have contributed services in addition
pansion of the program with awards determined as they to staffing workshops and seminars funded by the Na-
tional Science Foundation and the National Endowment
for the Humanities.
*Submitted by Sherrill Cleland, President, Marietta College, tor the In summary, we are recommending additional support
East Central College Consortium, for three broad programs that will result in substantial

161
ii
strengthening of science education at the elementary, the occurrence of currently used herbicides in streams,
high school, and undergraduate college level. We advo- rivers, or even drinking water.
cate that support be open competitively to the many In 1980, the Water Quality Laboratory initiated a study
different kinds of institutions of higher education that of currently used herbicides in streams and rivers. They
form the healthy mix, the diversity, that is the strength of observed that during runott events in May' and June, high
higher education in the United States. concentrations of many pesticides were present. They
We attach a description of one of the premier research also observed that these herbicides passed directly
programs in one of our colleges. through water treatment plants and consequently were
also present in the finished tap water of several cities in
Attachment northwestern Ohio. In 1984, when the U.S. Environmen-
tal Protection Agency's Office of Pesticide Programs initi-
Innovative Research at Private Liberal Arts ated its special review of the herbicide Lasso, the Water
Colleges: The Heidelberg College Water Quality Laboratory was the source of 70 percent of the
Quality Laboratory data on drinking water contamination and be percent of
the data on surface water contamination by Lasso avail-
While private liberal arts colleges are known primarily for able in the entire country.
their emphasis on teaching, significant, innovative re- The programs of the Watei Quality Laboratory repre-
search programs can also develop within such institu- sent the closest approach in the United States to a large-
tions. These research programs can begin as original scale, long-term comprehensive study of the impacts of
responses to local situations and evolve into programs intensive row crop agriculture on regional water quality.
with national significance. The research programs of the Since 1974, the laboratory has analyzed more than 50,000
Water Quality Laboratory at Heidelberg College provide water samples from area rivers. The El-A is now relying
an illustration of this type of development. on these data to calibrate and validate pesticide runoff
In 1967, instructor s in the introductory biology and models that are the basis for both regulatory and policy
chemistry courses at Heidelberg incorporated analyses of decisions. Large-scale agricultural nonpoint source pol-
water samples from local rivers into the laboratory por- lution control programs are now being launched in these
tions of their courses. The instructors subsequently initi- regions. The baseline data collected by the Water Quality
ated faculty research programs in which tiiey specialized Laboratory provide unique opportunities to evaluate the
in studying the transport of agricultural pollutants ii, effectiveness of these programs.
streams and rivers during runoff events and floods. This The Water Quality Laboratory currently has a staff of
research program was among the first in the country to seven full-time researchers. Its programs are funded en-
provide qualaitat; ce data on the magnitude of agri- tirely by grants from government agencies, industries,
cultural nonpoint source pollution. and foundations. The uniqueness of the laboratory's pro-
The academic freedom within private liberal arts col- grams is reflected, in part, by an absence of counterpart
leges coupled with the absence of a structured research funding programs. That there should be a dearth of pro-
program allowed the Heidelberg faculty to develop a grams addressing such fundamental issues as the rela-
program to address information needs as they observed tionship between food production and regional water
them. They noted that neither land-grant universities nor quality does not speak well for relying solely on large
government agencies were adequately examining the im- research institutions and government programs. Private
pacts of intensive agricultural land use on regional water liberal arts colleges can be the source of research pro-
quality, i.e., the water quality in streams, rivers, and grams that respond in unique and original ways to local,
lakes. For example, there were no systematic studies of regional, and national needs.

162
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.4. 4 cj
 Women's Underrepresentation in Science
Texas Woman's University*

A career in science demands an unusual dedication to the The ability to remain competitive in the scientific pro-
profession. Because the information pool is continuously fessions is therefore difficult for any individual. For
changing and expanding, it is never possible to complete women, however, this commitment to excellence in sci-
the training process. Individuals committed to teaching ence requires sacrifices not forced on the average male.
and/or practicing the discipline of science must continu- ds a consequence, fewer women than men actually enter
ously remain students of the field. This requires a con- scientific careers. In 1983, women comprised only 13
stant reading of the literature within one's specialized pet:ent of all employed scientists and engineers, com-
discipline. However, it is also essential that the scientist pared to about 44 percent of all employed persons. Of
remain abreast of current technical developments in pe- those who do begin a scientific education, fewer women
ripheral fields. survive as practicing scientists. This higher dropout rate
Careers in science may be conveniently divided into reflects the continued existence of covert discriminatory
two categories: (1) careers where individuals practice practices by academic, scientific, and societal mores.
and/or relay already acquired skills and (2) careers where Such discriminatory practices operate at two levels to
individuals are actually engaged in the art of science. The reduce the number of women in science: (1) few women
first category of job descriptions might include teachers, choose a career in science and (2) of those who do, few
technicians, or science journalists and, while under- women remain in science.
represented by the female sex, has traditionally captured
more of those females trained in science than has the Early Rearing Practices
second career category. The second career category has
Listed below are several factors that reduce the proba-
traditionally been most discriminatory to the female. bility that women will enter scientific careers:
Such discrimination has been both overt and covert, and,
while such overt actions have been reduced in recent 1. The female sex is traditionally viewed as less compe-
years, the less tangible discriminatory practices are still in tent in scientific disciplines.
',lace.
Because of the rapid rate at which scientific knowledge 2. Perpetuating the female's lowered aptitude is the
changes, it is impossible for an individual to lose contact discriminatory practice in early training both in home
with the field for one or two years and hope to re-enter and in the classroom.
the scientific professions successfully. Success as a scien- 3. Little girls are encouraged to participate in indoor
tist requires the continuous publication of research find- activities (e.g., playing with dolls, engaging in craft
ings and the consistent interaction with scientific peers. and/or sewing activities, and assisting with the prep-
Since scientific research requires specialized equipment aration of meals).
of costly nature, excellence in research requires adequate
funding from both federal and university levels. Federal 4. Little boys, on the other hand, are encouraged to
funding is difficult to achieve under the best of circt.m- "rough and tumble" in the outdoors. to participate in
stances and requires evidence of continued productivity. competitive games, and to accompany their parent(s)
Therefore, one or two years without publication leads to on hiking and/or other nature-related activities.
a vicious circle. In order to obtain federal or private fund- 5. As a consequence of early discriminatory training,
ing, it is essential that the individual be able to demon- girls receive less knowledge about the world around
strate: (1) ability to ask important questions, (2) knowl- them and are given less opportunity to query their
edge of current problems and techniques in the field, (3) parents about the environment in which they live.
evidence of consistent research productivity, and (4) lo-
cation in an environment that is sympathetic to the pur- 6. Girls are expected to follow normative behavior,
suit of scientific research. Grant funds cannot be obtained while boys are encouraged to be aggressive, inves-
when an individual has low productivity, and productivi- tigative, and inquisitive. These latter attitudes to
ty cannot be achieved without grant funds. question and to consider alternative explanations are
the very attitudes needed in scientific research.
*Submitted by Carolyn K ROzier, At ting Vitt. President for Atadenni. 7. The practice of science involves the act of viewing
/Wails, Texas Woman's University relationships between variables in the environment

163 1 :) .'
 and the art of asking questions about these rela- the university recognize ;he need to inform women ac-
tionships. Female children are given less oppor- tively of their potential in scientific careers, but the uni-
tunity to observe these relationships and therefore versity must also be willing to commit faculty to remedial
have less incentive to address questions about these training programs to accommodate the often reduced
relationships. practice level of entering women. This remedial necessity
8. Reduced familiarity with objects leads to a reduction is even more apparent when the university trains large
in curiosity about tnest objects and hence a reduced numbers of "returning" students, where the women re-
interest in science. ceived their initial education 10-20 years earlier when
sexual prejudices were both overt and covert. However, it
9. During early education, these early rearing practices is not sufficient to simply offer courses for women. The
are accentuated. The biological sciences require dis- university must recognize that by college entry, the
section of dead animals and/or exposure to insects or female has accepted the sexual biases and believes herself
other creatures. The reduced fanis::arity by females to be unable to compete effectively in scientific fields.
with these creatures reduces their willingness to en- Therefore, the remedial training must be both educa-
gage in these exercises. tional (fact finding) and psychological, thereby overcom-
10. Throughout the female's primary and secondary ed- ing the prejudices the female has herself developed.
ucation, she is exposed to role models that reinforce Female role models can be valuable, but not sufficient, in
the early training. Most successful scientists are this regard.
male, and therefore the developing female is taught
that women cannot enter these professions. Professional Practices

Several practices could be snitiated to o ;ircome these Among employed women scien ists, only 15 percent
. biases partially. A few of these are listed below. hold doctorates, compass_d to 23 percent of all men. Even
when women successfully reject societal prejudices and
1. Eliminate stereotypical treatment of children. are able to enter and complete a scientific education,
2. Teach questions and excitement of science prior to the several obstacles make it less likely that they will remain
introduction of dissecting pros:enures; in short, sci- active members of the scientific profession. The reasons
ence teachers must be aware a. the potential problems for the female dropout rate were discussed earlier but will
young women may have and attempt to overcome listed again below:
these with training and sympathy rather than with 1. Success as a sc.entist requires total commitment to the
ridicule.
profession. This is especially true in early years when
3. Encourage young girls to participate in science exer- scientists must establish their ox 'n laboratory and de-
cises. Since males are often more eager to engage in velop a record of scientific productivity. The course of
these procedures, it is possible for girls to avoid scien- scientific research cannot be completed within an 8
tific contact throughout their early years. This rein- a.m.-5 p.m. day. Research questions cannot be solved
forces their lowered familiarity with procedures, con- within the confines of a traditional day. Sometimes it is
e2epts, and questions and reduces their curiosity. necessary to perform research endeavors at midnight,
at 9 p.m., or at 5 a. m., and it inevitably requires greater
4. Successful female scientists should be introduced to than an 8-hour day. In short, it is impossible to pursue
girls in the early grammar classes, and this practice a scientific career and lead a regular schedule. Men are
should be continued throughout the primary and sec- much more successful in maintaining these irregular
ondary educational levels. Such exposure to suc- schedules because societal values enable the male to
cessful role models could reduce the belief that be away from the home, while the female is expected
women cannot succeed in science. to participate in meal planning and searing of chil-
dren. Consequently, women must reject these tradi-
University Practices tional values and ithe r choose not to marry and rear
By the time females have entered higher education, they children or select a mate who is also immune to the
have already been subjected to 16-20 years of social preju- traditional sex role typing.
dice regarding the ability of women to succeed in science. 2. It is nut possible fora scientist to take one or two years
'wever, they arc. also the victims of an educational off to produce and rear a child and then return to the
process which inadequately prepares the female for uni- scientific profession. By this time, the individual will
versity science instruction. As a consequence, the female have fallen so far behind scientific progress that the
has a lowered probability of success in science in the individual will no longer be competitive in the profes-
educational setting. The tragedy is that this reduced suc- sion. Women in science must therefore choose either
cess stems from poor trails rig rather than from poor to avoid having children or to commit the children's
aptitude. The university faces a particular difficulty, rearing to a faster parent. Male scientists do not have
therefore, in educating women in science. Not only must to face this sacrifice because they are able to continue
164
 in the practice of science while their wives take re- During the past five years, women in science have
sponsibility for education and rearing of the children. made a substantial improvement in some of the covert
barriers to success. These have included the formation of
3. Success in a scientific iscipline generally requires a women's organizations which have attempted to develop
minimum of a Ph.D. and often two or three postdocto- "old girls networks" to compete with the practices of the
rate positions before an individual actually settles "old boys networks." In addition, women who have ob-
down to a first job. This usually necessitates two or tained positions of notice and/or power have attempted
three relocations between the Ph.D. and the first to include other women in those positions. Finally, The
"real" job. Consequently, unless female scientists for- success of women who have entered scientific careers has
mulate relationships with males who are willing and/ forced male colleagues to accept these women as equal
or able to relocate, there is a low probability of a long- participants in the search for new knowledge. The pres-
term relationship. Women are therefore forced to ence of these successful women in science has not,
choose between marriage and children or their career. however, been successfully communicated to the gram-
Such choices are sels;om faced by male scientists. Con- mar and secondary educational levels.
sequently, fewer women remain in scientific careers
even though they may obtain the Ph.D. TINU's Potential

4. Finally, practices within the scientific discipline itself Although no one institution alone can overcome all these
reduce the probability that females will survive a sci- barriers to the success of women in science, Texas
entific career. Various factors operate to produce a Woman's University (TWU) plays a substantial role in
successful scientist. These include (1) quality re- reducing the educational biases toward women. TWU
search, (2) high visibility within the scientific com- already participates in a science education program
munity, and (3) production of quality graduate stu- where faculty go to area schools and discuss science.
dents. These accomplishments are much more diffi- Because of TWU's unicpe commitment to the education
cult for women than for men. As mentioned above, of women, the universiti is innovative in its encourage-
continued production of quality researdi usually re- ment and re-education of women to the potential oppor-
quires c...cternal giant funding, and, because c all the tunities in science. As such, we have some suggestions to
other factors alluded to in this statement, this is more encourage women in scientific careers.
difficult for women than for men. A recent NSF report
indicates that women who apply for NSF funding are Recommendations
as successful as men in obtaining funds. However,
considerably fewer women than men actually apply 1. Explicitly recognize that women have s:me insecuri-
for these funds. Production of quality graduate stu- ties about the entry into scientific disciplines This
dents requires the female's location in a quality gradu insecurity is well-known but largely ignored. Con-
ate program and accessibility to competent students. sequently, rather than facing and overcoming the prej-
Because women do not have the same positions in the udices, many women simply avoid any interaction
scientific community as are held by men, women will with science.
generally not be as competitive in attracting the top 2. Encourage the visibility of science instruction not only
students in the country. Finally, visibility within the to the college student, but also to the secondary
scientific community results not only from publica- school student.
tions but from invited presentations, presence on sci-
entific review boards, etc. The individuals in positions 3. Encourage summer programs for women that enable
of power who are involved in selection of membership high school students to work in science laboratories
in such e ideavors have not actively sought to include and hence overcome much of their fear about a career
women as representatives. This is currently changing in science. This program would also foster excitement
so that the number of women in positions of power is about scientific fields of inquiry.
continuing to increase. However, even when women 4. Actively promote women-in-science programs, where
are selected to positions of power, there remain subtle the general student body is expobed to speakers from
discriminations that reduce their visibility within the various disciplines.
community. Considerable scientific interchang, and
consequently scientific insight derive from dialogues 5. Actively encourage female students to participate in
between individuals in informal settings. This type of science courses. This could be part of the orientation
dialogue is more difficult for a mole and a female than program. Science should not be singled out as more
it is for a male and a male. Consequently, males and difficult than other courses. This must be discouraged
females engage in scientific discourse in a manner because it reinforces the stereotypes already formu-
quite different from the comfortable interaction evi- lated by the majority of women students.
denced between two males. This places the female at a 6. Establish special scholarships and/or recognition pro-
distinct disadvantage in the scientific community. grams for women enrolled in science courses. Because

165
 of the reduced preparation of women for science programs for high school students interested in sci-
courses, women who choose to stay in these profes- ence. One procedure might be to have an annual
sions will by definition have lower grades than science fair where females are encouraged to spend a
women who choose to major in more traditional few months in a college science laboratory and then
"female" areas. Thus, women who have majored in report their research endeavors in a competitive fair.
the sciences are given little encouragement for their The most valuable assets would be the visibility of
perseverance and dedication to a career for which they science faculty to interested students and encourage-
have been inadequately prepared by the traditional ment of female students to become science majors. In
educational system. addition, each student participant would hopefully
7. Actively recruit college-bound women into scientific take an enthusiasm back to the school environm"nt so
fields. This could be accomplished through the reg- that the excitement of science would infect other
ular college recruitment programs or through special individuals.

