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TITLE Grants for Science Education, 1994. INSTITUTION Howard Hughes Medical Inst., Chevy Chase, MD. Office of Grants and Special Programs. PUB DATE 94 NOTE 151p. AVAILABLE FROM Howard Hughes Medical Institute, Office of Grants and Special Programs, 4000 Jones Bridge Road, Chevy Chase, MD 20815-6789. PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Biomedicine; *Grants; Higher Education; *Research; *Science Education; Secondary Education

ABSTRACT To help strengthen education in , biology, and related sciences, the Howard,Hughes Medical Institute (HHMI) launched a grants program in those areas on 1987. The grants support graduate, undergraduate, precollege and public science education, and fundamental biomedical research abroad. This document provides summaries of all projects receiving grants in 1993 and is also, in effect, a 1993 annual report for each programmatic area supported by HHMI. (ZWH)

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BEST COPY AVAILA Copyright ©1994 by the Howard Hughes Medical Institute Office of Grants and Special Programs. MI rights reserved. Howard Hughes Medical Institute

Grants for Science Education

1994

Office of Grants and Special Programs

4 Howard Hughes Medical Institute Programs

The Howard Hughes Medical the training of pre- and postdoctoral Institute was founded in 1953 by avi- scientists in the laboratories of ator-industrialist Howard R. Hughes. Hughes investigators: has provided Its charter, in part, reads: The pri-substantial support to the genome mary purpose and objective of tilemapping program which involves Howard Hughes Medical Institute international collection, dissemina- shall be the promotion of human tion, and coordination of data; pro- knowledge within the field of thevides research training to medical basic sciences (principally the field ofstudents through the Research medical research and medical educa- Scholars Program (conducted joint- tion) and the effective application ly with the National Institutes of thereof for the benefit of mankind. Health); and organizes scientific conferences, workshops, and pro- gram reviews. Biomedical Research Program 1111111111111111111111EMISIEME The Howard Hughes Medical Insti- Grants and Special tute is a nonprofit medical research Programs organization dedicated to basic bio- In the fall of 1987, as a complement medical research and education. Its to its research program, the Insti- principal objectives are the advance- tute launched a gran;: program to ment of fundamental knowledge in help strengthen education in the biomedical science and the applica- biological and related sciences. The tion of new scientific knowledge to program is administered through the alleviation of disease and the the Office of Grants and Special promotion of health. Through its program of direct conduct of med-Programs and has as its primary ical research in conjunction withobjectives the enhancement of sci- hospitals, the Institute employs over ence education at the graduate, 220 independent investigators whoundergmluate, and precollege lev- conduct research at Institute labora- els: the education of the public tories in more than 50 leading aca- about science; and the promotion of demic medical centers, hospitals, fundamental biomedical research and universities throughout theabroad. In addition, this office is . The number of inves- establishing a comprehensive tigators is expected to grow toassessment program. The grants about 270 within two years. extend across a wide range of insti- The Institute conducts research tutions involved in formal and infor- in five broad areas: cell biology and mal science education, including regulation genetics, immunology, colleges, universities, research cen- neuroscience, and structural biology. ters, medical schools, elementary In support of these research and secondary schools, and science efforts, the Institute is involved in museums.

5

A Since launching the grants pro-gram for graduate education in the gram, the Institute has developed biological sciences; undergraduate ar array of initiatives designed to institutions through an undergradu- help ensure the future quality and ate science education program: and vitality of the scientific enterprise. science museums through a precol- Today, the Institute supports gradu- lege and public science education ate students, medical students, and program. physicians through a grants pro- Contents

Howard Hughes Medical Institute Programs Preface Introduction Graduate Science Education

2 Overview

4Predoctoral Fellowships in Biological Sciences 11Research Training Fellowships for Medical Students

1:3 Initial Year of Research 14 Continued Support 18Assessment

18Postdoctoral Research Fellowships for Physicians , 25Research Resources 25'Jackson Laboratory 26Cold Spring Harbor Laboratory 27 Marine Biological Laboratory 28Human Genome Organisation Undergraduate Science Education 29Undergraduate Program Directors Meetings 29 1993 Meeting 30 1992 Meeting 32Undergraduate Program Grants, Phase II, 1993 and 1994 Competitions :35 Assessment Criteria

36New Awards, 1993 :37 Undergraduate Research, Including Opportunities for Women and Minority Students Underrepresented in the Sciences 38Equipment and Laboratory Development

:39 Precollege and Outreach Programs 40Overview of the Undergraduate Program, Phase I, 1988-1992 40Grants Competitions and Awards 40Undergraduate Research: Opportunities for Women and Minority Students Underrepresented in the Sciences

4:3 Faculty Development in the Sciences 44Curriculum and Laboratory Development and Equipment 44Precollege and Outreach Programs Precollege and Public Science Education 55Precollege Science Education Initiative for Museums 57Science Museum Program Directors Meeting 58Awards, 1993 59Children's and Youth Programs 00Teache Training and Curriculum Enhancement 61 Family and Community-Oriented Programs

61 Evaluation and Assessment

61Precollege Science Education Initiative for Biomedical Research Institutions, 1994 Competition 63 Woodrow Wilson National Fellowship Foundation, National Leadership Program for Teachers 64Precollege Science Education Initiative for MuseumsOverview, 1992 Awards 68Local Precollege Education Initiatives International Program 79Research Grants 80 Eligible Countries 80Application and Selection Process

81 Grant Awards

81 Grant Activities

82Other International Activities 82U.S. and Mexican National Academies 82 International Education Activities Program Assessment 89Overview 89Graduate Education in the Biological Sciences 89 Medical Student Fellows 90Predoctoral and Postdoctoral Fellows 90Undergraduate Science Education 90Precollege and Public Science Education 91 Local Precollege Initiatives 92Education and Career Outcomes of Physician-Scientists 93 Overview of the Medical Student Tracking Project 94The Annual Pool of Students in M.D./Ph.D. Programs 97Elapsed Years from Medical School Matriculation to M.D. Graduation 09 interest in Research Careers as Expressed at M.D. Graduation 100Years of Clinical Training Following Receipt of the M.D. Degree 102 Preliminary Data on Appointments to Faculty Positions in Medical Schools 103Doctoral Degrees Earned as of June 1992 107Sequence and Timing of the M.D. and Ph.D. Degrees

vi Policies and Procedures for Grant Applications 109 The Institute Grant-Making Process 111Graduate Education in the Biological Sciences 111 Predoctoral Fellowships in Biological Sciences

111 Research Training Fellowships for Medical Students 111 Postdoctoral Research Fellowships for Physicians 112 Research Resources 112 Undergraduate Biological Sciences Education Program 113 1094 Undergraduate Program Competition 113Precollege and Public Science Education 114 ?recollege Science Education Initiative for Biomedical Research Institutions 114I ,ocal Initiatives 115International Program 115International Research Scholars Program 115Research Grants for Eastern Europe and the Former Soviet Union 115Other International Activities 115 Program Assessment 116 Unsolicited Proposals Bibliography Selected Grants Publications Howard Hughes Medical Institute 121Trustees 122Officers 123 Principal Staff Members 124 Office of Grants and Special Programs

vii 1993 Awardees

Graduate Science Education Predoctoral Fellowships in Biological Sciences, 1993 Fellows

19Research Training Fellowships for Medical Students, 1993 Fellows 24Postdoctoral Research Fellowships for Physicians, 1993 Awardees Undergraduate Science Education 8 Undergraduate Biological Sciences Education Program, 1093 Awards 49Undergraduate Biological Sciences Education Program, 1993 Grant Summaries Precollege and Public Science Education 73Precollege Science Education Initiative for Science Museums, 1991 Awards 74Precollege Science Education Initiative for Science Museums. 1993 Grant Summaries

ix sainN

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TI 40 Outreach Program Participants, 1988-1093 45

41 Outreach Program Participants by Level, 198F. 1903 46 42 Precollege Science Education Initiative for Museums, Awards to 51 Institutions Including Aquaria, Botanical Gardens, and Zoos (510,65 million), by Program Component, 1992 hd 1993 Competitions 56

4:3 1993 Precollege Program Directors Meeting 57

44 Precollege Science Education Init lot ive for Museums, Awards to 22 Institutions, Including Aquaria, Botanical Gardens, and Zoos ($4.25 million), by Program Component, 109:3 Compel it ion 58

45 Children's and Youth Programs 59 46Teacher Training and Curriculum Enhancement 60

47 Family and Community-Oriented Programs 61

18 1904 Precollege Science Education Initiative for Biomedical Research Institutions

49 Woodrow Wilson National Fellowship Foundation, National Leadership Program for Teachers 64

50 Museum Program: Teacher Participation, 1992 Awards 65

51 Husain Program: Student Participation, 1992 Awards (15

52 Museum Program; Student Participation by Grade Level, 11)02 Awards 66

5:3 Museum Program: Adult (Family) Participation, 191)2 Awards (10

54 Summary of Local Science Education Grants, 1900-1995 67

55 Montgomery County Public Schools, Maryland, Student and Teacher intern Program at the National Institutes of Health, h, 191)2-1903 68 56Howard Hughes Medical Institute Summer Research Fellowship Program at the National lust Butes of Health, 1092-109:3 69

57 Chesapeake Bay Foundation Science and Environmental Education Program with the Montgomery County Public Schools 71)

58Howard Hughes Medical Institute Holiday Lectures on Science 71

59 International Research Scholars, Program and Award Highlights 79

00 International Research Grants, Program I lighlights 8))

61 U.S. and Mexican Science Academies, Joint Act ivit ies Grants 82

62 and Mexican Science Academies, Announcement of Visit ing Seient ist Program 83

6:3 International Program, All Current International Research Scholars 84

04 Program-Sponsored Activities for Student and Teacher Interns 91

65 Data Collection Methods for Evaluation of t he Student and Teacher Intern Program 91 66Students Reported to Have Been Enrolled in M.D./Ph.D. Dual-Degree Programs: Continuing Students and M.D. Graduates, Academic Year 11)92-199:3

67 M.D. Graduates, 1988-1993, Identified as Having Been Enrolled in M.D./Ph.D. Programs 96

68 Elapsed Years from Matriculationion to M.D. Graduation, 1988-1992, by Year of Graduation and Tracking Cohort 98

69 Expressed Interest in Research at M.D. Graduation, 1988-1992, by Year of Graduation and Tracking Cohort 100

70 Years of Clinical Training Since M.D, Graduation, 1988-1992, as of Academic Year 1992-19113 101

71 Percentage of M.D. Graduates, 1988-1992, Who Have Held Faculty Appointments at Medical Schools as of Academic Year 1992-1993 103

72 M.D. Graduates, 1088-1092, with Doctoral Degrees as of.June 1992: Numbers and Ph,D. Fields by Year of M.D. Graduation and Tracking Cohort 105

73 M.D. Graduates, 1988-1902, Who Had Earned a Doctoral Degree as of June 1992 106

74 Sequence and Timing of M.D. and Doctoral Degrees: M.D. Graduates, 1088-1092, with Doctoral Degree,: as of June 1992 108

75 The Grants Cycle 109

xii 1 A. it Preface

The grants program of the The dynamics and complexity of Howard Hughes Medical Institutemodern scientific research can be focuses on science education at all illustrated by the discovery and levels and, in so doing, complements understanding of oncogenes and the Institute's core programs in the the role of specific genes in the direct conductof biomedical development of cancer. This area of research. The Institute's biomedical research was stimulated by the dis- research activities currently involvecovery of Drs. Michael Bishop and over 225 investigators at more than Harold Varmus, at the University of 50 leading academic centers, hospi- CaliforniaSan Francisco, that tals, and research institutions genes in tumor viruses responsi: throughout the United States. The for cancers in animals can be found number of investigators is expected in normal cells. These insights have to grow to about 270 at more than 60 had important and far-ranging impli- sites within the next year. This cations. The realization that onco- research encompasses the fields ofgenes appear to have been con- cell biology, genetics, immunology, served for billions of years has neuroscience, and structural biology. affected our understanding of evolu- Since its launching seven years tionary biology. And the similarity ago, the grants initiative has grown between the protein products of to include support for graduate, oncogenes and growth-factor recep- undergraduate, and precollege lo- tors has helped link oncogenes to cation; for programs to educate the . Indeed, the public about science; and for bio- oncogenes present a new represen- medical research in selected coun- tation of cancer, and this modified tries abroad. This array of activities view may eventually alter how clini- is designed to help ensure the cians treat cancer patients. future quality and vitality of the nation's scientific enterprise. Expanding International Research Opportunities Changing the Way Science Is In recognition of the international Conducted nature and scope of modern biomed- The world of science is changingical research, and the presence of fundamentally. The rise of science outstanding scientists outside the as a profession in 19th century aca- United States who contribute to the demia was accompanied by the advancement of knowledge relevant development of departments, each to the Institute's biomedical research based on a single scientific disci- program, the Institute in 1990 creat- pline. Today that older structure is ed the International Program. giving way to new arrangements In the first two rounds of compe- related to the revolutionary changes tition, a total of $24.3 million was in science itself. awarded in 49 five-year grants for

Preface scientists in Australia, Canada, The Institute is a major producer Mexico, New Zealand, and the Unit-and user of genetically engineered ed Kingdom. For the third round ofmice. Of the 35 new strains international competition, biomed- acquired by the Jackson Laboratory ical scientists in 10 countries of the in 1993, 15 were developed in our former Soviet Union and Eastern laboratories. More than 50 Institute Europe, including Belarus, Czech investigators use transgenic mice in Republic, Estonia, Hungary, Latvia, their research, Lithuania, Poland, Russia, Slovak Republic, and Ukraine, were invited to apply for grants. It is anticipated Educating the Next that these awards for research at Generation of Scientists the scientist's own institution or toThe Institute supports graduate stu- support international research col- dents and physicians in obtaining laborations will total about mil- research training in basic biological lion each year for five years. processes and disease mechanisms We are extremely pleased with at leading research laboratories. the development of this program Fellows from the first years of the and with the opportunities it affords fellowship programs are now for Institute investigators and inter- emerging as independent young sci- national scholars to meet at the entists. The physician postdoctoral Institute. International exchanges of fellowship program made its first ideas and data are already in awards in the fall of 1990, and sever- progress. al of these enthusiastic young scien- tists are being recruited into faculty positions at research-oriented med- Providing Needed Research ical schools. Christopher Walsh Resources used his postdoctoral research fel- lowship to study how cells are dis- The Institute's support of valuable persed in proliferative layers of research resources underscoresdeveloping cerebral cortex. Dr. our commitment to ensure the con-Walsh is now Assistant Professor of tinuation of important biomedical Neurology at Harvard Medical advances. A 81.2 million grant to School. Sharc,n Pion used her the Jackson,taboratory in Maine award to investigate the regulation will help expand their capacity to of the beta-like globin gene cluster, provide unique genetically altered an important blood constituent. Dr. (transgenic) mice at low cost forPion has a faculty position in the biomedical research worldwide. Pediatric Oncology Department at Through genetic engineering, new Baylor College of Medicine. strains of mice are being created to Students who received predoc- mimic such human disorders as toral fellowships in the biological arthritis, cancer, and cystic fibrosis. sciences are now successfully com- xiv 14 Grants for Science Education, 1994 peting for postdoctoral fellowshipsacademic institutions into broad to train in some of the leadingnew departments emphasizing, for research laboratories in the coun-example, cellular and molecular try. Hao Wu, for example, received biology. Because of the rapidity of her Ph.D. degree from Purdue Uni- scientific advances on the one hand versity after completing her disser-and financial constraints on the tation on the structure of canineother, science departments at col- parvovirus. Dr. Wu was one of 26leges and universities are finding scientists recently awarded an that they must boldly change what Aaron Diamond Foundation Post-they teach and how they teach it. doctoral Research Fellowship andThe growing interdisciplinary will conduct research on AIDS atnature of science in general, and with Dr.the expanding overlap of biology Wayne Hendrickson, an HHIviland chemistry in particular, mean investigator. that science departments must col- Brendan Cormack completed his laborate in developing curricula and Ph.D. studies on a yeast DNA-bind-integrating coursesactivities that ing protein involved in regulatingtear down the traditional walls the transcription of genetic informa- between scientific disciplines. tion. He is now a Helen Hay Whit- As part of its grants activities, the ney Foundation postdoctoral fellowInstitute sponsors an annual meet- with Dr. at Stanford ing of undergraduate program University. Ilaria Rebay received directors from grantee colleges and her Ph.D. from Yale Universityuniversities. A major theme of the upon completion of her dissertation 1993 meeting was institutional on a protein essential to early devel- strategies for enhancing undergrad- opment in Drosophila. Dr. Rebayuate science education. In particu- was awarded aLife Sciences lar, participants offered a variety of Research Foundation Fellowshipapproaches to integrating biology for postdoctoral -tudies with Dr.and chemistry through Institute- funded programs. Stronger ties can Gerald Rubin, an Institute investiga- be forged between the biology and tor at the University of California chemistry departments through Berkeley. joint faculty appointments and research seminars, interdepartmen- tal student exchanges. and team Altering the Academic teaching of science courses. In Structure of Science other cases, majors in cellular and Changes in the academic organiza- molecular biology can be developed tion of science are beginning toand courses revised to integrate reflect the nature of laboratory biology-based problems into chem- research. Science departments such istry courses, and vice versa. as microbiology or physiology are Important questions arise as sci- being reorganized at a number ofence departments develop strate-

Preface gies for long-term change in the teachers from middle schools, high way science is taught. For example, schools, and two- and four-year col- how can science faculty who are leges to train other teachers to use committed to laboratory research the new materials. be persuaded to get involved in the As noted by undergraduate pro- reform of science education? What gram directors experienced in out- will induce them to teach under-reach programs, teachers in the graduates, welcome them into their kindergarten-12th grade school laboratories, or give extra help to system are an integral part of the students who need it? Can science science reform effort. They can faculty be drawn into outreach pro- spark a burning interest in science grams that strengthen science edu- among young students or coldly cation at elementary and secondary douse their natural desire to schools? explore. Outreach efforts to kinder- Institute support in many cases garten-12th grade can be complex has helped increase faculty involve- undertakings, and colleges and uni- ment at all levels of science educa- versities seeking to develop link- tion. Faculties at many institutionsages to precollege science teachers are already committed to the Insti- must become involved in planning tute-funded programs that are the outreach activities. focused on attracting and retaining women and minority students underrepresented in the sciences. Capturing the Wonder Years For many children the vast halls of a science museum become a cher- Transferring Science to the ished memory in their adult years. Classroom Distinguished scientists have credit- Through the Undergraduate Biolog- ed visits to museums as a central ical Sciences Education Program, influence in their decision to pursue precollege activities are being a science career. Dr. Frank Press, a developed and summer coursesgeophysicist and former president offered to upgrade the training ofof the National Academy of Sci- science teachers in subjects such asences, said he would never have molecular genetics, which was notbecome a scientist had it not been available until recently as an acade- for the Brooklyn Museum. Dr. mic discipline. Teachers can be Robert Lefkowitz, Professor of Med- offered laboratory research experi- icine and Institute Investigator at ences and opportunities for sabbati- Duke University Medical Center, cals in order to take courses in vari- wrote, "When I was a child growing ous scientific fields. Scientists from up in New York, I spent many colleges and universities can help happy weekend afternoons wander- develop science instruction kitsing around the American Museum and, during the summer, trainof Natural History. Those experi-

xvi Grants for Science Education, 199,4 ences very much helped to shapechildren or adults, this can mean my decision to become a scientist." studying local wildlife or using The Institute in 1992 and 1993 household materials to demonstrate awarded a total of $10.65 million to scientific phenomena. The lively 51 natural history museums, sci-exchange of ideas and information ence museums, children's muse-at the meeting should lead to effec- ums, aquaria, botanical gardens,tive strategies for nurturing chil- and zoos to support innovative edu-dren's interests. If so, both the chil- cation programs to interest young- dren and the museums will flourish sters in science. as we enter the 21st century. A key question for science muse- The grants programs supported um professionals is how can muse- by the Institute extend across a ums structure programs and wide range of institutions involved exhibits to capitalize on children's in formal and informal science edu- natural curiosity and capture their cation, including colleges, universi- interest? Geologist Robert Hazen of ties, research centers, medical the Carnegie Institution of Wash- schools, elementary and secondary ington and co-author of the book schools, and science museums. Just Science Matters was the keynote as the world of science is -apidly speaker at an Institute-sponsored changing, so is our understanding meeting for program directors ofof how students learn and the role science museumsthathaveof teachers in the process. The received grants from the Institute. Institute is pleased to he supporting Dr. Hazen noted that the biggest programs in science education that challenge for science education will help develop the next genera- today is to stir the interest of the 99 tion of biomedical investigators and percent of students who will not a public with a broadened under- choose a career in science. standing of science and technology, The program directors stressed that science education programs, to Purnell W. Choppin he successful, must show how sci- President ence relates to everyday life. For Howard Hughes Medical Institute

Preface XVII Introduction

Colleges and universities thatuate Science Education). Similar embark on reforming science edu-challenges faLe other educational cation face three principal chal-institutions that serve the spectrum lenges, said Samuel Ward, Profes- of students from kindergarten sor and Head of Molecular and Cel- through graduate school. lular Biology at the University of The grants programs of the Arizona. First, the goals of teachingHoward Hughes Medical Institute must be changed. Second, educa- pursue two related goals. One is to tors must learn how to go abouthelp train the next generation of altering the ways science is taught. biomedical scientists to sustain the And third, colleges and universities momentum of today's extraordinary must increase the institutional biomedical discoveries. The other is rewards and status assigned to to develop a scientifically informed teaching, which is too often under- valued relative to research. Dr. American public that will participate Ward's comments sounded thein societal decisions about science theme of his keynote address at the education, scientific research and October 1993 meeting of program development, and applications of directors for the Institute's under- new technologies. The Institute also graduate science education grantsseeks to ensure greater participa- (see 1993 Undergraduate Program tion in science by those who have Directors Meeting: Institutionalnot traditionally been well repre- Strategies for Enhancing Undergrad- sented, particularly women and

Figure 1

Howard Hughes Medical Institute Grants Program Expenditures, 1988-1993 (316.6 million)