166
 Undergraduate Science and Engineering Education
Chancellors
University of Wisconsin Campuses*

The National Science Board is to be applauded for initiat- organizational unit with particular responsibility for ana-
ing hearings on improving undergraduate science and lyzing and supporting research and science education at
engineering education. It is well-known that primarily primarily undergraduate institutions.
undergraduate higher education institutions in the Unit- We suggest that the function of this unit should be to:
ed States have long been one of the principal providers of
1. Work with organizations such as the American In-
well-qualified students who, after completion of gradu-
stitute of Physics and the American Chemical Society
ate education, are major contributors to the scientific
to analyze existing data and, as necessary, collect addi-
workforce of the United States. After a period of substan-
tional information to measure the effectiveness of cur-
tial support for undergraduate science education in the
rent programs and to suggest the development of new
1950s and 1960s, subsequent years saw a steady decline
programs.
and eventually the virtual elimination of support for sci-
ence education at the National Science Foundation. 2. Initiate programs that would provide opportunities
While those institutions with both undergraduate and for faculty renewal through cooperative industrial re-
large graduate research programs have had some flex- lationships as well as strengthen existing programs
ibility to compensd,e for this declinetheir undergradu- through the national laboratories and large graduate
ate programs, for instance, profit indirectly from re- research programs.
search support and the indirect overhead funds it 3. Initiate various faculty recognition programs for pri-
generatesthe primarily undergraduate institutions do marily undergraduate higher education institutions.
not. We believe that the current level of support repre- These programs could parallel those already in exis-
sented by the Research ii. Undergraduate Institutions tence for the precollege area and the graduate
Program, the College Science Instrumentation Program, programs.
and Research Opportunity Awards has moved in the
right direction but is not yet sufficient. More important, 4. Consider the reinstitution of support for undergradu-
the National Science Foundat. n does not have the organ- ate student research projects.
izational ability to focus its attention on the particular 5. Consider the creation of a challenge grant program to
needs of primarily undergraduate institutions. support selected departmental revitalization.
There is no organizational structure within the Na-
tional Science Foundation that is particularly cognizant of We make these recommendations because we think it is
the strengths and needs of science education at primarily vitally important that undergraduate science education
undergraduate institutions. As a result, there is no sys- should not be viewed by the National Science Board
tematic attention to these issues, and both NSF and the either as an unimportant add-on to otherwise moe im-
primarily undergraduate institutions tend to concentrate portantly defined science activities, nor simply a rallying
energies on the desirability of particular program ini- point for institutions with primarily undergraduate sci-
tiatives, rather than on the current and potential contri- ence programs to lobby for particular programs. A com-
bution of undergraduate science education to the health plete national science effort requires coordinated excel
of the nation's overall science effort. Therefore, we would lence at all levels, from elementary school through
strongly suggest the creation within NSF of such an specialized research laboratories. There is no question
that good science is done at primarily undergraduate
institutions. The National Science Board, through formal
*Submitted by Gary A Thibodeau, Chancellor, University of Wiscon- recognition of their contribution, can ensure that good
sin-River Falls, and endorsed by the Chancellors of the University kit science continues and prospers at these institutions and
WEconsm campuses at Eau Claire, Green Bay, La Crosse!, Oshkosh, that they car be utilized more effectively as a valuable
Parkside,, Platteville, Stevens Point, Stout, Superior, and Whitewater component in national science policy.

, ..
167 I ,) , :
 On Engineering Education
Jerrier A. Haddad
IBM Corporation (retired)

Engineering is a very diverse profession. It is diverse The desires of their parents, or whoever is paying for
from the standpoint of discipline, from the standpoint of their education;
type of activity, and from the standpoint of industrial
The effect on potential employers in terms of starting
sector. For instance, consider the employers of engineers.
salaries, on career chances, and on the general desir-
They range from government to academe to industry. ability of the graduate;
Industry is by far the largest employer, but industry is a
very diverse set of companies. Companies range from The effect on the faculty and college administration
the outfit that employs one general-purpose engineer to in terms of motivation, opportunity, challenge,
the so-called high-tech companies, some employing grow,, and competitive success; and
thousands of scientists and engineers. Engineering jobs, The effect on the nation in ter, .s of its engineering
therefore, run quite a range of functions. An engineer in infrastructure, its international competitiveness, its
industry may have a job that calls for the very latest in defense capabilities, and its public safety, health,
technical knowledge, e.g., applied research or advanced welfare, and tranquility.
development, or :7 iob that calls for skill at design and
knowledge of manufacturing processes. The engineer's First, it is all but impossible to prove that a liberal or
general education is a worthwhile thing in terms of dol-
job may involve mundane detail work that could just as
lars and cents, or any other measure. One can make the
easily be done by an engineering technologist, or could
case for a liberal education only in terms of faith and very
involve facets of responsibility that require fairly deep broad experience over generations of graduates. There
knowle ige of things like finance or law or marketing. are incongruities! An employer that would not dream of
There is a very large range of engineering functions. hiring a non .college-graduate (liberal arts, most likely)
Similarly, there exists a set of engineers having a range of for general non - professional employment, thinks
capabilities and interests willing to fill these jobs. nothing of hiring graduates for technical-professional
Thus, all engineers are no: alike. Not only do engineers jobs who have little or no general education in addition to
have different field specialties, but they hold jobs within their technical education. Evidently, industry presumes
those specialties that are quite different in function and in that the technical-professional, having spent four years
what they require of an individual in knowledge and in an academic institution, is "educated." On the other
expertise. hand, it is held that one who has not been an under-
This, then, raises the question, "What is the precise graduate for four years is presumed to be "uneducated."
goal of engineering education?" A very good question. Is This logic makes the assumption that a substantially tech-
it to educate the individual for a particular job in a specific nical education is somehow miraculously the eq_ .valent
field? Is it to educate for a variety of jobs in a specific field? of a liberal education but not vice versa.
Is it to educate for a particular job irrespective of field? For that matter, even many of the technical subjects
One should also ask whether or not it is the goal of that are studied cannot have their value assayed. Experi-
engineering education to educate for any particular job ence and logic give us faith that our judgment is correct in
or, even, f any specific field. There is also the perennial laying out a curriculum. That is the best we c ri do. We
question of whether or not it is proper to focus the four use our wisdom and our judgment.
undergraduate years so heavily on technical matter to the The potential employers of engineering graclt.,.. es have
detriment of a broader education that will allow the stu- professed not to value education beyond 'practical"
dent a richer life regardless of career choice. technical courses in terms of the general di,irability of
Thus, we are brought to a discussion of the structure of the graduate or in terms of starting salary. At th ame
engineering education. Why is it the way It is? flow and time, they complain that these graduates are deficit it in
why did it get here? To consider these questions we need terms of their ability to communicate, their knowledge of
to take into consideration not only the assumed benefits to our economic system, their knowledge of business prac-
the students but additionally: tice, and their familiarity with cultures other than our
own. This attitude seems to be -'ranging. At a recent
The desires of the students; convocation of industrialists held by the Accreditation

169,
I
 Board for Engineering and Technology (ABET), the in- nical training along with some courses in business prac-
dustrialist majority was outspoken in stating its need for tices such as accounting and cost accounting. The 10-year
a broader non-technical education for engineers. to 20-year alumni favored more courses in business man-
agement and administration. Those alumni more than 20
The Forces on Engineering Education years out favored more study of economic systems, more
humanities, and more social sciences. All alumni, re-
In the years since World War II, the engineering curricu- gardless of age, strongly condemned the new graduates'
lum has had a significant increase in the amount of basic inability to communicate, i.e., to write, to make oral
science and mathematics. This resulted from the realiza- presentationsin short, to be convincing.
tion that the most noteworthy technical advances during Additionally, the technology has progressed such that
the war largely had been the result of work by physicists courses are now necessary that just did not exist 30 years
rather than engineers. The late Frederick Terman said, ago. Servomechanisms and signal processing are two
"Most of the major advances in electronics were made by good examples. There is now the need to study numer-
physicists and people of that type of training rather than ical methods for using computers in addition to studying
the enr-ineers." The famed Grinter report published in analytic forms of mathematics in order to understand
1955 added fuel to the fire. It strongly recommended that concepts.
engineering science be increased in the engineering cur- The march of technology has also led to a proliferation
riculum. Terman wrote an article shortly after this in the of engineering fields. Forty years ago we had civil, me-
1RE Student Quarterly entitled "Electrical Engineers Are chanical, electrical, chemical, and mining and metal-
Going Back to Science!" In this article he warned that if lurgical engineering fieldspretty much what the five
the engineering fields that "lie between pure science and founder societies focused on. Of course, there were
traditional engineering" were not recognized as engi- "subfields" such as electronics or illumination. However,
neering, then "colleges of applied science will develop on these were not reflected in the curricula except as an
the campus and insulate engineering from pure science expression of optional courses at most. It is quite the
while taking over the interesting and creative areas."' opposite today. Now, there are close to 30 engineering
Not only is the greater emphasis on science and mathe- professional societies, each representing at least one field
matics necessary to enable the engineering graduate to of engineering and many representing numerous sub-
practice the profession properly, it would be essential in fields as well. While no college can hope to offer all these
today's world if for no other reason than it allows practic- fields, much less all the special courses they imply, there
ing engineers to re-educate themselves as the need is a school of thought that a well-educated engineer
arises. A practicing engineer in mid-career may need to should at least be broadly familiar with these fields and
switch specialties or fields due to the maturation of an courses if not exactly adept at the detailed subject matter.
industry or the effect of the progress of technology. The Even this is impossible in the present situation.
ability to read the literature, take advantage of symposia, In former years, rudimentary courses were given on
communicate with peers, take special courses, and par- shop subjects such as foundry, woodworking, machine
ticipate in other educational activities depends heavily on shop, drafting, etc. These are largely gone today for two
the individual's academic base. This academic base is principal reasons. First, the pressure to accommodate
very largely the knowledge and understanding of funda- courses in the humanities, etc., has forced hard decisions
mental science and mathematics. on eliminating the more marginal technical subjects. Sec-
At the same time, there arose a clamor for heavier ond, shop practices in engineering in the real world are
doses of the liberal arts and the humanities in the various changing very rapidly, and now involve extremely so-
four-year curricula for engineers. In an effort to contain phisticated processes. An exposure course in pattern-
the traditional engineering subjects along with the newly making has little real relevance to today's petroleum engi-
desired ones, attempt, were made to effect a five-year neer, and an exposure course in forge or foundry has little
undergraduate program. This also had the desirable fea- relevance to today's semiconductor circuit designer. Cer-
ture that it aliowed a more appropriate scheduling f tainly, it can be argued that these courses exposed the
prerequisites. However, a five-year program resulting in engineer to valuable insights even if they were not neces-
a bachelor's degree just could not compete with a four- sary in a day-to-day sense. They were good training in
year program with fever of the non-technical subjects that they established a feeling for the character of engi-
that resulted essentially in the same degree. Employers neering. Yet, this kind of background can be acquired in
were not prone to increase 3tarting salaries for this fifth- other ways, such as summer employment. The modern
year graduate enough to compensate for the expense of engineering college simply cannot waste the time of
the fifth year and the concomitant loss of earnings during "higher education" on this class of study. This argues
that year. The five-year bachelor program failed. strongly for some formal type of interning for the
In the years since, engineering alumni who were poll- student.
ed on their judgments regarding the effectiveness of their Another force affecting engineering education is that
education quite uniformly replied the following. The due to accreditation requirements. Accreditation has be-
alumni of lip to 10 years favored more and deeper tech- come a necessity! Accreditation is now part of the law of

170
 the land in most if not all states, in that unless you hold a 3. A great deal of the generality has been squeezed out
degree from an accredited program, you do not qualify to of engineering programs in the effort to deal ade-
take the professional engineer's fast part examination. quately with the minimum specialization deemed
While one can still become a professional engineer with a necessary for each particular field. Thus, electronic.,
license, the path to such a license takes much more time majors do not study enough about energy equip-
Clan with a degree from an accredited program. Most ment; civil engineers do not study enough chemis
institutions recommend strongly that new graduates try; mechanical engineers do not study enough elec-
seek registration and licensing even if they plan on ca- tronics; etc. Many college advisory councils are
reers that would not seem to require it. First of all, the disturbed that the various fields of engineering are
laws could become more strict, and, further, there is no increasingly unable tc talk to each other. Each field
sense to limiting one's future options. seeks to delve into its specialty subjects deeper and
While the foregoing forces have been shaping eng;- deeper to the detriment of broader subjects. To the
neering education, the number of credit hours necessary degree that this is true, we are seriously eroding the
for graduation and a B.S. degree has gone down, on ability of practicing engineers to shift fields in mid-
average, the equivalent of about four solid courses career, and making it harder to develop broad system
(around 20 credit hours). Clearly, something has had to engineers who have the knowledge and ability to
give. There is only so much educators can do to accom- lead complex projects.
modate these forces :h a four-year program, and the limit 4. There is still much of value that must be added to
would seem to have been reached, if not exceeded. engineering programs to cover business practices
such as accounting, cost accounting, recordkeeping,
The Present Engineering Education System patent and copyright law and procedure, publica-
!ion, scheduling, budgeting, program planning, and
The main concern of many engineering educators today on and on. What is being outlined here is not busi-
seems to be the quality of engineering education. They ness administration or business management. Also,
fear it has slipped badly for a number of reasons. The it is clearly inappropriate to dedicate an entire course
American Society for Engineering Education (ASEE) has to each subject. On the other hand, each of these
shifted the focus of the former "Engineering Faculty topics can be woven into other courses, or grouped
Shortage Project" to the broader concern of "The Quality into multi-topic courses as the faculty sees fit. The
of Engineering Education." To indicate the depth of feel- important consideration is to have enough time to be
ing and the priority given to this effort, they have as- able to diverge from the focus of a course in order to
signed W. E. Lear, the executive director of ASEE, as the be able to cover these important areas without sh art
principal investigator. A curious situation exis..s, in that changing the host subject.
most industrial employers are not nearly as concerned as
are the educators. Generally, the industrial people per- 5. State-of-the-art equipment in industry of in the field
ceive the quality of the new graduates to be high, with the is extremely costly and has a very short life as the
exception of their desire for better communication skills. technology is progressing very rapidly in many
In turn, the educators have concluded that the industrial areas. For any but the very wealthiest of engineering
perception is focused on the short term and due to the schools to have even the last generation of equipment
high quality of the present students, while academe is on campus is all but impossible. This is a bad enough
more concerned with the longer term. situation for the undergraduate, but for the graduate
Who is right? I side with the educators. I think that student it is a matter of life or death, academically
academe has had to react to too many forces in recent speaking.
years. It is my belief that a new hard look at the engineer- 6. Given more time, engineering faculty would re-
ing education system is warranted. Before discussing introduce practice courses, which have had to give
possible changes to the system, we should first outline way to engineering science in the past two decades.
the difficulties that now exist: While there is not universal agreement that academe
is the proper place to acquire practice skills, there is
1. There is too much expected from the four-year cur- little question that engineering education should
riculum We have tried to pack too much into it. As a contain some reasonable element of it.
result, much of value has been dropped.
7. Engineering faculty is all but xclusively Ph.D.'s and
2. The liberal arts, humanities, and social sciences addi- heavily focused on engineering research. Research is
tions while better than nothing, are still a long way felt to be the elixir that keeps the faculty intellectually
from allowing engineering graduates to claim that vibrant. It is hard to argue with this formula, since it
they have been educated beyond minimal vocational has seemed to be so successful. On the other hand,
requirements. For truly well-educated engineers, practicing engineers, in the main, do not do engi-
there should be more required than the present four- neering research. Rather, they develop, design, man-
year programs will allow. ufacture, service, and operate. Therefore, the faculty