Graduate Education 460 million in the Biological Sciences

Undergraduate Education 3176 in the Biological Sciences million

Precollege and Public Science Education MI *13 million

Health Sciences 16 million Policy

International `I 311 mWlon Research Scholars

Program $0.6 million Assessment

0 20 40 60 80 100 120 140 160 180 Dollars (millions) FYs 1988-1992 (5265.6 million) FY 1993 (851 million)

Introduction xix 1 6. BEST COPYAVAILABLE members of underrepresented tiative to enhance the performance minorities. of U.S. students in science, award- To complement its research pro- ing about 950 million annually. To gram, the Institute launched a disseminate information on grant- major grants program in 1987 tosupported activities and to encour- help strengthen science education age grantees and others to discuss and encourage talented young peo-their experiences, the Institute ple to pursue research and teaching hosts five annual conferences. careers. This endeavor, adminis-These bring together medical stu- tered through the Office of Grantsdent fellows, predoctoral and physi- and Special Programs, has its pri- cian postdoctoral fellows, under- mary ebjectives the enhancement of graduate and precollege program science education at all levels, the directors, and students in the Wash- education of the public about sci- ington, D.C., metropolitan area who ence, and the promotion of funda- receive support through the Insti- mental biomedical research abroad. tute's local grants activities. The program extends across a wide The present report highlights range of institutions involved in bio- grant-supported activities for 1993 logical science education both for- and policies and special initiatives mal and informal. The Institute sup-for the 1994 competitions. The ports predoctoral students, medical grants office budget for 1994 students, and physicians through awards is approximately $52.5 mil- fellowships for graduate education: lion. This comprises $18 million for colleges and universities through graduate education in the biological an extensive undergraduate pro-sciences, $28.5 million for under- gram: and science museums, aquar- graduate biological sciences educa- ia, botanical gardens, zoos, and bio- tion, and $6 million for the precol- medical researchit.stituti.inslege initiative for biomedical through precollege educational research institutions, the local pre- activities (see The Annual Report of college science education activities, the Howard Hughes Medical Insti- the international program, and pro- tute, 1992). gram assessment. The international program was created in 1990 as part of the Insti- tute's grants activities. It reflects the international nature and scope ofProgram Highlights for 1994 today's biomedical research and the Fellowships will he awarded to presence of outstanding scientists about 80 promising young scien- outside the United States who are tists to support five years of pre- advancing knowledge relevant to doctoral graduate training. the Institute's biomedical research Fellowships will he awarded to program. 25-30 physicians who will con- grants program is the duct research for three years nation's largest privately funded ini- under the guidance of mentors at

xx Grants for Science Education, 1994 .1 9. universities, research institutes, and hospitals. Educating the Next Fellowships will he awarded to Generation of Biomedical about 60 medical students forScientists one year's training in research at a U.S. academic or nonprofit Undergraduate Science Education institution of their choice, and to Since 1988 the Institute's Under- 20 additional medical students graduate Biological Sc'cnces Educa- for completion of their medical tion Program has aw;ircled $204 mil- studies after finishing the lion to strengthen life sciences edu- research year. cation at 197 public and private col- Grants for undergraduate sci-leges and universities. These ence education, totaling about include 15 historically black institu- $72 million for four years, will be tions, 10 other colleges and univer- awarded after review of invited sities enrolling substantial numbers proposals from 140 research and of undergraduate minority students. doctorate-granting universities, 7 women's colleges, and 3 universi- public and private. These grantsties in Puerto Rico. The process of will support student researchselecting the colleges and universi- (including opportunities forties to compete in each round of the undergraduate program has been women and underrepresentedbased on extensive records of minorities), equipment acquisi- recentscientificproductivity tions and laboratory renovations, obtained from national databases. and precollege and outreach pro- The program has supported grams. research opportunities for more Grants for five years totaling up than 11,500 undergraduates. Of to $5 million will be awarded io these, 56 percent are women and 27 medical schools, academic percent are students from underrep- health centers, and independerit resented minority groups. The Insti- research institutions to provide tute has also supported the develop- hands-on science education for ment of approximately 2,500 cours- students and teachers at the pre- es covering 30 fields of biology and other disciplines and has generous- college level. ly funded laboratory enhancement. About 100 research grants total- Since 1988, Institute funds have ing $3 million annually for five enabled 55 colleges and universities years will be awarded to scien- to appoint 169 faculty members in a tists in 10 countries of the former range of scientific disciplines. This Soviet Union and Eastern Europe is providing departments with for research at their own institu- opportunities to develop new cours- tions or for collaboration with sci- es in important areas of modern sci- entists in Western countries. ence and to update and expand

Introduction xxi '. 0 existing curricula. The appoint-observed that the grant-supported Changing the ments include 82 women and 21 program offers opportunities for m .mbers of minority groups. The tutorials,career discussions, attitude of stitute's program is helping to fos- time-management workshops, and instructors from er reform of undergraduate science other activities, fostering a nurtur- a "weed-out" education at colleges and universi- ing academic environment. In addi- ties across the country. tion, the program provides student mentality to one tutors who work with study groups of encouraging Changing the Goals of 'hacking in mathematics, biology, chemistry, and physics. students was Several themes emerged at the Does such nurturing lead to a 1993 meeting of the directors of considered by drop in academic standards? Not undergraduate science education necessarily, said Dr. Joseph Acker- many partici- programs. Changing the attitude of man, Professor and Chairman of instructors from a "weed-out" men- pants to be as Washington University's Depart- tality to one of encouraging stu- important as ment of Chemistry. Most students, dents was considered by many par- he believes, can make the leap from new curricula ticipants to be as important as new high school to college-level academ- curricula and teaching methods. At and teaching ic performance if they have some Washington University, Institute help getting started. At many insti- methods. funds support efforts in the biology tutions, however, more instructors department to augment student 1993 Undergraduate are needed to provide the additional Program Directors support services with mentoring attention. Eventually, he said, stu- Meeting and problem-solving tutorials. dents must make the transition to Several Institute-funded pro- independent college-level science if grams aim directly at nurturing sci- they are to proceed into majors, ence students, especially underrep- graduate study, and careers in resented minority students and research. women. Fisk University, with a pre- dominantly African American popu- lation, has developed a science Changing How Science Is Taught learning center organized to help In her recent book Revitalizing students with mathematics, science, Undergraduate Science, Sheila and study skills and to instill Tobias advocated structural change academic self-confidence. At the at the departmental level of colleges meeting, Fisk participants noted and universities as a crucial step in that learning styles seem to varyreforming science education, Her according to culture and gender concepts broadly molded the agen- and should be taken into account in da for the 1993 program directors the classroom and laboratory. meeting. Discussions of curriculum At the University of California reform brought out two issues that Berkeley, Dr. Corey Goodman, Pro- departments must resolve. The first fessor of Genetics and Neurobiolo- was how to determine the content gy and an Institute investigator, of interdisciplinary courses. What is

9 Grants for Science Education, 1994 included and what is left out?and physician-scientists who have Organic chemistry courses, forshown strong promise of becoming example, might include stereo-tomorrow's leading biomedical chemistry demonstrations in biolog- researchers. Additional support for ical laboratory experiments. graduate education has been pro- The second issue, referred to asvided through research resources the "freshman-year problem," con- grants to scientific and educational cerns the uneven preparation oforganizations, such as the Cold incoming students for college-level Spring Harbor Laboratory. mathematics and science, particu- Altogether 400 predoctoral fel- larly chemistry. In the Notre Damelowships in the biological sciences panel discussion, participantshave been supported to date. described a variety of scheduling Women have received 40 percent of approaches to allow students tothese awards, and underrepresent- catch up on requisite chemistryed minorities 11 percent. Of the 280 skills before entering biology cours- research training fellowships for es. The Institute-funded program atmedical students, women have California State University-Losreceived 36 percent and underrep- Angeles is addressing this problem resented minorities 7 percent. Of with courses to improve studentthe 85 postdoctoral research fellow- proficiency in mathematics and ships for physicians, women have other critical fields before and dur-received 19 percent and underrep- ing the freshman year. resented minorities 3 percent. As At the meeting the program the Institute's outreach and educa- directors paid a great deal of atten- tion initiatives mature, the participa- tion to the role of computer technol- tion of even greater proportions of ogy in science education. Tnis andwomen and underrepresented other technologies hold great minorities is expected for the gradu- promise for strengthening science ate fellowship programs. teaching for majors and future sci- An extensive tracking system for entists as well as students who pur-participants in the Medical Student sue studies in other areas. Research Training Fellows program and those in the Howard Hughes Medical Institute-National Insti- Graduate Science Education tutes of Health Research Scholars The graduate education initiative ofprogram is already well developed the Institute grants program isthrough a five-year grant to the intended to promote excellence it ' :sociation of American Medical scientific training, to complement (.:olleges (see Grants for Science other sources of available support,Education, 1991-1992). A parallel and to aid in meeting nationaleffort to track the progress of the needs. Since 1988 the Institute has Institute's predoctoral and postdoc- provided $42 million in fellowship toral fellows will be initiated during support to more than 800 students 1993-1994.

Introduction viii 9 2 Through outreach programs, col- We need to re- Enhancing Science Literacy leges and universities can be instru- mental in enhancing science teach- create the ing at the precollege level, often Increasing the Value of Science teacher-scientist providing equipment and supplies Teaching partnership that are not available to many Timothy Goldsmith of Yale Univer- kindergarten-12th grade scien,'e along the lines sity, keynote speaker at the 1992 teachers. With Institute. support, that existed in meeting of undergraduate program Washington State University has set directors, noted that "a central pur- up a program to loan electrophore- the post-Sputnik pose of biological education should sis apparatus, spectrophotometers. years in the form be to convey science as a powerful video cameras, and other science of summer insti- way of understanding the world" teaching aids to schools that cannot (seeEnriching the Undergraduate afford to purchase them. Oklahoma tutes, but note in Laboratory Experience, 1992).Dr. State University supplies science the schools them- Goldsmith called on scicntists to footlocker kits to local teachers. become more involved with science At Oklahoma State the Institute- selves. education at the kindergarten-12th funded program is designed specifi- Dr. Timothy grade level. "We need to re-create cally to help rural Native Americans Goldsmith progress through the educational Unirersity the teacher-scientist partnership along the lines that existed in the system and complete a degree in post-Sputnik years in the form ofthe biological sciences. The summer institutes, but now in the tote's grant has been especially cru . schools themselves," he wrote cial in getting faculty involved in a recently in theAmerican Journal ofprogram for reaching rural Native Through out- fluman Genetics. Americans during a time of cut- reach programs, Many institutions supported backs across the campus, said Alan Harker, Professor of Microbiology colleges and uni- through the Institute's Undergradu- ate Iiiolmical Sciences Education and Molecular Genetics and plenary versities can he Program use substantial amounts of presenter at the 1993 program lustru.lnental in their grants to assist in the develop- directors meeting. According to his colleague Myra Alexander, Manag- enhancing sci- ment of science programs for stu- dents and teachers at elementary, er of Outreach and Counseling, the program has made progress in deal- ence teaching at middle, and high schools. Fifty-nine ing with cultural disparities of the the precollege percent of the approximately 25,000 communities it serves by working students who have benefited from level. with tribal leaders. these outreach efforts are from 1993 Undergraduate underrepresented minority groups Program Directors Precollege Science Education Meeting and 54 percent are female. Of the 8,200 teachers who have benefited. The Institute in 1992 and 1993 19 percent are from underrepre- awarded a total of 510.65 million to sented minority groups and :56 per- 51 natural history museums, sci- cent are women. ence museums, children's muse-

9 Grants for Science Education, 1994 urns, aquaria, botanical gardens, heimer, a pioneer in this field, once and zoos to support innovative edu- noted, "Nobody flunks museums!" One of the biggest cation programs designed to inter- challenges for est youth in science. Under the sci- Alliances for Science ence museums initiative, the Insti- science educa- The meeting of museum program tute focuses on three major areas: directors held in September 1993 tion today is to 1111.1tiellIn-related activities for chil- focused on how museums create dren and youth, pre-service prepara- stir the interest partnerships in science education tion and in-service training for of the 99 percent with schools, families, youth organi- teachers, and family- and communi- of students who ty-oriented science education activi- zations, and community groups. Museums meet a special need at ties (seeScience Museums: Creating Mill not choose a Partnerships in Science Education, the state and local levels in regard to educating average citizens about career in science. 199.3). In the program's first year, over science, because of their emphasis Dr. Robert Hazen Carllegie Institution 37,000 students, 3,300 teachers, and on interactive exhibits and their of Washington 4,300 adult and family members connections with young people and participated in Institute-funded pro- their families. gram activities ranging from class- Strong local alliances have room use of science kitsto played a critical role in the initial year -long research experiences. Of successes described by the direc- the student participants, 28 percent tors of the museum programs. In were minority and 50 percent were many cases, these partnerships female. Over half of the students involve a broad network of partici- involved were very young (pre- pants, including schools, teachers, kindergarten to third grade), con- families, corporations, universities, firming the Institute's commitment and other institutions. Local com- to provide early opportunities for munity organizations, ranging from exploration of science. the Girl Scouts and 4-H clubs to Dr.RobertHazenofthe senior citizens associations, are also Carnegie Institution of Washington, helping in the effort to bring sci- the keynote speaker at the 1993 ence to youngsters. Indeed, organi- meeting of the museum program zations that start out as constituen- directors, stated: "one of the biggest cies to be served by the programs challenges for science education often become partners in the muse- today is to stir the interest of the 99 um efforts. percent of students who will not With a major focus on elemen- choose a career in science." He rec- tary school children, this initiative ommends that science education complements the precollege out- begin in elementary school and cap- reach activities funded through the italize or: the natural curiosity ofInstitute's undergraduate science children. Science museums are par- education program, whichis ticularly suited to kindle their inter- addressed primarily to secondary est, he says. As Dr. Frank Oppen- school studeMs and teachers.

Introduction leagues during the museum direc- 11111110111111N Reaching Teachers We're supporting tors meeting. Of the various alliances that have The Woodrow Wilson National teachers, we're formed under the Institute's precol- Fellowship Foundation will use its befriending lege program, the most common HHMI award to continue a summer are those between museums and teachers, and biology institute at Princeton Uni- teachers. Virtually all of the pro-versity. This initiative gives excep- we're sharing grams funded during this first year tional high school teachers the with them our of the Institute's museum initiative opportunity to explore ideas for involve teaTher training. Someimproving biology education. In enthusiasm for instruct teachers on specific topics addition, some of the successful hands-on science so that they can prepare their stu- graduates of the program will travel dents for participation in science education.. the country, sharing ideas from activities. Others aim to improvetheir sessions with less experienced Rome Iris-Williams science education more generally peers. This teacher-to-teacher train- Franklin Institute through teacher development. Science Museum ing will occur at 28 sites, many in Teacher "empowerment" is the remote areas where teachers lack term used by Peter Dow of the Buf- information on new approaches to falo Museum of Science. Dr. Dow teaching biology. said at the 1993 meeting of program directors that his museum is seek- Besides produc- ing to be more of a teachingConclusion resource. In 1989 an elementary ing scientists, we school was built onto the museum, Meeting the Challenge of Science must also create which now provides courses to Education selected teachers who in turn devel- citizens who op programs for their own schools. Perhaps the paramount challenge of understand the The Franklin Institute Science the future lies in expanding science role of science in Museum has already reached thou- education beyond the scientific pro- sands of middle-school teachers in fessionals to nonscience majors in a democracy and the Philadelphia area. Its multifac- colleges and universities and to the its contributions eted biology education initiative,population in general. Dr. David operated in conjunction with a simi- Goodstein, Vice Provost at the Cali- to society's lar program funded by the National fornia Institute of Technology, economic well- Science Foundation, offers work- recently commented in Engineering shops, previews of exhibits, and & Science on the role of science being. even an overnight retreat. Program education in the United States. Dr. David Goodstein director Roree Iris-Williams views Besides producing scientists, he GalU'ornia Institute the Franklin Institute's efforts assaid, we must also create citizens of Technology more than training teachers: "We're who understand the role of science supporting teachers, we're befriend- in a democracy and its contribu- ing teachers. and we're sharing with tions to society's economic well- them our enthusiasm for hands-on being. Moreover, a scientifically lit- science education," she told her col-erate citizenry is necessary to form

xxvi 2 5 Grants for Science Education, 1994 the broad political consensus that cio, Dean of the College of the Holy supports basic scientific research as Cross: "Build it, and they will The greatest a common good. come." value of science At the meeting of undergraduate Providing students with opportu- program directors, Dr. Pamela nities for hands-on research experi-education for Biorkman, an Institute investigator ences is especially important. Dr.noocience and Assistant Professor of Biology Elizabeth Jones, Professor of Bio- at the California Institute of Tech- logical Sciences at Carnegie Mellon majors, like that nology, noted that the greatest University, noted in a recent state- of a liberal arts value of science education for non- ment before the National Research education, may science majors, like that of a liberal Council Committee for Biomedical arts education, may lie in helping and Behavioral Research Personnel, lie in helping students learn how to think critical- "The fact remains that a very largestudents learn ly and analyze logically. Others view fraction of students who participate such education as a "seeding" effort in undergraduate research pro-how to think crit- to extend science literacy to thegrams end up in biomedicalically and ana- general population. Dr. Normanresearch careers. They are able to lyze logically. Hackerman, President Emeritus ofmake the commitment knowing in Rice University, recently citedadvance that they enjoy doing Dr. Pamela another benefit: "This same group research and are good at it." Bjorkinan In order to interest students in Howard Hu,qhes might well be the best source of Medical In teachers of science below the col- science, museums are also focusing Cal dornia Institute lege level." At the same meeting Dr. on imaginative new ways to present of Technology Sarah Elgin, Professor of Biologyexhibits and programs. These and program director at Washing- efforts can have a significant impact ton University, stressed the impor- on how students feel about science. That first year tance of high school biology forFor example, Stephen Jay Gould, educating the general public. "ThatProfessor of Geology and of Zoolo-biology class is gy at Harvard University, recalled first year biology class is really the really the only only place we can talk to the majori- being taken by his father to the ty of Americans," she said. "When it American Museum of Natural His-place we can talk conies to science education, for a lot tory "to see the tyrannosaurusto the majority of of folks that's it." when I was five." Dr. Gould dedicat- ed his book, Ever Since Darwin:Americans. When Reflections in Natural History, to his If You Build It, They Will Come it comes to sci- father in appreciation. The education programs being A wide range of science-richence education, developed with support from the institutions are devoting more atten-for a lot of folks Undergraduate Biological Sciencestion to developing strategies for that's it. Education Program are attractingenhancing science education. In a and educating students with gener- recent article entitled "Careers '93: Dr. Sarah Elgin al academic interest as well as those A Survival Guide," Dr. James Wat- Washington University focusing on a Ph.D degree. The les- son, President of Cold Spring Har- son is clear, said Dr. Frank Vellac-bor Laboratory, offered four rules of

Introduction 3orvii f thumb that might be applied to medicine, to benefit humanity. Paul The lesson is building effective science education Grobstein, Professor and Chair of programs: learn from winners, take clear ...Build it, the Department of Biology at Bryn risks, have a fallback strategy, and Mawr College, advises students, and they will have fun. The innovative science"Believe in yourself...learn from come. education programs being offeredyour experiences...and let yourself with support from the Institute are dream." Dr. Grobstein is one of the Dr. Frank Vellaccio attracting students to the world of College of the Holy many scientists and teachers science and enhancing the quality Cross throughout the nation who are help- of their education and training. ing the next generation join the sci- The faculty and staff at these entific revolution. The Institute is Believe in your- institutions are opening the doors to pleased to be a partner in this effort. young people, with new attention to sett'. .learn from women and minorities, to offer your experi- them the extraordinary opportuni- Joseph G. Perpich, M.D., J.D. ences ...and let ties in science and the unlimited Vice President for Grants and potential, especially in biology and Special Programs yourself dream. Dr. Paul Grobstein Bryn Mawr College

e) Grants for Science Education, 1994 Graduate Science Education

The grants program for graduate The number of full-time graduate education in the biological sciences students in the biological sciences complements the Institute's pro-at doctorate granting institutions gram of biomedical research. Sup-has continued to rise slowly over port is provided for the education ofthe past 10 years (from 35,000 to young scientists who show strongmore than 40,000) (Figure 2). The promise of becoming tomorrow'snumber who are U.S. citizens has leading investigators. remained at about 30,000, despite Through its graduate fellow- declining numbers of baccalaureate ships, the Institute seeks to foster degrees in biology. excellence in research and to Ph.D. degrees awarded in the address unmet national needs. biological sciences remained at just Although projections of the futureunder 4,000 until the late 1980s, supply of biomedical scientists varywhen they began to increase (Fig- from study to study, there is agree- ure 3). On average, the 4,794 who ment that the numbers of graduate received Ph.D.'s in biology in 1992 students from underrepresented were registered in graduate school minority groups and of medically for 6.7 years, an increase of 0.7 of a trained investigators engaged inyear over the previous 10 years. fundamental research are relatively Women are well represented in the low and should be increased. pool of new biology doctorates (39

Figure 2

Biological Sciences Graduate Students at Doctorate-Granting Institutions, 1982-1991

Number of full-time students

46,000

40,000

35,000

30,000

25,000

20,000

16,000

10,000

5,000

0

1982 1983 1984 1985 1986 1987 1988 1989 1990 1991

First-year students IIAll students with federal support IIIAll students

Source: National Science Foundation, 190

Graduate Science Education 1 Figure 3

Ph.D. Degrees Awarded in the Biological Sciences, 1983-1992

Degrees awarded

5,000

4,000

3,000 EMI

2,000

11 I 1983 1984 1985 1986 1987 1988 1989 1990 1091 1992 Selected biological science fields N All biological sciences

Note: Selected fields include those related to the five areas of the InsliMte:s scientific program: cell biology and regulation, genetics, immunology neurosciena, and structural biologg