171
 is not a set of role models for any but those graduates pecially given the fact of the tenure system. All sorts
who do go into engineering research in industry or of mischief are being done to space allocations, labo-
government, or into academic careers. Further, while ratory and equipment requirements, and faculty
the "Mr. Chips" type of professor is greatly appreci- assignments.
ated and even revered, to become tenured he must
show his determination and ability to do excellent 13. The B.E.T. (earned at schools of engineering tech-
nology) is creating graduates who in many instances
research.
have the ability and education to be able to satisfy
8. The demise of "shop" courses, the lack of other than requirements for jobs hitherto considered engineer-
research role models, and the shortage of up-to-date ing jobs. In any event, since job requirements are
equipment make some sort of industrial interning being changed every day due to the computer revo-
desirable. Interning has the added advantage of en- lution and other advances in technology, it is reason-
riching and focusing the classroom learning experi- able to expect that th demarcation line between en-
ence. It gives perspective and motivation to the reg- gineering jobs and technologist jobs will shift There
ular academic courses. is little that anyone can do to affect this. In the last
analysis, industry will assign personnel as high as
9. It has been proven by the demise of the five-year the Peter Principle will allow, or as low as necessary
program that merely requiring more credit hours for in order to match skill to requirement.
a B.S. degree in engineering will not work if it re-
quires more than four years. Industry and govern- The Goals of a Restructured Curriculum
ment are only too happy to accept the four-year B.S.
as the professional entry level, and there is little or The broadest goals of a restructured curriculum should
nothing that can be done to change that fact. be to educate the student as a whole person: To prepare
the student for entry to any and all engineering func-
10. Heretofore, a great many students desiring an engi- tions, front research to manufacturing to sales; to prepare
neering education have been impatient with non- the student for a lifetime of continual education, in for-
engineering courses. It would seem that they desire, mal classes or self-education; to prepare the student for a
most of all, a vocational education in the shortest particular discipline or field, yet pave the way for the
possible time On the other hand, of late, engineer- student to move into an adjacent discipline during his or
ing education has been attracting a greater number of her career with a minimum of effort: to prepare the
students who have very broad interests and who are students in such manner that their greatest potential is
really very bright as evidenced by their high verbal achievable for their benefit and the benefit of the nation.
and mathematical SAT scores ,y may not make up The one largest problem is the overambitious four-year
the majority as yet, but they e an ppreciable frac- B.S. program. It no longer contains all the technical con-
tion and increasing A good number of them arc tent that a well-rounded engineering education should
women. have. The four-year program is still deficient in engineer-
11. There has been a great deal of dissatisfaction in the ing science and mathematics, regardless of how much
ranks of practicing engineers with the respect they better it is compared to 30 years ago.
are accorded in comparison to other professions such The content of liberal arts, humanities, and social sci-
as medicine. There are complaints that they are not ences is much greater than a few years ago. However, it is
treated as professionals, and that their compensation still not enough to allow one to say that we are sufficiently
is low relative to tradesmen and craftsmen. As a educating engineering students in comparison to what is
result, many feel that the effort involved in a difficult done for physicians, lawyers, and other professionals.
and expensive education is not worthwhile. More important, in our increasingly global economy,
engineers of the future will need to be more involved in
12. Enrollment in the various engineering fields has the social consequences of their work, and more aware of
been very uneven. Because of the slump in con- and empathetic toward the cultures of other nations and
struction, civil engineering enrollments have been the effect that this should have on products and services.
down. Because of the booming computer industry, A more universal approach to interning would greatly
enrollment in electrical engineering is up (but not in benefit both the school and the student. While co-op
the power option). Chemical engineering and pe- programs are better than nothing, they have disadvan-
troleum engineering have been on a roller-coaster as tages that discourage academics from seeking to apply
the prospects for the oil industry have changed. them more generally. A new approach is needed.
Computer science, which is part of the engineering At the same time, more breadth and more depth are
school in many colleges yet is not related to engineer- needed in the technical content of engineering educa-
ing in many other institutions, is enjoy 'nigh en- tion Without the breadth, graduates will be so spe-
rollments wherever it is. cialized that they will have difficulty following tech-
This is putting a great strain on the engineering nological trends in their careers. Increasingly, they will
schools. It is not easy to balance faculty loads, es- be unable to profit from gains in disciplines other than

172
 their own that may or should have an impact on their own 2. A restructuring of the curriculum should be the re-
fields. Paradoxically, that very advance of technology and sult of consensus among a few leading institutions
engineering practice methods demands ever more depth and should be developed in cooperation with ABET.
of study in the specialty. Each institution should be encouraged to implement
As the world's economy becomes ever more depen- the new programs differently according to the bent of
dent on the fruits of engineers and engineering, the its faculty. The important thing is to agree on broad
nation needs higher and higher caliber people in the principles and goals. The National Science Foundation
engineering profession. It is necessary to attract to engi- would seem to be the most appropriate agency to support
neering study those broadly educated, bright people and encourage this effort.
who not only will develop into leaders of the engineering
profession, but leaders in business and government. 3. The extended time for the new programs should
There are many signs that this type of person is now result in a new degree or set of degrees. Rather than
being attracted to engineering school. We should revise clucli degrees, I would recommend a new approach
the curriculum to develop these people to the limits of such as Bachelor of Arts and Science in Engineering,
their intellectual interests and abilities. Anything less Master of Arts and Science in Engineering, and Doc-
than this is not in the best interest of the nation. tor of Arts and Science in Engineering. Of course, the
A new or restructured curriculum that takes more than degree could be more specific and name the field or
four years will need to have more attractions than the discipline, e.g., Master of Arts and Science in Me-
curriculum itself, in order that the extra time and money chanical Engineering. It is important to have a new
will not prove too large a disincentive. Preferential ad- degree, whether or not it is the one I am recommend-
mission, liberal loans, scholarships, and other incentives ing, in order to differentiate between the graduates of
should be developed. Since the nation will profit from the our present programs and those who invest more
development of these bright people, the nation should effort and time and money in the new programs.
somehow be expected to shoulder part of the burden. 4. An important element of the new curriculum should be the
However, no authority exists for effecting a restructur- requirement to intern for academic credit to qualify for the
ing by any means other than voluntarily. Additionally, degree. Interning should be a standard requirement
'cate education departments and regents would need to for all students in the program. Preferably, it should
be involved. Last, the accreditation agencies would need come prior to heavy coursework in engineering spe-
to bless the result. Clearly, then, it is unlikely to the pt,:nt cialties. The interning part of the program should be
of impossibility to contemplate a single sweeping restruc- negotiated with industrial concerns and government
turing that would substitute for the present system even agencies in such manner that the jobs held by the
if one assumes that it would be desirable. I conduct,. that students would always be filled throughout the year.
it is not a desirable objective for a number of reasons. The In other words, as one student's time is up, another
most important is that we now enjoy a diversity of engi- student would be ready as a replacement. Also, it
neering education programs that satisfy a significant frac- would be tn6hly desirable to enlist some of the com-
tion of the market for engineering education. We should pany's staff as adjunct professors and make them
preserve what we have and add to the preser t diversity responsible for assuring that the work experience
other programs that would enrich the mix. T,ese new fulfills the expec'ations of the school's faculty.
programs should stand on their own feet. They should
create a market of their own, if successful, and benefit the 5. The early years (probably the first three years)
institutions that offer them. should be considered a preprofessional education. Prop-
erly structured, they would be the years of learning
science and mathematics, liberal arts and the human-
Recommendations for the Immediate Future ities. They could be taken at the same university as
the succeeding engineering courses, or they could be
1. We should not seek a universal solution, i.e., a solu- taken at another college or university as long as the
tion intended to satisfy all students or be acceptable engineering college had an agreement with the other
to all engineering schools or both. The present range institution. There are many such arrangements to-
of programs offered by engineering schools satisfies day in the form of dual degree programs of the three/
many if not most engineering students. In turn, the two variety.
job market is quite satisfied with these graduates in 6. The professional edlication should contain engineer-
most cases. What we need now is a set of programs ing science that not only satisfies the requirements
tl at will prove attractive to the more able students. for the specialty of the student's choice, but is broad
Until a new curriculum proves itself over time as enough to enable the student to "slide" into an adja-
satisfying a reasonable fraction of the students and cent disciplin... There should be heavy emphasis on
filling a needed niche in the job market, we should courses that will enable the students to self-educate
not seek to replace what we already have. Any new themselves later in their careers as technology ad-
program should supplement our present programs. vances and as industries wax and wane. Together
173
 with a reasonable amount of field specialization, this where appropriate. High school PTA groups should
will probably result in a three-year engineering cur- have film strips or video tapes describing the pro-
riculum after the preprofessional curriculum of three grams available to them. Nothing new will succeed
years. It may very well be that the minimum degree on an optional or voluntary basis if it is unknown.
for this program should be the master's degree. This
10. Preference given to entering students in these pro-
is something that can be judged only after enough
grams would be a significant indication of the high
work has been done on the curriculum.
esteem the institution placed on them. It would go a
7. The success of this program should be judged on the long way to lend attractiveness to the new curricula.
basis of the quality and success of the graduates over
a reasonable time. If as many as 10 or 15 percent of Postscript
the engineering students opted for this program, The field of medicine has been able to go this route
then it would seem a very desirable thing. We should universally, because licensing requires the M.D., and the
not expect that a majority of entering students would M.D. can be obtained only from a medical college. In
prefer this program over those now extant. turn, the medical college requires pre-med competence
8. Student aid will be a very important element in mak- for entry and this implies most, if not all, of a four-year
ing this program successful. Schools will not be ec- undergraduate pre-med B.S. degree.
static about the increased student aid that will be The new curriculum should be developed as an experi-
necessary due to the longer curriculum. However, ment. Certainly, this experiment will take a long time to
the objective here is to create graduating engineers develop and perform. On the other hand, a significant
that the nation needs. Some creative financial work departure from tradition such as this cannot be expected
will need to be done to make this program acceptable to be adopted without a trial and after a great deal of
to the student and to the engineering school. planning and refining. Most changes in engineering edu-
cation have evolved rather slowly and incrementally, over
.. Tee program will need to be promoted in order to a period of years and with a few institutions stepping
attract the brightest students. Similar programs in forward carefully and deliberately. We should expect no
existence today owe their lack of popularity to the fact faster results here.
that few students are aware of them. Advisors at both
the secondary school and college levels must be Reference
made aware of the desiral-ility of the new programs 1. Taken from an ii.sert by Michael McMahon of Philadelphia in an
and not hesitate to recommend them to students article on Terman by Effie Bryson in IEEE Spectrum, March 1984.

174
 The Need for Social and Ethical Issues in the Undergraduate
Science and Engineering Curriculum
David Hart
Conference Coordinator
Student Pugwash (USA)

Thank you for the opportunity to submit my views on the we have no formal connection with them nor do we share
state and future of undergraduate science and engineer- any of the political positions taken by them. We do take
ing education. As a recent student and in my position at our inspiration from the interdisciplinary and interna-
Student Pugwash, I have had the opportunity to observe tional dialogue they foster and from their focus on the
higher education in science and engineering and to meet social and ethical dimensions of science and technology.
with outstanding stLdents in these fields on a regular The International Conference that I organized was Stu-
basis. I urge you to seek a diverse range of student dent Pugwash's fourth. Ninety students from 25 nations
opinion during your deliberations; students have a participated along with senior decisionmakers, such as
unique interest in education, one that is far too often NSF Director Erich Bloch, OSTP Deputy Director John
overlooked in the making of policy. I do not claim to McTague, CRAY Computers Chief Executive Officer John
speak for all students today, but I believe I speak for a Rollwagen, MIT physicist Philip Morrison, and others.
significant number, particularly those who feel that sci- Each student submitted a paper on one of five key issues
ence and technology are the central forces shaping mod- in the world of science and technology and spent the
ern society. My testimony will focus on the way that week in a small group with other students and senior
science and engineering curricula do and should treat participants discussing that issue. The conference, which
social and ethical issues. lasted one week, was supported by NSF's program in
Let me supply a bit more background about myself and Ethics and Values in Science and Technology (EVIST), the
Student Pugwash. I attended Princeton University for Carnegie Corperation, the Sloan Foundation, and other
two years, where I took physics and math (among other foundations and corporations.
things), and then transferred to Wesleyan University, Another key Student Pugwash activity is the coordina-
where I developed my fascination with genetics. I won tion of 22 chapters at campuses across the country. These
the top award the university bestows on undergraduates chapters raise significant issues of local interest; for in-
for my senior thesis for the Science and Society Program stance, our Cornell chapter organized a convocation on
on "Patent Policy for Industrial Genetic Engineering." secrecy in science at Cornell with the participation of
Upon graduation, I attended the 1983 Student Pugwash President Emeritus Dale Corson, who chairs the Re-
International Conference, spent a year working for a search Roundtable at the National Academy of Sciences,
contractor on nuclear waste disposal facility site selec- and Rosemary Chalk, head of the Committee on Scien-
tion, and then took the job of organizing the 1985 Student tific Freedom and Responsibility at the American Asso-
Pugwash International Conference on "Science, Tech- ciation for the Advancement of Science. Like our con-
nology, and Individual Responsibility," which was held ferences, our chapter activities strive for balance, to
at Princeton's Woodrow Wilson School in June. create an unbiased forum on issues that too often gener-
Student Pugwash is a non-partisan, non-profit organi- ate more heat than light. We also publish The TecInzology
zation devoted to motivating and supporting students and Society Internship Directory and a thrice-yearly news-
working toward a more value-conscious science and letter. Past participants in our conferences and other ac-
technology decisionmaking process. Our work thus has tivities work in a wide range of science and technology
a very broad scope; a typical international conference institutions (many around Washington, not sur-
includes working groups on defense, health, informa- prisingly), where they are moving into positions of
tion, energy, and environmental issues as well as general responsibility.
sessions on such topics as university/industry relations As I see it, there are two overarching reasons why the
and secrecy in academic science. The name comes from federal government is involved in undergraduate science
Pugwash, Nova Scotia, where, in 1957, eminent scientists and engineering education. First, the United States
met at the behest of Albert Einstein and Bertrand Russell needs a technical workforce that is more than competent;
to discuss the role of science in world affairs. The senior given the competition in military and commercial mat-
Pugwash Conferences continue on an annual basis, but ters, it must be exceptial. Second, we need an in-