Source: Milton& Research Council, Sununav Report, Doctorate Recipients from United States Universities, annuaL

percent), whereas some minority increase in postdoctorates has paral- groups remain substantially under-leled the increase in graduate stu- represented (1.3 percent black, 1.5 dents. The federal government is the percent Hispanic, and less than 1 source of support for three-quarters percent Native American). of these scientists (Figure 4). In Universities and the federal gov- 1992, 73 percent of new Ph.D.'s in ernment continue to be the major the biological sciences had plans for sources of financial support (50 per- postdoctoral training, and about 20 cent and 28 percent, respectively). percent of new physicians planned The National Institutes of Healthto seek a research fellowship at alone, in 1992, supported 6,700 pre- some time in the future. doctoral students through its trait,: ing program awards to individua.s and institutions; additional predoc- Overview toral support is provided through --aduate education initiative of research grants. the .ostitute grants program is Postdoctoral training is a vital intended to promote excellence, to apprenticeship for biomedical inves- complement other sources of avail- tigators. In the past decade, theable support, and to meet special

2 29 Grants for Science Education, 1994 Figure 4

Biological Sciences Postdoctorates, 1982-1991

Number of postdoctorates

12,000

10,000

8,000

6,000_

4,000

1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 V With federal support All postdoetomtes

Source: Nalional Scierwe Fvundalion, 1992

needs. Highlights of the program In June 1993 the Institute con- include the establishment of Pre- vened its first meeting of predoctor- doctoral Fellowships in Biologicalal and physician postdoctoral fel- Sciences in 1988 (see Grants Pro- lows. About 50 predoctoral fellows, gram Policies and Awards, 1988-in the last year or two of their fel- 1989). After six rounds of awards, lowship, presented their research in predoctoral fellowships now provideoral and poster presentations (see over $8 million annually to more1993 Meeting of Predoctoral and than 300 students. Each may Physician Postdoctoral Fellows, Pro- receive up to five years of support gram and Abstracts). Such meetings for graduate study in selected bio- will be held annually. logical sciences. Since the inception The first Research Training Fel- of the program, a total of $26 million lowships for Medical Students were has been awarded for almost 400 awarded in 1989 (see Grants for Sci- fellows who have been enrolled in ence Education, 1989-1990). These outstanding graduate programs. fellowships provide support for one Reflecting the maturation of the pro- year of full-time research on basic gram, 43 fellows have successfullybiological processes and disease defended their Ph.D. and mechanisms. In 1990 the program have gone on to pursue postdoctor- was expanded so that a small num- al training at leading laboratories. A ber of fellows could continue their few have attained faculty status. research for a second year or

Graduate Science Education 3 receive support for up to two yearslogical Laboratories. These three as they completed their medicalgrants and a second one to Cold studies. The Institute now provides Spring Harbor Laboratory, totaling over $2 million annually for these altogether $14 million, were award- new and continuing fellows. A total ed in part to support these institu- of S8 million has supported more tions' unique series of short courses than 350 medical students. .f.)r biomedical scientists. At the first Scientific Meeting of Fellows, in May 1990, the 1989 medical student fellows reported on Predoctoral Fellowships in their research. Each year since then Biological Sciences the students have presented the The goal of the Institute's program results of their fellowship research of predoctoral fellowships in biologi- (see the 1991, 1992, and 1993 edi- cal sciences is to promote excel- tions of the Institute publication Sci- lence in biomedical research by entific Meeting of Fellows, Research helping exceptional students obtain Training Fellowships for Medical high-quality graduate education. Students, Program and Abstracts). The Institute launched a thirdFellows must pursue a full-time program of fellowship awards ingraduate program leading to the 1990, the Postdoctoral Research Ph.D. or Sc.D. degree. Fellowships for Physicians. These Predoctoral fellowships are are intended to help increase theawarded to students at or near the supply of well-trained physician-sci- beginning of their graduate study entists by providing three years oftoward a Ph.D. or Sc.D, in any of 16 support for training in biomedicaleligible fields in the biological sci- research to physicians who haveences. In general, these areas of completed at least two years of post- fundamental research parallel those graduate clinical training (see of the Institute's scientific program. Grants for Science Education, 1990- College seniors, college gradu- 1991). About S6 million is providedates with limited or no postbac- annually for these fellowships.calaureate graduate study in the Since the inception of the program, biological sciences, or first-year a total of almost S8 million has beengraduate students may apply for the awarded for about 100 men and predoctoral fellowship. Individuals women as they work at the leading who hold or are pursuing a medical edge of their research field under or dental degree (M.D., D.O., the guidance of superb mentors. D.V.M., or D.D.S.) may also apply if The Research Resources pro- they meet eligibility criteria. gram has been another avenue for The predoctoral fellowship pro- support of graduate education. The gram is open to applicants from any first grants under this initiative, in country. Fellows who are U.S. citi- 1987 and 1988, went to Cold Spring zens or nationals may study in the Harbor, Jackson, and Marine Bio- United States or abroad. Fellows

4 31 Grants forScience Education. 1094 who are foreigncitizens or nationals Figure 5 may study only at U.S. institutions. The National Research Council Pr _doctoral Fellowships in Biological of the National Academy of Sci- Sciences, Program and Award Highlights ences conducts the predoctoral fel- lowship competition on behalf of Fellowship Terms 1993 Awards the Institute. For the 1993 competi- 66 awards annually Total number: 70 tion, panels of distinguished bio- 31 women and 39 men Up to five years of support medical scientists evaluated nearly 61 11.5. citizens and 1,500 applications. They were par- $26,700 annually 9 foreign citizens $14,000 stipend 39 college seniors (at the ticularly attentive to the applicant's time of application) and $12,700 cost-of-education plan of study and research, refer- allowance 31 graduate students, including ence letters, and previous research 4 medical students and experience, in addition to such Eligibility 1 physician quantitative indicators as Graduate 8 minorities underrepre- Less than one year ofgrad- sented in the sciences Record Examination scores and uate study completed undergraduate grade point average. Fellowship institutions: 30 Full-time study toward a Based on the panels' evaluations, Ph.D. or Sc,D. degree awards were made to applicants All Current Predoctoral Selected biological sci- Fellows who had demonstrated superior ences scholarship and showed the great- biochemistry Total number: 310 est promise for achievement in bio- biophysics 128 women and 182 men medical research (Figure 5). biostatistics 270 U.S. citizens and 40 foreign citizens The Institute selected 39 men cell biology and regula- tion 156 college seniors (at the and 31 women as fellows. Among time of application) and developmental biology these are two from India and one 154 graduate students, epidemiology including each from Australia, China, Israel, genetics 24 medical students, 3 physicians, and Japan, Malaysia. Peru, and the immunology 3 veterinarians mathematical biology Philippines. Included in the 1993 36 minorities underrepre- group are eight outstanding stu- microbiology sented in the sciences molecular biology dents from minority groups under- Fellowship institutions: 55 represented in the sciences, bring- neuroscience pharmacology Distribution by field ing to 36 the current number o'.' pre physiology 52 biochemistry and doctoral fellows who arc black, His- structural biology structural biolog panic. Native American, or Native virology 10 biostatistics, epidemiology, Pacific Islander (Figure 5). The fel- and mathematical biology 46 cell biology and lows selected for this year studied immunology at48 undergraduate institutions, 106genetics,microbiology, including 4 abroad (Figure 6). They molecular biology, and virology intend to pursue their graduate 96 neuroscience, biophysics, studies at 30 U.S. and foreign insti- developmental biology, phar- tutions. macology, and physiology As the Institute invests in gradu- ate education, it seeks to encourage

Graduate Science Education 5 le Figure 6

Predoctoral Fellowships in Biological Sciences, Educational Origins of 1993 Awardees

Undergraduate Institutions

Beijing University (People's Kyoto University (Japan) Texas A&M University University of Peru Republic of China) La Salle University University of California Cayetano Heredia (Peru) Brown University, 2 Macalester College, 2 Berkeley University of Pittsburgh Main Campus California Institute of Michigan State University University of California Technology, 2 North Dakota State University Los Angeles, 2 University of Queensland (Australia) Calvin College Main Campus University of California Carnegie Mellon University Northern Arizona University Santa Cruz, 2 University of Tennessee, Knoxville College of William and Maly Princeton University, 2 University of Chicago University of Illinois at University of Tekas at Austin Cornell University Purdue University Urbana-Champaign, 2 University of Utah Duke University, 2 Reed College, 3 University of Michigan University of Virginia Evergreen State College Rice University, 3 Ann Arbor Harvard University, 7 Washington University Rutgers the State University of University of Montana Indiana University at New Jersey New Brunswick Wellesley College University of New Mexico Main Bloomington Campus, 2 Wesleyan University Campus Johns Hopkins University Spelman College Yale University, 3 University of Pennsylvania Kenyon College Stanford University, 2

High Schools Arizona Massachusetts New York Washington Flagstaff, Flagstaff Concord-Carlisle, Concord Alternative Community, Ithaca Olympia, Olympia Arkansas Newton North, Newtonville Anglo-American International, Wisconsin Hall, Little Rock Windsor School, Boston Madison West, Madison California Michigan Hillcrest, New York City Sparta, Sparta Colton, Colton Green Hills, Ann Arbor Ithaca, Ithaca University School of Crystal Springs Uplands, Has lett, Has lett Lakeland, Shrub Oak Milwaukee, Milwaukee Hillsborough Michigan Christian, Muskegon Ohio Wausau East, Wausau Jefferson, Dale City Missouri Dublin, Dublin Outside the United States Polytechnic, Pasadena David H. Hickman, Columbia St. Ignatius, Cleveland Australia, Keebra Park State, Skyline, Oakland Mehiville, St. Louis Worthington, Worthington Southport Terra Linda, San Rafael Park Hill, Kansas City Pennsylvania Ecuador, C. Aleman Humboldt, Guayaquil Florida Parkway South, Manchester Cumberland Valley, Pine View School for the Mechanicsburg India, DAV Higher Secondary, Nevada Madras Gifted, Sarasota McQueen, Reno Dover Area, Dover India, Springdales, Delhi Georgia New Jersey Lansdale Catholic, Lansdale Henry Grady, Atlanta Philadelphia High School for Jamaica, Wolmer's Boys Bridgewater-Raritan, School, Kingston Bridgewater Girls, Philadelphia Glenbard East, Lombard Pottsgrove, Pottstown Japan, Hiroshima University Columbia, Maplewood Senior High, Hiroshima Illinois Mathematics and Tennessee Freehold Township, Freehold People's Republic of China, Science Academy, Aurora Clinton, Clinton Newark, Newark Accessory Middle School of Rich Central, Olympia Fields North Htnterdon, Annandale Oak Ridge, Oak Ridge Northeast, Changchun Indiana Wayne Hills, Wayne Texas Peru, Cole.gio Alfonso Ugarte, Valparaiso, Valparaiso West Windsor-Plainsboro, Bryan, Bryan Lima Louisiana Princeton Junction Plano, Plano Philippines, International Bertjamin Franklin, New New Mexico Utah School, Manila Orleans Los Alamos, Los Alamos Skyline, Salt Lake City U.S. Virgin Islands, Ivanna Maryland Virginia Eudora Kean, St. Thomas T.J. Wootto.i, Rockville Fairfax, Fairfax

6 3 Grants for Science Education, 1994 diversity among students working and 87 abstracts published during full-time toward a doctorate in the the past year, based on fellowship biological sciences. If current pro- research, and of 48 oral and 103 gram trends continue in future com- poster presentations at internation- petitions, 10 to 15 percent of the fel- al, national, and regional scientific lows will be from minority groups meetings. By June 1993, 43 fellows underrepresented in the sciences had informed the Institute that they and 40 to 45 percent of the fellows had completed their graduate stud- will be women. ies and defended their thesis. The predoctoral fellows selected About 50 predoctoral fellows in the 1938-1992 competitions con- near the end of their fellowship tinue to demonstrate exceptional term were convened at a June 1993 ability as biomedical researchers. scientific meeting of predoctoral They have notified the Institute of and physician postdoctoral fellows 88 peer-reviewed journal articles (Figure 7). In the presentations on

Figure 7

1993 Meeting of Predoctoral and Physician Postdoctoral Fellows

Program Synopsis I lmard 1111011 194911, of (;rant and Silo, l'rognon. I 1.dril 1111gIte, WI lic.III nst ii we Offk, or Grants .94 Nix.rial Progrant,

1,113 %lee( mg if l'redwural and i'll,.1, lan Poltdoi inr.LI FM.... l'rnitr i.rai Fulim.iiii. in Iti,60..:i ..1,,.Sr,, 1'1,411000ml liearrh Fello,ship for l'INivians

klopd4,..1 ol, 11.199,1

19111.4 Spralm

1993 Meeting of Tur.d.,. J... 1 +.199:1 Predoctoral and Fell., Pmrntello.. -....etoluled Tall,. Physician Postdoctoral Fell,.: Prryntaluin-.9...r Sn...lon 0,e

Fellows 1'11.1,1,-..,1911:...... 1n999101 I.A.

I..,%..1.. .11fx...1.91,t1..r. Freductitral Ntiences I'u >Idnt Loral Itt.smrell Followshipskw 1,11.9: Prese.talion.- Paler Se.loo T19)

Medi9 ..114. Jane In. 1991

9.11o., YrevayatIno,999,9199 T149

Itiatmo. V...1191,,,, l'roer.Inl mot NINtr.01. 11,.lo ril...In ..0 11, t.1.112,9 Iwo. I I

Graduate Science Education

BEST COPY AVAILABLE their research, the fellows gave fur- Figure 8 ther evidence of their skill and pro- Predoctoral Fellowships in Biological ductivity and showed enthusiasm Sciences, All Current Fellowship for their chosen careers as scien- Institutions tists. (See the Institute publication 1993 Meeting of Predoctoral and Albert Einstein College of University of Chicago Physician Postdoctoral Fellows, Pro- Medicine University of Colorado at gram and Abstracts.) Baylor College of Medicine Boulder Boston University University of Colorado Health The Institute will continue to Brandeis University Sciences Center award about 66 new predoctoral fel- Brown University University of Connecticut lowships annually. At present 310 California Institute of University of Florida predoctoral fellows are receiving Technolo &y University of Houston support at 55 academic institutions, Carnegie Mellon University University of Illinois at at an annual cost of over $8 million Case Western Reserve Urbana-Champaign University University of Michigan (Figure 8). Columbia University Ann Arbor Cornell University University of Minnesota Twin Cities Duke University University of New Mexico Main Emory University Campus Harvard University University of North Carolina at Johns Hopkins University Chapel Hill Massachusetts Institute of University of Oregon Technology (United McGill University (Canada) Kingdom) University of Pennsylvania Princeton University University of Pittsburgh Main Rockefeller University Campus Rush University University of Texas Medical Branch at Galveston Rutgers the State University of New Jersey New Brunswick University of Texas Southwest- Campus ern Medical Center at Dallas Scripps Research Institute University of Utah Stanford University University of Virginia State University of New York at. University of Washington Buffalo University of Wisconsin Tufts University School of Madison Medicine Washington University Tu lane University Yale University University of Arizona University of CPlifornia Berkeley university of California Los Angeles University of California San Diego University of California San Francisco (United Kingdom)

8 3 5 Grants for Science Education, 1994 Predoctoral Fellowships in Biological Sciences, 1993 Fellows

Nit nte Fellowship institution Depari mein Biochemistrycull NI rilelliril; ii1.11.1* SUZ11111i.Admiraal Stanford University .itiochemistry Eldon Baird California Institute of Technology Chemist r)

Alexis Boni . inard University Chemistry Annette 1)c. . ive Nil) of Illinois at Urhana-Champi Itirn-hentistry

James Joni , -Hips Research Institute ' e of Graduate Studies Shuo I,iu ... tiversity of California- lais An ides , try and IS bird:enlist ry Michael Po ritersity of Houston .... Chemistry Chad Bien , Il. University Cheinistr)

Laura Ruse . has Hopkins ritiversit . , '.. Molar and Slider. ilar Mohr*. Peter Savage tairrord University Conillined Admissions Mode Biostatistics, Epidemiology, and Mathematical Biology Carl Bergst ... 'anford University ....Biolrigiral Sciences Stephen IA niversily of Cal ifornia-lierkek Integrative Midi)* Eli Meir niversily of W;LMillg1011 /(1,110(y Amy Style tit ersity of North Carolina al ' E liderniologt Joseph Wiemels .... l'itiversity of California-Berkeley Biomedical and Environmenial health Sciences

Cell Biology and 11'1.11111010g; Sheryl! Barker__ niveNity of New NI exico Main Campu . Biomedical Sciences Scott Bowling . rike I Miversity ....Cell and Molecular Itiolorty

Daniel Buchholz.. tiversity of California-Berkeley .... , _NI olecula r and Coll Itioloq Javier Chit .ylor College of Sledicine 'licrobiologe and Inimunologv

Diana liar , irvard University Biological Sciences Amy Kist le niversity of Californiit-Szin Francisco. Miochemist ty. and Biophysics Sarah Mut niversity of California-San Francisco liochemist ry and Biophysics

Genetics, Microbiology, Molecular Biology, and Virology Joanne Adantkewi Iiversity of California-lierkel. Molecular and Cell Itiolotz Sham Albright niveNity of California- Berke!. ....Moleeular and Cell Nolo*.

Ad riana Briscoe .amird University .. ,,mic and Evolutionary Biologt Hey nalrlo Caralirsi niversity of Wisconsin-Shills, Guido*

llil Carmi . niveNily of California-Berkeley ...... , Molecular and Cell I litchi Con. uke University ....Cell and Molevular Biology Ewa Davis, 'itssite Nisei i s I nsI il tit e of Thelma:0Kr Biology lvent Gan : niter:dry of California-Berkeley Molecular and Cell Biology

Kenn. (huh . . v.assachuselts Institute of Technology

Mardian . , .. niversily of California-Berkeley Molecular and Ctsli Biology Seiko Ishii. nivecsity of California-San Francisco , .Itiochentisiry and Biophysics Laura Kozlevcar ... niversity of California- San 11. . _Biomedical Sciences Cosette LeCiel...... niversity of Washington Genetics Brian Lewis .' dins Hopkins ihtitersily ...... 11unian Genetics Whir ney Neufeld . niveNity of Wri.shingion Genetics Sophie Petersen... niversily of California-lierkel Molecular and Cell Muhl*. Kimberly Phillips. ornell Universit> __Genetics ;roil I levelopment Frames Pu niveNity rif Callfornia-Berkel . Sloleculac and Cell Biology

Anne ()treenail 'rim-viol) hiiversity .... . Molecular Biology. Brent Flupitow tanfonl Univemily...... __Cancer Biology 'frina Sarah i ...... -'ashinglort University,. I lkoniedical Sciences

Mark Siegal arvard University . . ,m e and Evolut ionary Nolo*.

Michael Sohriskey . milord University . . _Combined Admissions Mode Thomas Wang...-. niversily of California. Itiochennst ry and Biophysics Kevin White tanford Iltiversity ...... Detelopmental Biology Andrew Zahalskv . i rows University Biology and Medicine Neuroscience. lliophuie... 1/..%elopmeinal ii:o.ogy, Pharmacolo4. andI'I.t

Michael Biamhel larvard University , ...Neurohirdortv

Heat her Corbett._ . niversily of California-lierkel. .' . .d Cell Moho- Saurnya Das :arvard University .. ...Neu robioli att. Reid Feldman alifornia Institute of Technolr .. Moll)* lialasubramanian niversily of California-Berkel . Molecular ;mil Cell Biology Lisa Grxid rich ttudirrd University Neu rosciences Mel ma [tale . oiceNity of Chicago .anisnial Biology and Anatomy Jonathan Holler.. : nivrNity of California-Berkel Biophysics

Alan Jasanoff ...... : arvard University . iliophysivs

Christopher Kouss. ,'tali' University of New York at :...:t . ....Biochemical Pharmarology Daniel Lyons ...... tanford I 'n iversity ...Combined Admissions Mode Valerie Pierre .niversity of Chicago ... , . anisnial Biology and Anatomy Jennelle Richard, niversily of SI innesot .L. Pharmacology. Ki nilxrly Scearce olumbia University Nearoldoloo and Behavior Paul Schaeffer niversity of Arizona._ dogv and Evolutionary Biology Marion Sewer nay 1.11iVerSity and Pharmacological Sciemes NI ichael Silver nivel-shy of California . Neuroscience Joshua TI'llellball' MaNNtellUmIIN Institute or Technul.,*- .Brain and Cognit ive Sciences Monica Torres 'niversity if Washington armacology and Neurotriolro Slat thew Tnsch .. ' lassaehused Is I t:dilute of Technology lirain and Cognitive Scionees Nathaniel I 'than . niversily of Pittsburgh Slain Campus Behavioral Neuroscience [livid Wheeler Stanford I Yiiversi ly Neurosciences 'Awardthfrrred

Graduate Science Education

BEST COPY AVAILABLE Figure 9

M.D. Plans at Graduation, 1983-1992

Intention to Seek a Research Fellowship

Percentage of graduating physicians

30%

25

20

15

10

5

0

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

Research Interests

Percentage of planned fellowships

50%

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

Basic research Combination Clinical research

Vote: The questionnaire allourd loran "undecided" msponse for the,first lime in 1984, which may arcountfor the abrupt drop between /Wand 1984 of inlendalreseantrelkneships( lop graph).

Source: AAMC Graduation Quest ionnaire,annuaL

10 Grants for Science Education, 1994 Figure 10 Research Training Fellowships for Medical Research Training Fellowships for Medical Students Students, Program and Award Highlights The Institute's Research Training Initial Award Terms 1993 Initial Awards Fellowships for Medical Students tip to60 awards annually Total number: 57 have as their primary objective an One year of support 21 women and 36 men increase in the proportion of physi- 3 minorities underrepre- $23,200 fellowship for 1993 sented in the sciences cians who are significantly involved $14,000 stipend Medical school level in research. The fellowships pro- $4,500 research allowance completed vide support for an intensive year of $4,700institutional Year 1: 2 fellows allowance laboratory investigation for medical Year 2: 32 fellows Continued awards possible Year 3:21 fellows students who have begun to consid- for a second year of research Year 4: 2 fellows er research as part of their career. Continued awards possible IEFellowship institutions: 27 for up to two years while The pool of potential physician- Distribution by field completing medical school scientists is drawn from current 2 biochemistry and struc- tural biology medical school students with a keen Continued Awards Terms interest in research. The Associa- 21 cell biologyand Second Year of Research immunology tion of American Medical Colleges ($23,200 for one year) 17 genetics and molecular annually surveys all students receiv- $14,000 stipend biology ing an M.D. degree in a given year. $4,500 research allowance 17 neuroscience and $4,700 institutional physiology According to the latest AAMC grad- allowance uation questionnaires, about half Return to Medical Studies Continued Awards the M.D. recipients had participated ($26,700 annually for up t o Return to Medical in research projects in medical two years) Studies or Second $14,000 annual stipend Year of Research school and a third were coauthors $12,700 educational of a published paper. Further, allowance Total number: 42* 20 women and 22 men one-fifth of the graduating medical Eligibility for Initial 8 minorities underrepre- students intend to seek a research sented in the sciences Awards fellowship. Among those, the per- Medical school level centage planning to focus on basic Currently enrolled in a U.S. completed medical school Year 2: 5 fellows science, either alone or combined Fundamental research Year 3: 11 fellows with clinical research, remains fairly (basic biological processes Year 4: 26 fellows steady (Figure 9). and disease mechanisms) The AAMC also reports that Full-time research ' Fellowship year at any academic about 14 percent of M.D. graduates or non-profit research institu- foresee a significant involvement in tion in the United States, except research. However, only slightly NIFI in Bethesda, Maryland more than 1 percent want a full-time Not enrolled in an M.D./Ph.D. or Ph.D. program academic career with a focus on `These figures include 13 medical student,(ellows and 12 HIL111-1W11 basic science. These trends high- Research Scholars selected in 1993 for continued an for return to light the continuing importance of medical studies, and 1 medical student fellow selected for a second year of research. In addition, the figures include 164 the continuing fellows providing training opportunities in selected in 1992 who are in the second year of such support.