175

I 6 _L
formed citizenry capable of making good decisions on ability to learn, to recognize opportunitiesin short, to
issues of national policy that involve science and tech- understand the conk (t of one's work.
nology. These issues have been taking up more of the Finally, students who take science or engineering to
national agenda and placing more demands on the elec- fulfill requirements are in my estimation the vast major-
torate each year. ity. Their experience is generally a sour one. The subject
Both of these reasons for federal support imply a need matter is presentedusually intentionallyin an intim-
for an undergraduate science and engineering curricu- idating manner to "weed out" the non-majors. These
lum that explicitly relates the subjects to society and courses do not cultivate interest and are viewed as some-
explores the ethical dimensions of decisions about sci- thing to be endured, not enjoyed. A look at the way that
ence and technology. A failure to create social cognizance the subject fits into society would spice up the course
among scientists and engineers will cause a failure to and, if you believe as I do that fun and learning are
meet the needs of society effectively and to meet the directly correlated, improve dramatically what is re-
competition in the marketplace. Lack of public accep- tained. Moreover, broader courses woul pose to the
tance, product liability suits, environmental hazards. all undergraduate non-major e-,..actly the sorts of questions
of these stem, in part, from an inability by technical that will be posed to him or her as a member of the body
personnel and their management to perceive the societal politic. I do not think these kinds of courses have to water
environment into which technology is introduced. A down the technical material in a significant way; my own
failure to educate the general electorate about the social experience in learning genetics is a testimony to that.
structure of science and technology can cause poor deci- Over the past 10 to 15 years, a community has evolved
sions, based on unreal expectations. The demand that to fill this nicheI am a product of it. We see "Science,
evolution be "proven" is a simple example of this Technology, and Society" programs and courses scat-
phenomenon. tered across the country, but it has yet to penetrate the
Yet, the standard science or engineering curriculum leaves standard curriculum. I believe one reason it has not is
the relationship of science, technology, and society and the massive resistance on the part of science and engineering
subject of professional responsibility almost entirely to the imag- departments. The hierarchy in these departments is un-
ination of the undergraduate. able to face the fact that they are now training students to
For an undergraduate, there are three major reasons to contribute in a highly regulated universe, with public
be involved in science and engineering education. One is funding and public impact. For junior facultyapart
intrinsic interest in the subjects as a central focus of from having the disciplinary blinders of their own train-
study. The second is to improve one's job possibilities. It ingthe time demands of developing a broader type of
has become clear to all of us that many of the jobs of the course (not to mention departmental politics) are simply
future will demand some sort of technical skill (although impossible to meet because of the need to do research.
I think most people are quite hazy on the specifics). The situation requires a push from t! .op. University
Finally, many undergraduates take science and engineer- administrators have been able to provide this push with a
ing courses because they are required to take them for little money, as the Sloan Foundation's "New Liberal
graduation and for no other reason. Arts" program has shown. However, far too often, ad-
For each of these types or students, an understanding ministrators pay lip service to the program, but knuckle
of the social and ethical dimensions of science and tech- under to the realities of faculty politics.
nology should be an important part of their work. Those The National Science Foundation can make a difference
who have an intrinsic interest typically excel in introduc- through its support of science and er gineering educa-
tory courses (and I am excluding pre-meds herethat tion. I urge you to devote significant funding to this kind
would need an entirely separate, though related, treat- of curricular developmenta large enough share to
ment). As they move to advanced courses, it becomes serve as a signal to acadernt.: to overcome some of the
increasingly difficult to get a broad education, due to the institutional barriers I have mentioned. The Ethics and
demands of the course sequence and peer pressure. As a Values in Science and Technology program in the re-
result, they often graduate innocently into a real world search initiation area of NSF, which has supported Stu-
that can shock them. Alan Westin of Columbia University dent Pugwash and related educational and research pro-
reported at my conference that about 10 percent of the jects, is sorely threatened. This action is sending out
engineers in his survey had encountered moral dilem- exactly the wrong signal. I would like not only to see
mas on the job during the past two years; a standard EV1ST continue, but see a similar sort of program estab-
engineering education leay.:.s the engineer completely lished in the science education area.
unprepared. The other specific suggestion I have is for you, both as
For the student who wants the skill' to improve his or individuals and as a body, to speak out more on the
her marketability, the curriculum can be a real trap. With- importance of social and ethical issues in the curriculums.
out a conception of the larger picture of the application of Your vocal support cart help break down some of the
those skills, the graduate may wind up in a dead-end job, resistance I have alluded to.
because, in almost every job above entry level, some- It is critical that support for education about the ethical
thing more than simply technical know-how is required. and social implications of science and engineering in-
More than this, many skills appear to be on the road to crease. It not only meets the needs of the studentsit
being automated out of existence. What is needed is an meets the needs of the nation.

176
 Undergraduate Science and Engineering Education
John G. Kemeny
Professor of Mathematics and Computer Science
and President Emeritus
Dartmouth College

Thank you for inviting me to submit testimony. I have is to have students themselves write programs tor a g!vt
elected to limit my testimony to a single area where I have algorithm. It is a variant of the old adage that "the he,
most expertise, the use of computers in mathematics and way to learn a subject is to teach it." Students, by trying t, .
science education. teach the algorithm to a computer, learn an enormou,
Dartmouth College began to use computers for educa- amount and can achieve a depth of understanding not
tional purposes on a large scale in the fall of 1964. I can previously possible.
testify that the impat_L of computers can be enormous and While my own experience has been limited to teaching
highly positive. This impFct is possible in many different of mathematics, it is quite clear that similar remarks are
areas, but it is particularly significant in mathematics, the applicable to the sciences and engineering; many of my
physical sciences, and engineering. colleagues here and elsewhere have effectively used the
Let me first describe what I consider the most impor- computer to enliven and enrich the content of science
tant uses of the computer in education. Most of the and engineering courses.
software available provides "drill" or attempts to present
text materials in a different medium. I consider these to
be of limited usefulness. A computer is a poor substitute
Problems
for a teacher and a questionable substitute for a textbook. While 1 have not attempted to conduct a survey, I have
While such materials may be useful for remedial pur- spoken at a number of other institutions and at profes-
poses or in subjects that require a great deal of memoriza- sional meetings. I therefore have a fairly good idea of the
tion, they are least useful in mathematics and the state of the use of computers in undergraduate educa-
sciences. tion. My impression is that it is highly sporadic and that
Instead, I have advocated the following uses of com- the major impact of computers still lies in the future.1A/hy
puters. First, a computer is a powerful computational has progress been so slow?
tool. It allows one to remove a good deal of drudgery During the 1970s, the limiting factor was the avail-
from a course and to allow students, even beginning ability of hardware. This has changed dramatically with
students, to tackle serious practical problems. Second, the corning of personal computers. My opinion is that the
personal computers have power ful graphics capabilities three outstanding problems now are (1) the lack of good
which are invaluable for the teaching of mathematics and educational software, (2) the difficulty of showing com-
science. We are just beginning to exploit these ca- puter output in the classroom, and (3) that most college
pabilities. Third, and most important, I believe that com- professors still feel uncomfortable in using the computer
puter programs will become an important part of text in a classroom setting.
materials studied by students Since this point is not I am afraid that a great deal of available software is
obvious, I would like to expand upon it. written either by faculty members who are amateur pro-
In mathematics we teach two kinds of material: the- grammers or by computer experts who have no experi-
orems and algorithms. I have taught mathematics on the ence in teaching the particular subject. I believe that the
college level for 40 years; I still teach theorems very much analogy to textbooks is a good one: The best textbooks are
the way I taught them 40 years ago, but I have completely written by faculty members who are experts in their field,
changed my attitude toward the teaching of algorithms. who have substantial experience in teaching the par-
As mathematics is an ideal language for the expression of ticular subject matter, and who are good writers. First-
Lhoorems, computer programs written in an easily reada- rate software should ideally be written by faculty mem-
ble language are ideal for the teaching of algorithms. bers who are expert in their field, have considerable
Furthermore, once the student understands the com- experience in teaching the subject, and are first-rate pro-
puter program, that same program can be used for the grammers. A second, though less satisfactory, solution is
solution of problems or for experimentation with alter- collaboration between the expert teacher and a profes-
nate procedures. A particularly effective pedag,:zical tool sional programmer.

177
ii3,,
 A second major cause of lack of good software is the there is one major hardware area in which the solutions
problem of "portability." A great deal of highly useful available tend to be unsatisfactory. For effective class-
educational software has been written at many different room use of a personal computer, it is necessary to be able
academic institutions. But, typically, the programs run to show the output of that computer to a class. If the class
only on one type of mainframe and are dependent on the is too large to see the output on the screen of the personal
particular openting system of the institution. One would computer, and most classes are too large, the available
hope that wi , the availability of personal computers it solutions tend to be unsatisfactory. I have given demon-
would be mu,h easier to port software. But, unfor- strations on a wide variety of campuses, and no one
tunately, there are entirely new obstacles. With the rapid seems to have a truly satisfactory solution. Devices that
advance in computer technology, we are confronted by a will produce high-quality output from a personal com-
bewildering array of incompatible hardware. Manufac- puter, particularly in color, tend to be very expensive and
turers go out of their way to make the next generation of "touchy." This touchiness often requires that an operator
personal computers incompatible with previous genera- be present during each class in which computer output is
tions. If they succeed, it represents a significant business shown. This significantly increases the cost of teaching
advantage to them, but it has a highly negative impact on and is a severe deterrent against the kind of widespread
higher education. use of computers that I advocate. The problem is not
There is a way of overcoming the hardware problem, made any easier when a manufacturer comes out with an
namely by having computer languages that are portable otherwise popular computer (the Apple Macintosh)
from one computer to the other. This means that a pro- whose output is incompatible with standard television
gram written in language X on one computer will also sets. At Dartmouth it has taken an enormous expense
run in the same language on another computer. Unfor- and a regrettable amount of time on the part of faculty
tunately, the commercial enterprises that implement members to try to come up with acceptable solutions to
computer languages seem to have little interest in mak- this problem. And, I believe this experience is being
ing the languages portable. duplicated on hundreds of campuses.
Twenty-one years ago my colleague Thomas Kurtz and Finally, I see as an overwhelming, problem the fact that
I invented the language BASIC, to be used specifically for most college faculty members are still uncomfortable
educational purposes. It has become the most widely with the use of computers, particularly uncomfor,able
used computer language in the world. But, its history on with their use in the classroom. The problem will be
personal computers has been a sad one. The implemen- alleviated as a new generation of college faculty mem-
tations tend to be of poor quality, leading to ugly com- bers, who grew up with the computer, come along. But,
puter code not suitable for educational purposes. Even in the interim, there is the need for substantial help to
versions of BASIC written by the same software house for existing faculty members. They may need help in acouir-
different computers are incompatible in major ways. Sim- ing at least rudimentary programming skills, ad, )n
ilar remarks can be made about most other commonly how to use the computer in the classroom, and most
used languages. (For more details, see our book, Back to important advice on how the computer can enrich
BASIC, Addison-Wesley, 1985). This makes the porting of mathematics and science teaching. During a visit last year
good software from mainframes to personal computers a to a w11-known university of high quality, I was asked
significant task. And, typically, the software then runs on repeatedly by members of the mathematics department
only a single personal computer (or one family of person- how Dartmouth could make such wide use of computers
al computers.) in the teaching of mathematics. They were hungry for
The problem is so bad, that for the past two years I have ideas of what the computer could be used foi, and sug-
devoted a significant portion of my time to trying to gestionseven ones that seemed absolutely obvious to
alleviate it. I have been involved in bringing out a mod- meseemed to be entirely novel ideas to members of the
ern, easy-to-use version of BASIC that closely follows the department.
proposed national standard (ANSI) and that will be port-
able from computer to computer (True BASIC [tml). We Recommendations
are also using this language to try to produce examples of I should like to make some recommendations to the
truly first-rate educational software. Clearly, no one National Science Foundation, one for each of the problem
group has both the expertise or the time to fill the vast areas that I have identified:
need for educational software, and a great deal more
effort is needed. Frankly, this is not how I planned to 1. That NSF encourage the development of high-quality
spend my life after stepping down from the President) of educational software useful in the undergraduate
Dartmouth, but no one else seemed to be addressing a mathematics, science, and engineering curriculum.
serious national need. That such support should be given to individuals who
The second problem is the difficulty of showing com- can combine subject matter expertise and expertise in
puter output in the classroom. Colleges generally make programming. And, that such support should require
the mistake of all,,cating a great deal of money for hard- that the software be produced in a form in which it is
ware and almost no money for software. In spite of this, portable to a variety of personal computers and has a

178
I 6 (.,
1
 chance of being portable to the next generation of room use of computers. Such programs should help
personal computers. faculty members not yet comfy -table with computers.
2. That some of the hardware budget of NSF be spent to But, th?), should also have as a purpose the stimula-
help solve the problem of classroom demonstration of tion of discussions on the way computers can be used
computer output. I am not an expert on such hard- to enrich the undergraduate curriculum, on appropri-
ware, therefore I cannot make a detailed recommen- ate uses in the classroom, and on uses by students
dation. But, I can testify to the great frustrations that outside the classroom.
we all experience. The potential benefits are enormous. I regret that prog-
ress dui ing the last 20 years has been so sporadic. With
3. i hat programs of summer institutes and visiting lec- appropriate help from the National Science Foundation,
turers ')e encouraged to spread expertise on the class- progress in the next decade could be spectacular.

179
 Undergraduate Science and Engineering Education
John S. Morris
President
Union College

Union College of Schenectady, New York, welcomes the funds made available for this important aspect of our
opportunity to have its views presented to the Commit- national effort in ensuring a healthy supply of advanced
tee, ana we are pleased to note the interest shown in students in the basic sciences. A personal anecdote will
undergraduate education by the National Science Board. help illustrate the point we wish to make.
We are a college of slightly less than 2,000 undergradu- About a year ago, Union submitted a proposal under
ates, most of them residing on the campus during the the College Science Instrult :ntation Program (CSIP) re-
academic year. Founded in 1795, we have a long and qut.3ting NSF help in acquiring apparatus for use in our
proud tradition. Our curriculum is somewhat unique in science and engineering departments. We were declared
that we offer the B.S. in civil, electrical, and mechanical ineligible to apply for CSIP funds because we offered the
engineering along with the traditional liberal arts and Ph.D. (recall that we award about two per year on aver-
science. We claim to be the first, in 1845, to offer engi- age) in a field that could, in principle, receive support
neering in the liberal arts context. The College also main- from some other program of NSF. Never has such sup-
tains a small graduate and continuing education pro- port been sought, incidentally, but the fact that our busi-
gram, mainly providing master's-level courses in busi- ness program is very quantitatively oriented means that
ness administration and engineering for local industry some of the Ph.D. theses are essentially statistical in
(primarily General Electric). A rh.D. in business admin- nature, and these could conceivably be eligible for sup-
istration is offered also; about two Ph.D. degrees are port from other programs within NSF. We hasten to add
awarded annually. that a very sympathetic program officer within NSF, re-
Since we are one of the four dozen or so private liberal sponding to our request that this decision be reviewed in
arts colleges described by President Starr of Oberlin in his view of the fact that our Ph.D. program is so small,
testimony before this Committee, it should come as no carried our case forward, carefully and patiently trying to
surprise that we endorse his views and urge you to con- negotiate the guideline that made us ineligible. After
sider his proposals with the utmost seriousness. Rather several months, voluminous correspondence, and many
than reiterate the points he has put so cleat', we wish to phone calls, he reluctantly had to inform us that we could
add a few comments from our own particular perspective not compete for these funds, while commiserating with
that may be useful to you in your deliberations.
us on the apparent foolishness of the rule for our
First, we call your attention to studies conducted about circumstances.
every five years by the Office of Institutional Research of We appreciate the motivation for such a rule; that is, it
Franklin and Marshall College, compiled from data of the may be unreasonable tc expect the small colleges to cc in-
Board on Human Resources of the National Research pete effectively for funds against the major research uni-
Council. These studies tabulate the baccalaureate sources versities; therefore, defining eligibility in terms of Ph.D.
of Ph.D.'s, th is, ik numbers of Ph.D.'s in all fields are production makes some sense. But, surely the intention
given accorciii 'he institutic.is from which the Ph.D. cannot have been to eliminate from the program colleges
received the un....rgi4duate education, drawn from al- such as Union, given its primarily undergraduate
most 900 four-year, private, primarily undergraduate in- character and its long history of accomplishment in un-
stitutions (defir el as HA or NB inst;tutions by the Amer- dergraduate science and engineering education. Our in-
ican Association of University Professors). It is remark- terpretation of the situation is that, given scarce funds
able that the liberal arts colleges that President Starr allocated for the program, some way was sought to emit
referred to in his remarks are so prominently at the top of eligibility for the sheer convenience of reduc,rig the
these lists, especially in the sciences. These data add number of potential applicants. We also understand that
additional support to the claim that the strong liberal arts there was considerable lobbying by some undergraduate
colleges excel at science education. institutions for the rule. This is the unwholesome compe-
Second, we believe that , :era' support for under- t:tion to which we referred earlier. Our sister institutions
graduate education has been inadequate, and this has found themselves advocating a bureaucratic rule to help
resulted in unwholesome competition for the meager solve a problem of insufficient resources which ar-
bitrarily eliminated schools such as Union from a pro- position to comment knowledgeably on these matters,
gram through which, by all reasonable standards, they that more resources must be devoted to the support of
should have been eligible to apply for help from NSF. undergraduate science and engineering education ii we
More support must be provided for undergraduate sci are ko sustain a national posture of excellence and lead-
ence and engineering education so that the institutions ership at the cuttirg edge of research and application.
that have been so successful ii, providing scientists and The need for instrumentation, faculty research support,
engineers for our society can obtain the support they so student research support, and other ways to enhance the
desperately need to continue their efforts in excellence. quality of undergraduate science anc engineering educa-
Third, we read the overwhelming advice from both tion is urgent if we are to attract the best students to
industry and education presented to this Committee to careers in these fields.
represent an unqualified consensus among those in a

182_j 6 ,::
 IV. CORRESPONDENCE FROM FEDERAL
AGENCIES

During the course of its study, the Committee requested views from the Department of
Defense,
Department of Education, Department of Energy, National Aeronautics and Space Administra-
tion, and National Institutes of Health. Although not an inclusive list, these were considered
to be
primary agencies with interests related to undergraduate science, engineering, and mathematics
educatior . For reasons of space economy, the following pages contain only the agencies'
respond-
ing correspondence. Requests for reports referred to in some of this correspondence and for other
information on their activities should be directed to the relevant agency.
The following letters are included:
Letter to Agencies from Ilomer A. Neal, Chairman, National Science Board Committee on
Undergraduate Science and Engineering Education
Department of Defense, Chapman B. Cox, Assistant Secretary of Defense for Force
Management and Personnel
Department of Education, William J. Bennett, Secretary of Education
Department of Energy, Alvin W. Trivelpiece, Director, Office of Energy Research
National Aeronautics and Space Administration, Russell Ritchie, Deputy Associate
Administrator for External Relations
National Institutes of Health, James B. Wyngaarden, Director
 Letter to Federal Agencies from Committee
Chairman
November 14, 1985
Dear Administrator:
The purpose of this letter is to request your assistance with the work of the National
Science
Board's (NSB) Committee on Undergraduate Science and Engineering Education.
As you may know, this Committee was established to study the status and
condition of college-
level educat;on in the sciences, mathematics, and engineering, and to recommend
an appropriate
role for the National Science Foundation in this important area. The Committee is
to provide a
report to the full NSB in January that will form the basis for = Lepott to he submitted to the
Congress by March 1, 1986. A copy of the Committee's ci . -ge is attached.
I write therefore to ask if you would inform us on the activities of your agency, both under
way and
planned, that would be of relevance to the Committee's efforts. We would also
welcome your
thoughts on the status and trends in undergraduate education nationally, especially as they impact
on the sciences, mathematics, and engineering.
Your views and information will be of great assistance in our study and will help
to assure that your
agency and the National Science Foundation neither duplicate each other's efforts nor overlook
significant needs and opportunities. We will of course share our report with you and your staff as
soon as it is completed.
I would greatly appreciate it if you could provide us with the information by December 15, 1985,
to
facilitate preparation of our report. If your staff has questions, I suggest they direct them
to Dr.
Robert F. Watson, Committee Executive Secretary, at (202) 357-9577.
Thank you for your attention to this very important matter.
Sincerely,

Homer A. Neal
Chairman, NSB Committee
on Undergraduate Science
and Engineering Education

185 I !-)-. c.
 Response from the Department of Defense
February 4, 1986
Dr. Homer A. Neal
Chairman
National Science Board
Committee on Undergraduate Science
and Engineering Education
Washington, D.C. 20550
Dear Dr. Neal:
Thank you for your letter regarding the work of the National Science Board's Committee on
Undergraduate Science and Engineering Education. I am enclosing four documents which will be
useful to you: the Report of the DoD-University Forum Working Group on Engineering and Science
Education; a summary booklet describing the range of DoD educational programs and interests; a
report on our specialized skill training; and a booklet of military careers.
I suggest that as your study proceeds, you remain in touch with Ms. Jeanne Carney at (202) 694-
0206 of the Office of the Under Secretary for Research and Engineering and with Colonel William
A. Scott at (202) 695-1760 of the Education Directorate in my office. It would be useful to have the
draft report reviewed by them so that any appropriate DoD observations could be available for your
review priJr to publication of the report.
Sincerely,

Chapman B. Cox
Assistant Secretary of Defense for
Force Management and Personnel
Department of Defense
Enclosures:

1. Office of the Under Secretary of Defense for Research and Engineering. Report of the DoD-
University Forum Working Group on Engineering and Science Education. Washington, D.C.: Depart-
ment of Defense, July 1983.
2. Office of the Assistant Secretary of Defense for Force Management and Personnel. Education
Programs in the Department of Defense. Washington, D.C.: Department of Defense, November
1985.
3. Office of the Assistant Secretary of Defense for Manpower, Installations and Logistics. Military
Manpower Training Report FY 1986. Volume IV: Force Readiness Report. Washington, D.C.: Depart-
ment of Defense, March 1985.
4. "Basic Facts Edition." In Profile: A Guide to Military Careers, Volume 29, Number 3, January 1986.

187
1
 Response from the Department of Education
January 14, 1986

Dr. Homer A. Neal

Chairman
Committee on Undergraduate Science
and Engineering Education
National Science Board
Washington, D.C. 20550
Dear Dr. Neal:
Thank you for your letter requesting information about activities in the Department of Education
related to undergraduate edtcation in the sciences, mathematics, and engineering.
The Department has, over the years, been involved in a great many activities related to college-
level education. Most of these activities have taken place within the Office of Postsecondary
Education (OPE) and the Office of Educational Research and Improvement (OERI). In many cases,
the primary concern has been with the status ind condition of undergraduate and graduate
programs for teacher education, including the areas of science, mathematics, and technology. On
the other hand, a number of programs have attended to broader issues of undergraduate
education.
Within OPE, multi-year fulding for 42 computer education projects totalled $9 million since
i,r..s

1983. Of this total, $5 million was supported by the Fund for the Improvement
of Postsecondary
Education (FIPSE) and the rest by the Division of Institutional Development, which implements
Title III of the Higher Education Act. Many of these projects are focused on mathematics and the
sciences. For example, one FIPSE grant to Oklahoma State University ::ill pr.duce learring
modules in applied mathematics. The Title III grants are used to strengthen the scientific capability
of small and minority colleges. A project at Atlanta University provided computer science
coursework through the University's resource center for science and engineering. A complete
listing of the abstracts of these projects is available in Computer Education. A Catalog of Projects
Sponsored by the U.S. Department of Education, which is available from the Government Printing
Office.
Another program within OPE with interests in this area is the Historically Black Colleges and
Universities Program which has funded the Minority Institutions Science Improvement Program
(MISIP) to strengthen science programs in these institutions. Currently, the staff is planning a
conference on science and technology to examine undergraduate science education at Black
colleges and universi*;
The Office of Educational Research and Improvement has had a long history of involvement in
higher education. The ERIC Clearinghouse on Higher Education is a continuing resource for
infor; ration. The Center for Statistics gathers and reports data at all levels of education. The 1985
edition of The Condition of Education contains a valuable chapter on higher education which
includes data on enrollments, degrees, resources, faculty, and other factors affecting colleges,
including information related to mathematics, science, and engineering.
The recent report of the NIE Study Group on Excellence in Postsecondary Education initiated an
active debate on postsecondary curricular issues. The Department continues to be concerned
about the issues raised in that .eport regarding the content of programs of study, involvement of
students in their education, and expectations of student performance.
Among the research centers recently announced for funding by OERI is the Center to Improve
Postsecondary Learning and Teaching at the University of Michigan. One of the Center's programs
of research will be focused on Curricu'ar Integration and Student Goals. This program will
examine specific content areas such as science and mathematics. In addition, it will study the

1E7I ..i.i
integration of coursework in the liberal arts and in professional areas such as engineering. The five-
year program of research at this center is expected to have wide-ranging impacts on undergraduate
education across the country.
The status of and trends in undergraduate education have been identified in recent national
reports, including those from the Department. There has been a decline in the quality of American
higher education, including falling student achievement, o'er- specialization in undergraduate
curricula, and lax entrance and graduation requirements. It has been estimated that as many as 30
percent of the courses in colleges and universities are remedial.
The curriculum must be renewed to reflect a clear vision of the knowledge and skills that an
educated person should possess. Newly discovered ideas in the sciences and mathematics, and
the impact of technology on those fields and engineering, suggest changes in content and
programs for undergraduates. Too many resources of mathematics and science departments are
devoted to remedial courses, rather than to revitalizing the curriculum in the light of future needs
of students.
Standards and expectations of academic performance must be raised and better ways of appraising
educational quality, student achievement, and institutional performance must be developed.
Work in the sciences, mathematics, and engineering should reflect the integrative thinking skills
necessary to apply knowledge in a variety of contexts, rather than focusing on unrelated, abstract
concepts that are poorly learned by many students. Results of international studies have indicated
significant deficits in comparison with other developed countries. Problem-solving skills in
mathematics, science, and engineering are critical to regaining American leadership in these areas.
I hope this information is useful to your Committee. If you have further questions, please contact
Mr. Gerald KuIm, Senior Associate, Office of Research, at (202) 254-5766.
Sincerely,

William J. Bennett
S'cretary of Education

4l
190 1 1
 Response from the Department of Energy
December 26, 1985
Dr. Homer A. Neal
Chairman
Committee on Undergraduate
Science and Engineering Education
National Science Board
Washington D.C. 20550
Dear Dr. Neal:
We are pleased to respond to your request for information on educational activities at the
undergraduate level sponsored by the Department of Energy. The current status and condition of
undergraduate science education are also real concerns to us. Although the Department does not
have a direct statutory responsibility to help improve undergraduate programs, we do support a
number of activities, principally through our national laboratories, which directly benefit and
involve undergraduate students and their institutions.
As you may be aware, the Department has nine multiprogram national laboratories, as well as over
40 other single-purpose and contractor facilities. These laboratories conduct a range of basic
science and technology-oriented research programs and operate a number of state-of-the-art
research facilities and scientific instrumentation. For over 30 years, the Department and its
predecessor agencies have made the facilities and resources at these laboratories available to
university and college faculty and students for research participation, education, and information
exchange. The following is a list of the specific undergraduate-related activities conducted through
our laboratories:
1. Undergraduate Research Participation
Through our University-Laboratory Cooperative (Lab Coop) Program, we provide support lc,:
summer research appointments at the laboratories for undergraduate students with majors in
the sciences or engineering. Based upon a review of their qualifications and career goals,
student applications are referred to all appropriate research program office at the laboratory for
final selection. This ensures a more suitaLle match between student and scientist. Appoint-
ments are normally in the summer for a period of 10 to 12 weeks. Stipend levels are $175-200 per
week. Travel to and from the laboratory is also provided.
During the past fiscal year, we had over 3,000 applicants. One thousand appointments were
made w;th approximately 40 percent coming from small colleges and universities. Grade point
averages for all these students have been about 3.5 or better.
2. Regional Instrumentation Sharing Program
This Program makes available to faculty and students research and analytical instrumentation
not normally found on smaller college campuses such as mass spectrometers, scanning ...nd
transmission electron microscopes, X-ray diffraction equipment, etc. This equipment, as well
as technician assistance, is made available at no cost to the faculty or student researcher. I am
enclosing a description of the Argonne National Laboratory's regional instrumentation sharing
effort. Similar efforts are supported by the Brookhaven National Laboratory and the Oak Ridge
National Laboratory.
3. Visiting Scientists and Lecturers
Colleges and universities can request visits of laboratory staff scientists to lecture or consult
with students or faculty on a variety of topics from career opportunities to special guidance in
the scientists field of expertise.