Graduate Science Education 11 Figure 11

Research Training Fellowships for Medical Students, Educational Origins of 1993 Initial Awardees

Undergraduate Institutions

Bryn Mawr College Knox College Siena College University of Oregon City University of New York Louisiana State University and Stanford University, 4 University of Southern California Brooklyn College A&M College Swarthmore College University of Texas at Austin College of William and Mary Luther College University of CaliforniaIrvine University of Utah Cornell University, 5 Northwestern University, 2 University of California University of Washington Duke University, 5 Oberlin College Los Angeles Wake Forest University Eastern Mennonite College and Pomona College University of Illinois at Chicago Wayne State University Seminary Princeton University University of Michigan Wellesley College Georgetown University Ann Arbor Purdue University Main Campus Williams College Harvard University, 2 University of MissouriColumbia Rutgers the State University of Yale University, 3 Haverford College New Jersey New Brunswick University of North Carolina at Johns Hopkins University, 2 Campus Chapel Hill, 4

High Schools

California Massachusetts New York Pennsylvania Alhambra, Alhambra Lenox Memorial, Lenox Dalton School, New York City, 2 Churchill, Pittsburgh Leland, San Jose Rivers School, Weston Ramapo, Spring Valley Lancaster Mennonite, Lancaster Los Alamitos, Los Alamitos Weston, Weston Regis, New York City Texas San Gabriel, San Gabriel Michigan Schalmont, Rotterdam Georgetown, Georgetown Santa Monica, Santa Monica Delasalle Collegiate, Warren Williamsville East, Williamsville Kinkaid School, Houston Connecticut Grosse Pointe South, North Carolina Klein, Spring Grosse Pointe Wilton, Wilton A.she Central, Jefferson Utah Lahser, Bloomfield Hills Florida Asheville School, Asheville Olympus, Salt Lake City Minnesota Trinity Preparatory, Winter Park North Carolina School of Science, Virginia John Marshall, Rochester Durham Illinois Fairfax, Fairfax Paisley, Winston-Salem J.B. Conant, Hoffman Estates Missouri Washington Horton Watkins, St. Louis Southeast Guilford, Greensboro Lawrenceville., Lawrenceville St. George's, Spokane Niles North, Skokie Lindberg, St. Louis Ohio Washington, D.C. Rock Bridge, Columbia Beachwood, Beachwood Indiana Woodrow Wilson, Columbus School for Girls, Lake Central, St. John New Hampshire Washington, D.C. Columbus St. Joseph's, South Bend Phillips Exeter Academy, Exeter Rocky River, Rocky River West Virginia New Jersey Mount View, Welch Louisiana Solon, Solon North Brunswick, Baton Rouge Magnet, Outside the United States North Brunswick Oregon Baton Rouge Canada, La Canada, La Canada East Brunswick, East Brunswick Churchill, Eugene Maryland Ghana, Mawrili Secondary Old Mill, Millersville Hunterdon Central, Flemington School, Ho Walt Whitman, Bethesda

12 Grants for Science Education, 1994 fundamental research and nurtur- Figure 12 ing student interest. For the last seven years, the Research Training Fellowships for Medical Research Scholars Program, spon- Students, All Current Fellowship sored jointly by HHMI and NIH, Institutions has brought selected medical stu- dents to the NIH intramural labora- Albert Einstein College of University of Illinois at tories for a year of fundamental Medicine Chicago research experience. To increase Brown University University of Maryland at Case Western Reserve Baltimore the number of students who may University University of Massachusetts benefit from a similar experience, Columbia University at Worcester the Research Training Fellowships Cornell University Medical University of Medicine and Center Dentistry of New Jersey for Medical Students were initiated. Robert Wood Johnson Duke University Fellows may affiliate with a labora- Medical School Harvard University University of Michigan tory at any academic or nonprofit Johns Hopkins University Ann Arbor research institution in the United Mayo Medical School University of Minnesota States (except NIH in Bethesda, Mount Sinai School of Twin Cities Maryland), thus complementing the Medicine University of North Carolina Northwestern University at Chapel Hill HHMI -NIH program. Ohio State University Main University of Pennsylvania Campus University of Pittsburgh Main Initial Year of Research Oregon Health Sciences Campus University University of Southern Research Training Fellowships for Pennsylvania State University California Medical Students are awarded to Rockefeller University University of t ltah applicants who show the greatest Rush University University of Washington Washington University promise of achievement in biomed- Stanford University State University of New York at Yale University ical research and who have demon- Buffalo strated superior scholarship in their Tufts University undergraduate and medical school University of California work (Figure 10). Applicants must San Francisco be enrolled in a medical school in the United States. A panel of bio-and are graduates of 38 colleges medical scientists convened by the and universities (Figure 11). Eleven Institute evaluates each application, of the fellows will be in a laboratory placing special emphasis on the let- not affiliated with their medical ters of reference, the research plan, school. The fellowship institutions, and the mentor's plans for training including those for continued fel- the student. lows, number 34 (Figure 12). The 1993 competition resulted in By the end of June of the fellow- awards to 57 new fellows, including ship year, 27 papers by 20 of the fel- 36 men and 21 women, for one year lows selected in the 1992 competi- of full-time laboratory research (Fig- tion had been accepted for publica- ure 10). These fellows are enrolled tion in peer-reviewed journals, and in medical school at 27 institutions 16 abstracts had been published.

Graduate Science Education 13 Forty-two of the fellows participated Continued Support in 74 regional, national, and interna- tional scientific meetings. The med- Fellows may apply for support for a ical student fellows were also con-second year of research. They may also compete for continued fellow- vened in Bethesda at the May 1993 ship support for up to two years Scientific Meeting of Fellows (Fig- while they complete their study ure 13), where they provided fur- toward the M.D. degree. Medical ther evidence of a productive year students at NTH under the auspices and enthusiasm for continued of the HHMI-NIH Research Schol- involvement in fundamental sci-ars Program are also eligible to ence. (See the Institute publication apply for continued support toward 1993 Scientific Meeting of Fellows, the completion of medical studies Research Training Fellowships for (Figure 14). Medical Students, Program and Candidates for continued fellow- Abstracts). ship support in 1993 were evaluated

Figure 13

1993 Meeting of Medical Student Fellows

Program Synopsis lionard NIlo al Intinun.

affil I. of Grant and S., l'nitrani% 11.kant Hughes 1Irdn-.11Instito10 (Mee of Grants and Special Proentio,

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Glol r 1 1993 (.1101F 11 Scientific Fuel 0 TrilnIng for Careen. PlinIdu 11,..arthen Meeting of i ...., 1L ahrl: , . 'A 1 Prof 44 s r:11,,,,,,, 3141. n..-Ira r1r30, l.11.,

vv.!. Pn.:,....,.,:l.nt.lx, Ilan ard 11.31,31 4 h..' Fellows 1,,3 11.31n 3. 11 1 I11111111,..un 1,4,1,..13114 wan 11 1,11.

Iteqe Arch for 1Miled 4ealtr 11F 1.1,11,1 4 I, -r, ir.,,,, 1,1.,.... L "Ix I am 4". Medical Student::

Ilerals, Ma, 13. 111113

0,11..3' FremnIalloal iol. 1,

6101r II Frolgram and 3hlratl,

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14 Grants for Science Education, 1994 Figure 14

Research Opportunities for Medical Students The Howard Hughes Medical Institute has two programs that provide opportunities for medical students in the United States to spend a year doing intensi.e research. For each program, the students are selected on the basis of a national competition. Stu- dents may apply to only one of these programs in a given year. A comparison of the two programs follows.

HHMI-NIH Research HHM1 Research Training Scholars Program (Cloister Fellowships for Medical Program) Students Program

Time Appointment is for nine months to one The fellowship term is one year, with an year, with an opportunity for some schol- opportunity for a small number of fellows ars to extend for an additional year of to extend for an additional year of research. research.

Place Research is conducted at NIH in Bethes- Research is conducted at an academic or da, Maryland. The Cloister, a residentirl nonprofit research institution in the Unit- facility for scholars, is available on the ed States chosen by the fellow. Research NIH campus. Travel to and from Bethes- may not be at NIH in Bethesda, Mary- da is provided. land.

Salary/Stipend The annual salary for scholars is $16,800. The annual stipend for fellows is $14,000. Research scholars are employees of Fellows are not HHM1 employees and HHMI, with fringe benefits. receive no fringe benefits. However, a portion of the $4,700 allowance to the fel- lowship institution may be used for health insurance for the fellow.

Research Topic The research project is selected upon The research project must be described arrival at NIH, after a round of laboratory in the fellowship application. visits.

Research Costs There is no special research allowance. A 84,500 research allowance on behalf of Costs are covered by the scholar's the fellow is provided to the fellowship laboratory. institution, in addition to the $4.700 insti- tutional allowance.

Citizenship Scholars must be citizens or permanent There are no citizenship requirements. residents of the United States, However, applicants must be attending medical school in the United States.

Medical School Support Students from each program may compete for a small number of awards for up to two additional years of fellowship support while completing medical school. The support will be a $14,000 annual stipend and a $12.700 annual allowance toward tuition and other education-related expenses.