191
4. Faculty Summer or Sabbatical Research Participation
Each year, about 180 to 200 faculty from the smaller undergraduate institutions spend varying
periods of time at a Department laboratory. These faculty members generally participate in an
ongoing laboratory research program working alongside laboratory scientists. These summer
assignments which are mostly made through the Lab Coop Program often lead to follow-on
subcontractor or consultant support for the faculty participant from the host laboratory.
The Department, through the national laboratories, will continue to provide access to state-of-the-
art research facilities and instruments for faculty at undergraduate colleges. As part of this process,
the National Science Foundation might want to consider the possibility of linking this laboratory
experience with a campus-based research project that would significantly strengthen undergradu-
ate science education and research.
My principal concern with the current status of undergraduate science education is the low
proportion of undergraduates who go on to pursue advanced degrees in science and engineering.
The Nation will need increasing numbers of well-educated and well-trained scientists and engi-
neers to meet both current and future needs. While a student's decision not to go on to graduate
school is partly economic, I believe also that it is partly due to the lack of firsthand exposure to
advanced research and a related lack of information on the exciting future opportunities and needs
in the sciences and engineering. Those students who participate with us in our summer programs
at the laboratories receive this exposure and are better able to determine whether to pursue a
career in advanced research. We note that over two-thirds of the undergraduate students who
spend time at our laboratories do go on to graduate school and receive advanced degrees. Your
study should address this issue and suggest some possible approaches to encouraging more
students to pursue graduate study.
I hope this information will assist you in your study. Please let me know if we can provide any
additional information on the reported activities.
Sincerely,

Alvin W. Trivelpiece
Director, Office of
Energy Research
Department of Energy

192
 Respcnse from the National Aeronautics and
Space Administration
December 16, 1985
Dr. Homer A. Neal
Chairman
Committee on Undergraduate Science
and Engineering Education
National Science Board
Washington, D.C. 20550
Dear Dr. Neal:
Your letter of November 14, 1985, has been referred to this office for response. The National
Aeronautics and Space Administration (NASA) is vitally interested in the quality of undergraduate
education and in the future supply of well-trained engineering, science, and technology gradu-
ates. We conduct several programs that directly involve science and engineering undergraduates
and faculty; the following paragraphs describe some of these programs.
Our most intense direct involvement with the undergraduate population is through the cooper-
ative education program. This program gives NASA the opportunity to hire and train students
early in their college careers and it provides course enrichment to the students and their schools.
We are the third largest employer of co-ops in the country, employing over 1,200 co-ops each year.
Our students come from more than 150 different schools and represent a variety of engineering
and scientific disciplines and talents. NASA's co-op students are an integral part of the NASA
workforce, participating in tasks essential to mission accomplishment. High priority is given to
retaining co-ops after they graduate; nearly 70 percent of au! new college graduate hires last year
were graduating co-op students.
In October 1981, NASA's Educational Affairs Division introduced a new education program to
bring a better understanding of the agency's research and development activities to college and
university engineering and science students. The program, called CLASS for College Lecturers on
Aeronautics and Space Sciences, is designed to (1) provide in-depth discussions of NASA's current
research projects and objectives, (2) create an awareness of its aeronautics and space science
programs, (3) point ouf zareer opportunities in the aerospace field, and (4) distribute up-to-date
materials related to current aerospace research.
At present, there are four lecturers in the CLASS program with expertise in biology, physics,
engineering, and science education. Their on-campus schedules include colloquia or classes for
science and engineering students and faculty, seminars and lectures for the student body, and
meetings with campus chapters of professional organizations. Informal meetings with students
and faculty offer information on aerospace careers, graduate programs in aeronautics and astro-
nautics, and NASA's postdoctoral and visiting scientist programs.
The NASA/University Advanced Design Program was begun in January 1985 and is now entering
the second phase of a two-year pilot. In this program, an objective of which is to help improve the
quality of university engineering design courses, NASA advanced projects are adopted by
interested universities as topics for a senior engineering design class. Each university receives a
small grant and is aligned with a field center that provides guidance, data, and lecturers during the
academic year and 10-week center work assignments for three students during the summer.
Nineteen universities are currently involved in this project, which we expect to evolve into a
continuing program.
The Summer Faculty Fellowship Program provides opportunities for university faculty members
to spend 10 weeks working directly with scientats and engineers at NASA field centers on
research or systems design projects of interest to both the agency and the university I lie research

193
7..
projects are designed to further the professional knowledge of faculty members, to stimulate an
exchange of ideas between participants and NASA, and to enrich thy research and teaching
activities cf the participants' home institutions. The systems design projects are designed to give
participants experience and techniques to enable them to organize and conduct multidisciplinary
engineering systems designs at their universities. Both of these activities are operated through the
American Society for Engineering Education (ASEE). Based on program evaluations conducted by
ASEE, university faculty have added new courses and altered existing curriculum because of the
experience. We have hosted 5,100 faculty members over the 21 years of this program.
In addition to these agencywide efforts, several of our field centers conduct programs for
undergraduates in conjunction with local colleges and universities.
lhe Joint Institute for Aerospace Propulsion and Power, for example, is a cooperative undertaking
of the NASA Lewis Research Center, the University of Akron, Case Western Reserve University,
Cleveland State University, and the University of Toledo. Its purpose is to promote efforts among
these institutions in the pursuit of advancing propulsion and power technologies for aeronautical
and space applications. The efforts undertaken include research, academic instruction, and
information dissemination. In the conduct of research, emphasis is given to working arrange-
ments that bring university faculty and students to the Lewis Research Center for extended
periods. Close working rela'ionships with center staff and the use of center facilities are attractions
for university participants. Other activities include formal and informal course offerings, sym-
posia, and conferences, both e the center and at the universities.
Lewis Research Center also maintains, through its College Internship Program, arrangements
with several local colleges through which school-year internships may be arranged. Some of these
programs, such as the Baldwin Wallace College Field Experience Program, involve students
volunteering their services on a part-time basis for one school term to satisfy a graduation
requirement. Others involve paid full-time experience for a limited work period.
The Spa e Life Sciences Training Program is a 6-week program at Kennedy Space Center which
involves the preparation of an actual life sciences experiment to be flown aboard the Space Shuttle.
The students (qualified life sciences, medicine, or bioengineering undergraduates) learn how to
develop and conduct the test protocols, perform some experiments with themselves as controls,
plan and execute a Shuttle crew training session, design and test preflight and postflight pro-
cedures, ground test hardware and equipment, and analyze and evaluate postflight data.
The curriculum involves lectures, experimental design and evaluation, practical laboratory work-
shops and special training, tours, and films on the Kennedy Space Center and space flight
operations. Five semester credit hours are offered to program participants without tuition charge.
Finally, short-term projects involving undergraduates are sponsored from time to time. A rerent
example co-sponsored by Headquarters, Ames Research Center, and Johnson Space Center and
administered through the American Society flr Engineering Education N. is a Spacesuit G ove
Design Competition. The challenge was the L'esign of a spacesuit glove which would a .low
astronauts maximum flexiLility at 8.0 p.s.i.d., thi pressure at which pre-breathing requireruents
for extravehicular activity can be reduced. An anno incement of opportunity was prepared and 10
university proposals were submitted. From these proposals, four schools (Kansas State Univer-
sity, Massachusetts Institute of Technology, the Un'versity of Oklahoma, and Worcester Poly-
technic) were selected to compete. Each design class A, 'orked independently from September 1984
to May 1985 and designs and prototypes were pre. ented. The competition was won by the
University of Oklahoma after a day of very difficult aeliberations.
In addition to programs aimed at the university level, NASA has implemented a number of "feeder"
programs aimed at elementary and secondary teachers. We appreciate the opportunity to contribute to
your work and look forward to receiving your report. Further information on educational programs can
be provided by Elaine Schwartz, University Program Manager, at (202) 453-8329.
Sincerely,
Russell Ritchie
Deputy Associate Administrator
for External Relations
National Aeronautics and
Space Administration

194

1 7eu
 Response from the National Institutes of Health
January 10, 1986
Dr. Homer A. Neal
Chairman
Committee on Undergraduate
Science and Engineering Education
National Science Board
Washington, D.C. 20550
Dear Dr. Neal:
This 1, in response to your request for information concerning the National Institutes of Health's
(NIH) efforts regarding college-level education in the sciences.
I understand that, because of the time constraints imposed upon him, Dr. Robert Watson of the
National Science Foundation contacted the NIH Research Training and Research Resources Officer
earlier in November on this subject. Dr. Doris Merritt has supplied him with information con-
cerning the National Institute of General Medical Sciences (NIGMS) Minority Access to Research
Careers (MARC) program, and the Division of Research Resources (DRR) Minority Biomedical
Research Support (MBRS) and High School Apprenticeship (HSAP) programs.
You may know that the NIH training emphasis, responsive to its authority to support research in
the biomedical and behavioral sciences, is primarily focused on the postbaccalaureate population.
We are, however, very sensitive to the needs for education in sciences and mathematics at all leveiF.
We plan to con,,nue our support for the MARC, MBRS, and HSAP programs for the foreseeable
future.
I hope this information is helpful. Please let me know if I can be of any further assistance.
Sincerely,

James B. Wyngaarden,, M.D.

Director
National Institutes of Health

Attachments

195
 Attachment 1 vailing scale for comparable work and in no case less than
the federal minimum wage.
A high school student, for purposes of this program, is
Minority High School Student Research one who is enrolled in :nigh school during the 1982-1983
Apprentice Program academic year. Students who will graduate from high
school in 1983 are eligible. Minority students are those
The Division of Research Resources (DRR), National In- who identify themselves as being Black, Hispanic, Amer-
stitutes of Health (NIH), currently plans to continue the ican Indian or Alaskan native, or Pacific Islander/Asian. A
Minority High School Student Research Apprentice Pro- student who participated in the program in 1982 may
gram in 1983. Eligible institutions are those that were participate again in 1983 provided the person is still at the
awarded grants during federal fiscal year 1982 from either high school level.
the Biomedical Research Support Grant (BRSG) program Selection of students for the program should take into
or the Minority Biomedical Research Support (MBRS) account factors such as ability and scholastic accomplish-
program, both of which are administered by DRR. Only ment. No socio-economic constraints are placed on tM
one application for the Apprentice Program can be sub- eligibility of the students.
mitted by the recipient of both the BRSG and MBRS Assignments should be made to investigators involved
awards. Support will be provided at a level of $1,500 for in health-related research who are committed to develop-
ing in the high school students both understanding of the
each apprentice position allocated, funds for which will
research in which they participate and the technical i kills
be provided as a separate award and accounted for and
invoivz.',4 Many of the successful assignments mad' in
reported separately. No indirect costs will be paid. Funds
1982 resulted in a continuing participation of the students
not required for apprentice salaries may be used to enrich
in the same laboratories following the summer experi-
the research experience, add additional apprentices, or
ence sponsored by this program.
extend the period of research participation. The funds
If you wish to accept students for the 1983 'ummer
can be used only for costs of the apprentice program and
program, send a letter stating the number of students
for no other purpose.
you request, but not more than three. Limited funds and
The purpose of the apprentice program is to provide
increased requests for such stAent "slots" may limit the
meaningful experience in various aspects of health-re-
final allocations by the program to less than three. In-
lated research in the expectation that some of the appren-
c:ude with your written request an original and three
tices will decide to pursue careers in research related to
copies of the application face page copy enclosed. Ad-
health. Direct support to the apprentice must be as sal-
dress the request to:
ary; stipends are not allowable.
Each institution to which apprentice support is Biomedical Research Support Program
awarded will be responsible for designation of a Program Division of Research Resources
Director. The Program Director is responsible for recruit- National Institutes of Health
ment and selection of the apprentices and assignment of Building 31, Room 5B36
each to an investigator. Additionally, the Program Direc- Bethesda, Maryland 20203
tor must assure that the students are paid promptly. The The firm deadline for receipt of applications in this office
submission of a report from the Program Director is is December 1, 1982. Awards will be effective March 1,
required by May 31, 1984. 1983, contingent upon availability of appropriated funds.
Each apprentice must be offered a minimum of eight For further information,, contact Dr. Thomas G. Bowery
weeks full-time experience. Salaries shall be at the ra-- at (301) 496-6743.

196 ,...
I OD
 Attachment 2
Minority Access to Research Careers Program
(Public Health Service Section 301 and Title aV, Parts E and I)

1985 1986 Estimate Increase

Current or
Estimate Authorization Amount Decrease

$7,694,000 Indermite $7,694,000

1985
Current 1986 Increase or
Estimate Estimate Decrease
Budnet Mechanism No Amount No. Amount No Amount

Training.'
Individual Award . . 50 866,000 48 663,000 2 203,000
Institutional Awarus 413 6.828,000 420 7,031,000 +7 + 203,000
Total 463 7,694,000 468 7,694,000 +5
Numbers are full.time training positions

Purpose and Method of Operation implement this program. These are: (1) the MARC Hon-
ors Undergraduate Research Training Program; (2) the
The underrepresentati of Blacks (over 11 percent of the MARC Predoctoral Fellowship Award: (3) the MARC Fac-
U.S. population) and other minority groups (over 5 per- ulty Fellowship Program; and (4) the MARC visiting
cent of the U.S. population) in scientific f is continues Scientist Award.
to represent a significant less of potential talent from The MARC 1-bmws Undergraduate Research Train t<<y Pw-
important segments of mu- soci_ty. For example accord- pat was established in 1977 at the suggestion of the
ing to a recent report by the National Science Foundation, Congress, based on recommendations of institute con-
in 1982, Blacks ac,:- nted for ox er 9 percent 1 total U.S.
_ sultants and staff. It emphasizes the value and impor-
employment and over 6 percent of all professional em- tance of pro% iding biomedical research training at the
ployment, but only 2.6 pet cent of all eroployed scientists undergraduate level in minority institutions. Its objec-
and engineers and only 1.3 percent of all employed Ph.D. tives are to help minority institutions devciop strong
sc. Mists and engineers. In 1982, Hispanics represented undergraduate science curricula and to increase the
almost 5 percent of al: employed persons and almost 3 number of well-prepared minority students who can
percent of all professional workers, but acc unted fur compete successfully for entry into graduate programs
only 2.2 percent of all employed scientists and engineers liading to the Ph.D. degree in the biomedical sciences.
and 1.5 percent of all employed Ph.D. scientists and Under this program, highly qualified minority institu-
engineers. The number of minorities being trained in tions receive support to teach and provide resear:h train-
these areas also is correspondingly small. For example, in ing for honors undergraduates w ho are in their third or
1981, Blacks earned only about 2 percent of the doctoral fourth year of college and vs, ho plan to obtain the doctor-
degrees and received only about I percent of the postdoc- ate degree (Ph.D.) in an area of biomedical science. Fifty-
toral appointments in science and engineering, MO two minority institutions around the country have re-
Hispanics earned 1.6 percent of the doctoral degrees and Lei% Ld support under this prow am. At these institutions
received 1.2 percent of the postdoctoral appointments in there are now approximately 50 peg-Len t more science
these fields. majors than there were prier to the receipt of NIGMS
One of the goals of the National Institute of General support.
Medical Sciences (NIGMS) is to bring about ,in int.rease Eligible students are selected on the basis of both their
the number of minority professionals in the various su- academic achievements and their commitment to seek
entific disciplines essential to progress in biomedital re- graduate training. In 1984, the Honors Undergraduate
search. Accordingly, i,-11975, the NIGMS established tilt, Program had a total of 207 gra_tuates, bringing the total
Minority Access to Research Careers (MARC) program. number of graduates since 1978 to 650.10 date, approx-
This program is designed to provide speual research !mak ly 85 percent of these graduates have gone on to
training opportunities and incentives in the biorhedkal either g.aduttte or prok ssiona I schools. It is hoped that,
sciences to attract and retain minority students with re- through this progr,,,m, there' will be a progressne in-
search career potential. Four mechanism, are used to crease in the I,- of qualified nr,nonty scientists who are

197
available to compete successfully for research grants and to advertise and encourage applications are being made,
to serve as mentors and role models for new generations and both the MARC Review Committee and the National
of minority biomedical inv- stigators. Advisory General Medical Sciencef, Council strongly
The MARC Predoctoral Fellowship Award provides sup- support continuation of this award mechanism.
port for outstanding graduates of the MARC Honors In addition to t'ne above, th'.. MARC program has
Undergraduate Program to pursue doctoral degrees in sought to provide ad% ice and technical assistance to mi-
the biological sciences. Established in 1982, this relatively nority students, colleges, and universities where% er pos-
new award mechanism gives ., turther incentive to gradu- sible, and to encourage discussion regarding the ob,3ta-
ates of the Honors Undergraduat Program to obtain cies that continue to nold the number of minority
research training in the nation's very best graduate pro- scientists in the country to a relatively low level. In 1984,
grams. i wards are conditional upon acceptance into an for example, the NIGMS sponsored the fourth MARC
approved doctoral (Ph.D.) degree or combined degree Undergraduate Scholars Conferen, 2, at which MARC-
(M.D.-Ph.D.) program in the biomedical sciences. In supported college seniors made per presentations of
1984, 44 minority students received financial support their research and met with graduate school faculty and
under this program. scientist representatives of the NIH to discuss oppor-
The MARC Faculty Fellowship Program provides oppor- tunities in graduate education.
tunities for advanced research training to selected faculty
members of four-year colleges, universities, and health Rationale for the Budget Request
professional schools in which student enrollments are The 1986 budget estimate for the MARC program is
drawn substantially from ethnic minor, ty groups. These $7,694,000, the same level as 1985. This level will provide
institutions may nominate faculty me.nbers for MARC for 468 trainees, an increase of 5 trainees over the 1985
Fellowships in support of a period of advanced study and estimate.
research training in graduate u._partments and laborato- To date the MARC program has been remarkably suc-
ries, either as candidates for the Ph.D. degree or as inves- cessful in achieving its major objective, i.e., gaining, for
tigators obtaining postdoctoral research training in the highly qualified minority students, entrance into top-
biomedical sciences. When the period of training is ?mil- flight doctoral programs in the biomedical sciences. In-
pleted, fellows are expected to return to their sponsoring deed, Stanford University President Donald Kennedy,
schools to do research and toc.ching. Since its inception in while testifying last year on behalf of the Association of
1972, 130 individuals have received support under this American Universities and the National Association of
program, including 96 predoctoral and 84 postdoctoral State Universities and Land-Grant Colleges before the
award recipients. Of those who have completed their Committee on the Republican Platform, stated that, with
training period, approximately 82 percent have returned regard to the "serious underrepresentation of minority
either to their original home institution or to another students in science and engineering graduate pro-
minority institution. The research training sites have in- grams," the MARC program "has proven to be highly
cluded universities, research laboratories, and federal Successful in encouraging talented minority students to
institutions in 32 states and 5 foreign countries. The pursue careers in biomedical research," and that "similar
home institutions also are broadly representative, includ- early intervention programs should be developed by the
ing 68 universities in 23 states and the Commonwealth of other mission agencies."
Puerto Rico. Evidence of the success achieved by MARC and other
The MARC Visiting Scientist Award provides support for similar programs can be seen by the fact that from 1973 to
outstanding scientist-teztchers to serve in the capacity of 1981, the number of Black Ph.D. scientists and engineers
visiting ,,cientists at four-year colleges, universities, and in the United States, while still remaming relatively low,
health professional schools in which student enrollments increased almost 35 percent, while the number of His-
are drawn substantially from minority groups. The pri- panic Ph.D. scientists and engineers increased almost
mary intent is to strengthen research and teaching pro- 250 percent. In addition, the interest expressed in MARC
grams in the biomedical sciences for the benefit of stu- trainees 1w research laboratories throughout the country
dents and faculty at these institutions by drawing upon (as indicated by offers of short -term research training
the specia' talents of scientists from other, primarily ma- experiences) has been highly encouraging. Of impor-
jority, institutions. Due to the necessity for considerable tance in coining years will be the allay of MARC pro-
advance planning on the part of both the Lost institution gram graduates to compete succes fully for research
and the prospective visiting scientist, only 14 applica- grant funds from the NIH and other sources.
tions have been received and eight awards made since the Foi further information, ,:ontact Ms. Delores Lowery at
inception ;:if this award. However, concerted staff efforts (301) 496-7941.

198
 41111111K-

Attachment 3
Minority Biomedical Research Support
(Public Health Service Act, Title Iii, Section 301)

*1985 1986 Estimate Increase

Current or
Estimate Authorization Amount Decrease

24,951,000 Indefinite 24,951,000

1985
Current 1986 Increase or
Estimate Estimate. Decrease
Budget Mechanism No. Amount No. Amount L. Amount

Other research 83 24,951,000 79 24,951,000 4

Total .... . . 24,951,000 24,951,000

Purpose and Me;hod of Operation in that laboratory. Typically, the level of MBRS support to
each project depends on the type of institution and on
Although ethnic minority groups comprise more than 18 the level of other research support that the faculty mem-
percent of this country's total population, they make up ber may have.
less than 2 percent of the Ph.D. science and engineering
Investigators are supported in the MBRS program for
workforce. While employment of Blacks in science and
biomedical rn,,earch spanning the portfolio of re
engineering (S/E) increased . er 85 percent from 1976 to
search activity. 11,ere are projects in clinical areas, basic
1981, the representation of this group in S/E jobs in 1981
biological studies, diabetes, nutrition, hypertension, ar-
was only 2 percent. Blacks represented about 7 percent of
thritis, disea ie prevention in the area of immunology,
those in all professional and related jobs but only 2 per-
and basic research in development of drugs by organic
cent i, S/E. Persons of Hispanic origin are also under-
chemists. Research projects in the social and behavioral
represented in the doctoral S/E workforce (about 1.4 per-
sciences, environmental health sciences, and alcohol and
cent in 1981), even though the number of Hispanics in S/E
drug ,:buse are also supported through this progiain.
has doubled since 1977. (Data from Science Indicators,
The funding mechanisms used in fiscal year 1964 in-
1952, published by the National Science Board, 1983.) Ir. a
volved the regular MBRS grant as described above, with
special report published by the Rockefeller Foundation.
an additional set-aside for supplemental grants for
Who Will Do Science (November 1983), the data show that shared instrumentation.
the ratio of Ph.D. degrees to population is still dispropor-
The subprojects in each parent grant can be co-funded
tionately low for minorities, with the exception of Asian-
Americans: Blacks, 0.41; Hispanics, 0.31; American Indi-
by other institutes at N1H and ADAMHA. In 1984, an
ans, 0.66; and Asians, 1.33. This represents an average of additional $9.9 million for 260 subprojects was provided
0.46 for non-Asia- minorities, compared to 1.11 for from these sources.
Whites. In 1985, two new program activities were announced:
The Minority biomedical Research Support (MBRS) the MBRS Thematic Project Grant program and the Mi-
program, begun in 1972, was established to increase the nority Biomedical Research Support Grant for Under-
number and quality of minority biomedical research sci- graduate Colleges.
entists. The program focuses on the current investigator The MBRS Thematic Project Grant is a new program
groups (the faculty) and o:i the future potential inves- e for 1985, intended to be responsive to signifi-
tigator groups (the students). cant changes in some MBRS institutions. Certain of these
A typical MBRS grant consi: of a discrete set of re- institutions IA ith developing graduate programs have by
search projects and a program director who administers now acquired a critical mass of 1,10,..clical research fac-
the entire program. Each discrete project is headed by ulty, ese-,anded and updated research equipment, and
one or more faculty members. Thew may also be a techni- other biomedical re., arch re: ources. They are now capa-
cian involved in the project either supported by the ble of developing increased faculty and interdepartraen-
MBRS nrogiam or from other funds. Undergraduate and/ tal collaboration around specific research themes or disci-
or graduate students participate as junior or apprentice plines. The Thematic Project Grant is intended as another
investigators with the faculty member and the staff with- transitional step toward regular N1H grant support.

199
 The Undergraduate College Program, also begun in At the 12th Annual MBRS Symposium on April 10-13,
fiscal year 1985, provides more flexibility than the regular 1984, in Washington, D.C., some 1,500 MBRS student
MBRS program awards for faculty and students at small and faculty members participated. The students pre-
undergraduate schools. The principal objective is to en- sen' 1 570 scientific papers and poster displays. Both
rich the environment at eligible undergraduate institu- faculty and students enj.,aged in workshops on electron
tions in order to provide increased awareness among microscopy and high-peiformance liquid chromatogra-
students of the possibilities for pursuit of F Jmediccl phy. Lectures and mini-symposia on "Nutrition and
research careers, and to provide faculty members with Aging," "Hypertension," and "AIDS" also were well -
the opportunity to participate in biomedical research. attended by interested students and faculty.
Support is provided for one or more of the following: ENAmples of research accomplishments by MBRS fac-
ulty and students in fiscal year 1984 follow.
Biomedical research enrichment activities (e.g..
The MBRS program at the University of Hawaii is one
seminars, scientific meetings, workshops, off-cam-
pus research experiences) for the benefit of both hat provides students the opportunity to work with
faculty and students;
investigators who are well-established as independent
biomedical research scientists. This allows each student
Pilot studies for research initiation by faculty, and the opportunity to become familiar with the research
Research projects for faculty.
process that is being used by the faculty mentor as a
specific research question is being pursued. A typical
In fiscal year 1984, the MBRS program supported 1,020 example of this type of MBRS student research experi-
undergraduate students, 388 graduate students, and 736 ence involves the isolation, purification, and charac-
faculty involved in 645 research projects at 81 institu- terization cf the hormone relaxin by one of the inves-
tions. Research accomplishments were repor d in 777 tigators at this university. Working in this laboratory,
scientific papers published by MBRS faculty and s,u- students are able to understand the important role that
dents, and in 726 faculty and 879 student presentations at relaxin plays in the rapid delivery of the fetus. Relaxin
scientific meetings. Of the 586 MBRS students who grad- increases the rate of thinning of the cervix in wolien
uated in 1983 (the latest data available), 143 reported induced to labor, and thereby decreases the number of
acceptance into medical schools, 21 reported acceptance contractions necessary for the delivery. The use of this
into dental schools, 191 reported acceptance into gradu- hormone obviates the need for a caesarean section in
ate schools, and 135 pursued health careers at other many women.
schools (such as public health, pharmacy, medical te:h- MBRS investigators at New Mexico State University
nology). In ongoing studies designed to determine the have been studying how the bacterium, B. suhtilis, ac-
career choices of former MBRS students, a total of 118 complishes and controls intracellular protein degrada-
have been identified as having been awarded Ph.D. de- tion at the molecular level. They have developed a chemi-
grees from all institution:, that award Ph.D.'s in the Unit- cally defined growth and sporulation medium for B. sub-
ed States. A significant numbei o these were awarded by Wit, which results in very high rates of intracellular
the few MBRS institu 'ons that award the Ph.D. degree. protein degradation. In searching for a regulatory mecha-
Additional studies are under way' to identify the numbers nism to explain this phenomenon, they have identified a
who received health professional degrees. protein inhibitor which has physical properties compara-
Student participation at some institutions has been ble to calmodulins. Calmodulins have previously been
partictila_ly active, for example, at Catholic University c: found in eukaryotic and gram-negative bacteria. The dis-
Puerto Rico, 193 undergraduates have participated in the covery of calmodulin in B. subttlis is a very significant
MBRS program since 1972. Of these, 153 have received finding because it is believed to be the first time that
baccalaureate degrees, mostly in hemistry (81) and biol- calmodulin has been found in a gram-positive bacterium.
ogy (56) As of May 1984, 35 had reported acceptance into An NIERS undergraduate student conducted the initial
medical school; 32, graduate school; and 30 were em- work that led to this discovery.
ployed as chemisis and 20 as medical technologists. Six- In research at the Florida A&M University College of
teen have received the M.D. degree, 3 are dentists, and ai Pharmacy, an 1 INS-supported pharmacology professor
least 9 have received Ph.D.'s or are in Ph.D. programs. and graduate student have found preliminary evidence
The MBRS program at Xavier University in New Or- that so-gusts that diabetes .adversely affects the nervous
leans, begun in 1972, exemplifies the impact of MBRS system in rats by interfering with the roduction of two
support on student development. Data available as of enzymes, acety 'cholinesterase (AChE) and choline
January 1, 1983, indicate that 244 students have partici- acetyltransferase (ChAT). Both of these enzymes regulate
pated. The graduat include 22 physicians, 7 dentist, 2 the action of acetylcholine, a chemical responsible for
Ph.D.'s, 1 optometrist, and 19 medical technologists. Ad- transmission of nerve messages in the body. AChE
ditionally, 5 students were awarded the master's degree, breaks down acetylcholine, while ChAT stimulates its
and 26 students are currently enrolled in graduate or production. in rats with drug-induced dialyqes, the in-
medical school (18 are candidates for the M.D., 2 for the vestigators detected abnormal levels of these enzymes in
D.D.S.; 5 for the Ph.D., and 1 for the L. D.) the brain. Diabetes apparently stimulates the production

200
L

.a.A. MUM
of both enzymes. The animal system attempts to main- funding, the program will be able to maintain support to
tain a normal level of acetylcholine, but, after a few days, 79 MBRS awards, four fewer than in 1985. The Thematic
the balance between the two enzymes is no longer main- Project Grant initiative and the Undergraduate College
tained and the acetylcholine level becomes exceptionally Program, both of which are beginning in 1985, will be
high. continued in 1986 at the same level as in 1c85.
These studies are significant because other studies in Efforts will be continued in 1986 to address needs for
humans have linked high levels of acetylcholine to de- research equipment at MBRS institutions. The 1986 re-
pression. Some investigators also reported a relationship quest includes $1.0 million for supplemental awards, to
between diabetes and depression. be awarded on a competitive basis, for new research
The long-range goal is to find a drug therapy that can instrumentation.
reduce the production of the cholinergic (ChAT) er zyme Funds provided through co-funding arrangements by
and alleviate some of the adverse effects that diabetes has the categorical institutes of the NIH as well as by the
on the nervous system. If such a drug is discovered National Institute of Mental Health in 1986 will continue
through this research in rats, it may eve ltually lead to to help expand the number of research projects that can
clinical trials in humans. be supported. In 1986, the categorical institutes of the
NIH have budgeted ;4;10,050,000 for co-funding support
of the MBRS program, thus bringing the total anticipated
Rationale for the Budget Request funding level by NIH in 1986 to $35,001,000, an increase
of $132,000 over the 1985 current level.
The 1986 budget request for the MBRS program of For further information, contact Dr. Ciriaco Gonzales at
$24,951,000 is the same level as in 1985. At this level of ;301) 496-6745.

201
 V. BIBLIOGRAPHY AND SOURCES OF INFORMATION

The Committee's report, Undergraduate Science, Mathematics and Engineering Education, cites many publications, offices,
and individuals as references or sources of additional information. For tIie reader's convenience, these are listed below.

Accreditation Board for Engineering and Technology. Ac- Carnegie Foundation for the Advancement of Teaching.
credited Programs Leading to Degrees in Engineering. 1985. "Carnegie Survey of Faculty, 1984." Chronicle of Higher
Education, Vol. XXXI, No. 16, 1985, pp. 1, 24-28.
American Association for the Advancement of Science,
Washington, D.C., Project on the Handicapped in Sci-
Chambers, M.M. "State Appropriations for Higher Edu-
ence, Dr. Martha Ross Redden, Director.
cation, 1985-86." Chronicle of Higher Education, Vol. XX;Zi,
No. 9, 1986, p. 1.
American Chemical Society. Instrumerdat ion Needs of Aca-
demic Departments of Chemistry. Washington, D.C.: 1984.
Council for Financial Aid to Education, Inc. Corporate
American Chemical Society. Tomorrow. Report of the Task Support of Education, 1984. New York: December 1985.
Force for the Study of Chemistry Education in the United
States. Washington, D.C.: 1984. Dresselhaus, Mildred S. Quoted in Wall Street Journal,
June 1, 1982, p. 1.
American Council on Education, Washington, D.C.,
Higher Education and the Handicapped (HEATH) Re- "Education in a Mess." Nature,, Vol. 318, No. 14,,
source Center, Ms. Rhona Hartman, Director. November 1935, p. 92.

American Council on Education, National Higher Educa- "Engineering College Research and Graduate Study."
tion Associations Task Force. Nalional Priorities for Under- Engineering Education, Vol. 75, No. 6, March 1985, pp.
graduate Science and Engineering Education. Washington, 324-613.
D.C.: American Council on Education, October 21, 1985.
Engineering Manpower Commission. Engineering Enroll-
American Council on Education and University of Cal- ments, Fall 1972 through Fall 1984. New York: American
ifornia, Los Angeles, Cooperative Institutional Research Association of Engineering Societies, 1984.
Program. "Computer Courses Losing Appeal, 1985 Sur-
vey Results." News release, January 1986.
Lear, W. Edward. "The State of Engineering Education."
Journal of Metals,, February 1983, pp. 48-51.
American Electronics Association. Status Report on Engi-
neering and Technical Education. Palo Aito, CA: November
1984. National Center for Higher Education Management Sys-
tems, 1986.
American Physical Society Education Committee. Report
of the 1985 Survey of Pk,
-s Department Chairs. New York National Research Council, Commission on Eng.. leen ng
June 1985. and Technical Systems. Engineering Education and Practice
in the United States: Foundations of Our Techno-Economic
Association of P merican Colleges. "Integrity in the Col- Future Washington, D.C.. National Academy Press,,
lege Curriculum." Chronicle of Higher Education, Vol. 1985
XXIX, No. 22, 1985,, p. 1.
National Research Council,, Commission en 1 luman Re-
Astin, Alexander W. The Ai .ericiv, Freshman: National sources. SCIellie fOr Tht COI ley )t..1r,.
Norms for Fall 1985. Washington, D.C., and Los Angeles, Washington,, D.C.: National Academy Press,, 1,02.
CA: American Council on Education and Univerlity of
California, December 1985. National Research Council, Office of Scientific and Engi-
neering Personnel. Science for Norm Specialists: Proceedings
Budget of the United States Government, Fiscal Year 1984. for Three Hearings. Washington, D.C.: National Academy
Washington, D.C.: U S. Government Printing Office. Pre,. 1983

203
National Science Board. Educating Americans for it,. 21st National Science Foundation and Department of Educa-
Century: A Report to the American People and the National tion. Science and Engineering Education for the 1980's and
Science Board. Washington, D.C.: U.S. Government Print- Beyond. Washington, D.C.. U.S. Government Printing
ing Office, 1983. Office, 1980.

National Science Board. Science: and Engineering Education. National Society of Professional Engineers. Engineering
Data and Information 1984. NSB 82-30. Washington, D.C.. Education Problems. The Laboratory Equipment Factor. NSPE
U.S. Government Printing Office, 1982. Publication No. 1017. Washington, D.C.: September
1982.
National Science Board. Science indicators, The 1985 Report.
NSB 85-1. Washington, D.C.: U.S. Government Printing Office of Technology Assessment. Demographic Trends and
Office, 1985. the Scientific and Engineering Work Force. Washington,
D.C.: December 1985.
National Science Foundation. Academic Science/Engineer-
ing. Sientists and Engineers, January 1984. Washington, Science Vol. 230, No. 4727, November 15, 1985, p. 787.
D.C.: U.S. Government Printing Office, 1985.
Scientific Manpower Commission. The International Flow
National Science Foundation, Division of Policy Research of Scientific Talent: Data, Policies, and Issues. May 1985, pp.
5-9.
and Analysis, Washington, D.C.

National Science Foundation, Division of Science Re-

Steen, Lynn A. "Renewing Undergraduate Mathe-
matics." Notices of the American Mathematical Society, Au-
sources Studies, Washington, D.C. gust 1985, pp. 459-466.
National Science Foundation. Grants for Scientific and En-
U S. Department of Education. The Condition of Education.
gineering Research. NSF 83-57. Washington, D.C.: 1983, National Center for Education Statistics, 198d.
P. 9.
U.S. Department of Education, National Ce,her for Edu-
National Science Foundation. Report of the Advisory Com- cation Statistics, Higher Education General Information
mittee `or Science and Engineering Fdrication Washington, Survey. Fall Enrollment in Colleges and Universities, various
D.C.: February 1983. years; Projections of Education Statistics to 1992-93; and
unpublished tabulations. Washington, D.C.: 1984.
National Science Foundation. Science and Engineering Per-
sonnel: A National Overview. NSF 85-302. Washington, U.S. Department of Education, National Institute of Edu-
D.C.: U.S. Government Printing Office, 1985 cation. "Involvement in Learning. Realizing the Potential
of American Higher Education." amide of Higher Educa-
National Science Foundation. Science and Technology Re- tion, October 24, 1984.
sources. NSF 85-305. Washington, D.C.: January 1985.
Westat, Inc. Academic Research Equipment Ill the Physical
National Science Foundation. Women /aid ,'Aunt rates in and Computer Sciences and Engineeiing Report to the Na-
Science and Engineering. Washington, D.0 U.S. Govern- tional Science Foundation. Rockville MD. December
ment Printing Office, January 1986. 1984.

204
 VI. Subject Index
This index provides broad subject access to the wealth of material presented in the testimony to the Committee.
References indicate the author and 0-e first page number of the testimony.

Community and junior colleges Engineering Industrial support

ACS, 149 ASEE, 151 Ballantyne, 11
Jordan, 131 Crecine, 41 Gowen, 19
1 uskin, 27 David 79 Sheet,, 53
Competition for faculty Garry, 89 Industry needs
Crecine, 41 Gildea, 117 See Man rower needs
David, 79 Gowen, 19 Instructional technology development
Simeral, 103 Haddad, 169 ACS, 149
Strauss, 37 McLaughlin, 99 ASEE, 151
Competition for graduates Rose,, 47 Garry, 89
David, 79 Sheetz 53 Gildea, 117
Gowen, 19 Ethical issues in science /engineering Luskin, 27
Computers in education Goldberg, 121 See also Computers in education
ASEE, 151 Hart 175 Instrumentation and laboratory
Ballantyne, 11 improvement
Facilities (brick and mortar) needs
Brenchley, 75 AACUO, 155
Ballantyne, 11
Crecine, 41 ACS, 145, 149
Crecine, 41
Garry, 89 ASEE, 151
A
Garry, 89
Gleason, 95 ne, 11
Faculty development
Goldberg, 121 Brenchley 75
AACUO, 155
Gowen, 19 CUR, 159
ACS, 145,, 149
Kemeny, 177 ECCC, 161
ASEE, 151
Steen, 107 Fremh, 8
Toll, 59
Ballantyne 11 1

Brenchley, 75 Garry, 89
Continuing education Caldea, 117
CUR 159
Gildea, 117 Gowen, 19
F reach, 81
Rose, 47 Jordan, 131
Garry, 59
Cooperative work/study programs Luskin 27
David, 79 Gildea, 117
Gowen, 19 McLaughlin, 99
Rose, 47 Morns, 181
Jordan, 131
Curriculum development Rose, 47
ACS, 145
Luskin 27
Ruse, 47 Strauss, 37
Bailantyne 11 Verkuil, 63
Steen, 107
Brenchley, 75 Wilson, 113
Strauss, 37
Goldberg, 121
Toll, 59
Gowen, 19 Laboratory equipment
UW, 167
Haddad, 169 Svc instrumentation and laboratory
Verktul, 63
Hart, 175 improvement
Faculty shortages
McLaughlin, 99 Liberal arts colleges
Ballantyne, 11
Steen, 107 See Non-doctoral granting institutions
Garry, t;9
Toll, 59 1 ifelong learning
Gildea, 117
Gowen, 19 Sec Continuing edtu anon
Cot gee award data McLaughlin, 99
Cole, 15 Rose, 47 manpower needs
French, 81 Steen, 107 ()avid, 79
Humphries, 125 roll. 59 Gal ry, 89
Sheetz 53 V tter, 67 Gildea, 117
Simeral, 103 Foreign students faculty Luskin, 27
Starr, S.F., 33 Gowen, 19 S heeti,
53
Vetter, 67 Rose, 7 Steen, 107
Steen, 107 Mathematics
Vetter, 67 Gleason, 9f
Educational pipeline Goldberg, 121
15 Historically Black Institutions Kemeny, 177
Sheet/., 53 Cole, 15 O'Meara, 137
Starr, S.F. 33 Humphries, 125 Steen, 107

205
I
Minorities in science/engineering Public institutions French 81
Cole, 15 Gowen, 19 Sheetz, 53
Humphries, 125 Verkuil, 63 Wilson, 113
Luskin, 27 Public understanding of science Social issues in science and engineering
Rose, 47 ACS, 145, 149 Goldberg, 121
Strauss, 37 Cole, 15 Ilan, 175
Vetter, 67 Goldberg, 121 Specialized vs. liberal education
Wilson, 113 Gowen, 19 ACS, 145
Hart, 175 Crecine,, 41
Non-doctoral granting institutions Luskin, 27 Gildea,, 1 i7
Cole, 15 O'Meara, 137 Haddad, 169
CUR, 159 Simeral, 103 Hart, 175
ECCC, 161 Steen, 107 McLaughlin, 99
Jordan, 131 Toll, 59 Sirneral, 103
Morris, 181 State support
Rose, 47 Quality of students Gowen, 19
Simeral, 103 French, 81 Student assistance
Starr, S.F., 33 Gildea, 117 ACS, 149
UW, 167 Vetter, 67 Garry 89
Quantity of graduates Gleason, 95
Overspecialization
David 79
See Specialized vs. liberal education
French, 81 Teaching equipment needs
Precollege education McLaughlin, 99 See Instrumentation and laboratory
Brenchley, 75 Sheetz, 53 improvement
ECCC, 161 See also Degree award data Two-year colleges
French, 81 See Community and junior colleges
Garry, 89 Research/teaching relationship
Gleason, 95 AACIJO, 155 Undergraduate research participation
Humphries, 125 Brenchley, 67 ACS, 149
Starr, K., 139 Crecine, 41 Brenchley 75
Strauss, 37 ECCC, 161 CUR, 159
Vetter, 67 French, 81 French,, 81
Predominantly ur dergraduate Jordan, 131 Gowen, 19
institutions O'Meara, 137 Jordan, 131
See Non-doctoral granting institutions Sirneral,, 103 McLaughlin, 99
Private institutions Steen, 107 Rose, 47
Ballantyne, 11 Research universities Starr, S.F., 33
Crecine, 41 Ballantyne, 11 Verkuil 63
ECCC, 161 Creme, 41 Wilson,, 113
Morris, 181 Gowen, 19 University/industry interaction
Simeral, 103 O'Meara, 137 C y, 89
Professional societies Gildea, 117
ACS, 145, 149 Science education ter non-scientists
ASEE, 151 See Public understanding of science Women in science and engineering
ASPP, 153 Science museums Rose, 47
Brenchley, 75 Starr, K., 139 Starr, S.F, 33
CSSP, 157 Sciences Strauss, 37
French, 81 ACS 145, 149 U, 163
Steen, 107 ASPP 153 Vetter, 67
Wilson, 113 Brenchley, 75 Wilson, 113

206
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