For Information and HHMI-NIH Research Scholars Program Research Training Fellowships for Howard Hughes Medical Institute Medical Students/GSE94 Applications: 1 Cloister Court, Department G Howard Hughes Medical Institute Bethesda. MD 20814-1460 Office of Grants and Special Programs (301) 951-6770 or 4000 Jones Bridge Road (800) 424-9924 Chevy Chase, MI) 20815-6789 (301) 215-8889

Graduate Science Education 15 BEST COPY AVAILABLE Research Training Fellowships for Medical Students, 1993 Fellows

Initial AwardsFirst Year of Research Fellow Research Mentor Fellowship Institution Department Biochemistry and Structural Biology Brian E. Itaikli 'tennis R. Koop, Ph.)) Oregon Health Sciences University Phartniteology Siteirected mu)agenesis of cyt ochro me P--Iral 2C2 Vickie Fowler Ingledue Saul ht. Schanberg. Ml)., Ph.D. Duke University Pharmacology Cellular mechanisms mediating the inhibition of urn it hire decarboxylase expression during in:sternal tactile deprivation in the neonate

Cell Biology and Immunology Dieter Bruno leffreL. Platt, M.D. Duke Pniversity Cardiac and Thwack. Surgery Xenoreactive natural antibodies: a li-cell Ilperloire analysis 'hinge. IL 'trust Warner Greene, M.D.. Ph.D. 1.'11 iversity of Califernia-tian Francisco Virology and linnumolugy Identification of cellular factors that interact with 1111' (Columbia University Col ge of Physicians and Surgeons)' Charlene Chiang JosephA. Hill, MS., and Deborah J. Anderson.Ph.)) larvard University Obstetrics Expression of TNF.(t. CSF- , and 11,-11) in endometriosis and adenomyesis Robert I,. Ferris Robert Siliiano, Ph.1) I ohm: Hopkins l'nieersity Medicine human CDS' eytolytic I eell response in a novel avian pox virus-cue gene AIDS vaccine Sarah hf. Fortune Seth Lederman. M.D. Columhia Pnivemity Medicine Molecular dissect ion of Ill lymphocyte interactions Bruce Frederick Israel Jeffrey A. Frelinger. Ph.)) University of North Carolina in Chapel 'lilt Microbiology and I nuntinolegv The role of C1)1. ( "fl. in 13,2 mieroglobulin-deficient mice Lloyd H. Ketchum Rm. L. Silverstein, h1.1) Cornell University Medical Center Hematology and Oncology Si rum ure.fu net ion analysis of a vascular cell adhesion receptor Mustafa lens Khokha Philip M. lanitaccone, M.D., D.Phil. Non hwestern Unhis'sity Pathology Iterating cell division programs and fractal numnie pattern in organ development Stella K. Kim Thaddeus Iblja, M.1) Atrvard University Ophthalmology Development of a novel ELISA to quantitatively measure RR protein: evaluation of its usefulness as a tool in the diagnosis of heredilary nohlast oma Richard Vu.Tsang lain \ Scott Adzick. I ,niversity of California-San Fmncismi 'urger). Fetal wound healing ('heard Medical School)* Michael .1. Louie I lord Mayer, M.1) Mount Sinai School of Medicine...... Medicine Monocyt it function during chronic infection ultra Maid loseph 1'. Vacant i, M.D., and Douglas W. Wilmore, HotTord Cnisersity Surgery engineering and neocaage:rt R an analysis

Andrea C. Monroe Joanne Kurtaberg, Duke University aSt Pathogenesis of interleukin.2 modulation of expression of human stem roll leukemia in SCI') mice Nicklas B.E. Oldenburg lobe A. C dlowski. Phi) University of North Carolina m Chapel hill Physiology and Biochemistry Tissue:Mechanisms of resistance to glucoeorneoirdregulated apoptosis Amy D. Opperman David L. Epstein, M.D. Duke University 'lowhaetynic acid changes the shape of endothelial cells and increases the out flow facility in the glaucomatous eye Marc Sabatini, Hugh Auchincloss, iv,, M.1) Ilarvard University Mechanisms of rejection of skin grafts from mice lacking MIK' antigens At hanasia S!aengelas Ronald Levy, M.1) Stanford University Medicine Colhruediated immunity in idiotype v ac einal inn Annemarie Thompson Salvatore V. Pizzo. M.D., Duke University Pathology Rheumatoid arthritis and librinnlysis Cole Taggart Thomson Stanley G. Nathenson. M.D.. and James C. Sacchett ini, Einst yin College of Medicine _Immunology and Biochemistry St natural studies of class I NIIICs and T cell receptors Jennifer Tseng Robert N. Taylor, M.D., Ph.1) l'niversity of California-San Francisco Ohmet ries and Gynecology Estrogen regulation of a novel cytokine in endotnet riesis Ilan -Using Irene Wu Andrew Ai cold, NU) Ilanard l'niveNity Pndwrine Unit and OneoloV Chrnmosome breakpoint analysis to identify a parathyroid oncogene (Vale University School of Medicine)*

Genetics and Molecular Biology Steven B. Soy' Mark Leppert, and Kenneth Ward. University of Utah Genetics and Obstetrics Familial total anomalous pulmonary venous return: linkage analysis and gone mapping

David .1. I1 arnick Andrew Marks, hi.)) Mount Sinai Schad of Medicine Molecular Biology hfo/ecular charm:ten:sit ion of a human T cell calcium channel Carolyn Yung llo Gary (iilliland,11).1)., Ph.D. I larvanl University Medicine Genetic linkage analysis of a familial platelet disorder with propensity tdevelop acute tnyelogenons leukemia Eric Christian Johannsen Kieff, Mara, Phi) Harvard University Miernhiolo* Structural and functional analysis of a key transforming gene of Epstein-Barr yin's Angela !Margaret Keen Albert .1. Banes, Ph.1) University of Niirth Carolina at Chapel I I 'Ingery The effort of eyelic load on expression of matrix protein in osteoldasts Erin Elizabeth Kershaw Rudolph I. :Alta.', 31.0. Rockefellernisemity Ilunian Behavior hfotectilar genetic basis for type II diabetes susceptibility in obese rodents (Cornell University Medieal College)' 'then I'. Ketterling Steve S. Sommer, M.D., Ph,l) Mayo Medical School Biochemistry The dopamine 1)3 receptor (11:111K) as a candidate gene for schizophrenia Kmin Korenblat Alison M. Goole, I). Mashington I:niversity 'sychiatry Positional cloning of candidate genes on chnimosome linked to Alzheimer's disease Kin-Man Lai W. French Anderson. h1.1) 'nit-entity of Southern California Biochemist my Site-specific mutat i011 of the envelnpe protein pill (University of California Irvine. College of !Medicine)' Robert Skyler Nfecurlev Brent Wester!, M.ft. University of North Carolina at Chapel Hill Pecliatrics fteterm i not ion of the physical maps of tx.( I ,3)-ftwosyll mnsferase loci Kristen htelityk Joseph S. Handler, K.)) Johns Ilopkins University Medicine Rills' of InICNA stability in tnyo-inositol and hetaine transport er expression

43 Grants for Science Education, 1994 BEST COPY AVAILABLE Fellow Reward' Mentor Fellowship Institution Den:trim:in

Chi V. Nguyen Thomas S. Kintner. MI) I larvard University Medicine The role tif1'I.A.2 integrin in cell-mediated collagen gel contraction Kevin E. Potts Sunuel E. George, M.D. Duke University Medicine and Pharmacolra Intracellular calcium signal transduction and vascular sninoth muscle ntigraiion Jeffrey R. Racal Timms E. Carey, Ph.1) University of \ lichigan -Ann Arbor Or olaryngoloot Los,: of heterozygosit) for DCC in snuamous cancer Franco Maria Recchia kick I) Keene, Ph.D., and Barton F. Haynes. ILE) I hike University \ 'lei-01)101oz and Medicine Molecular action of T cell-specific RNA-binding proteins intrinsic to early T cell development Anne:M R. Robinson M. Sue 011orisio, M.D.. Phi) Ohio State University Main Campus Pediatrics Neurohlastoma: a defect in neural crest different tat ion Sombok GraceWoo I lamilion 0. Smith, M.D lobos Hopkins University Molecular Bioloo. DNA regulatory sites fur competence induct ion in Haemophilia ialluenzae fraivmil of MarTiand School of Medicine)`

Neuroscience and Physiology Rose fiaghdady Colin 0. Nichols. PILD Washington University Cell Biology and Physiology Regulation of the ATP sensitive K' channel in hypertrophied inyocardiumimplicat ions for itrrhythmogenesis !Maid Gash Barbee Eric Shooter, Ph.D., and Philip Barker. PILD Stanford rnhersity Neurobiology Palmitoylation of p75 N0F receptor, biochemical characterization and functional consequences (Duke University School of Medicine) Phillip C. Berryltill llarvey S. Levin. Ph.D University of Maryland at Baltimore Neurosurgery Prefrontal effects of closed head injury in children: an NlIti analysis (University of Texas Medical School at Galvestral)' Amos 0. Dare Maul-ten During, \I.1) I'lle University Neurosurgery and Medicine Adenosine and nitric aside its potential mediators of the changes in blood Row associated with seiztin,s in the rat NI ichelle Lynn Garnett William Semple, Ph.D.. and Peter (foyer. M.I) Case Western Reserve University Psychiatry Structural and functional brain imaging, in schizophrenia Tonal. Guns() Susan rdin, MU) Slate University of Nov York at Buffalo Physiology tan pineal ahlarion extend the critical period for plastid') in.Vompli WO UV! Steven C. Lane Bousttun, MA) Duke University Pediatrics The role of subunit O of ATI' synthase in Batten's disease Junhee Lee Bruce R. Ransom. M.D., Ph.)) Vale University Neurolo*. and Psychiair) Ext racellular pH and epilept 'form iret nity in rat hippoeampal slices Lucille Lee Cheryl Dreyfus, Phi) Cniersity of Medicine and Item istr) of Nets lerse - Neuroscience The effect of neurotrophic factors on tiligodendrocyte (UM.Fannin!' and function Robert Wood Johnson Nledical School .Ieffn;yLeonard \I. Span Grady. and ),esnick E. M.D.. ('h.D. I'M ersity. ofwilsuiagien Neurological Surgery and Surgery The effects afluid-percussion on axonal transport in the septal hippocampal pat linay Grit-full E. Liang Thomas A. Woolsey\1.D. Washington University Neurosurgery Stimulus evoked changes in local cerebral blood flow T. Christian II. Mix Fredric S. Fay, Ph.D. riversii) ofmassaehusei is alWorcester Physiology and Pharmacology Cellular and molecular mechanisms of feedback control of Ca2 removal in smooth muscle .Jason M. Schwalh Larry I. Ilenowitx. PhD Ilarvard University Neurosurgery Tyrosine kinase :Lssay as a InVanti of purifying a neurotrophie factor front the goldfish optic nerve (Vale 1'i:het:sit). Schoolof %skim.). David Keith Selig Robert C. Malenka. NHL ('h.D. l'iliversifyof California-San Francisco Ps)chiati-) and Physiolog) The role of G proteins in the induction of lung term potent.at ion (Johns Hopkins University School of Medicine)" David Griffith Soergel Solomon II. Snyder. M I) Johns llopkin, University Neuntscienet. Characterization of the promoter/enhancer region of neuronal nitric oxide synthasti iCornell University Medical ('ollege)' Brian I. Stauffer Russell L Moore. Ph.D.. and .litscipli V. Choung,1.11, Ph.D. Pennsylvania State University \ ledicint. Cardiac rilyttcyte ('a'' regulation in It)perlension Howard L. Wes) Braille) 1'. Hyman. NIA)., Ph.D Harvard University Mitiroloo Characterization of nitric oxide .synthase-containing neurons: distribution and functional variability across brain regions in the rat A medical srlmolrefIjalionotherthan The plinshin institution is indicated ar parentheses.

Continued AwardsSecond Year of Research Peter Alan Barron leffre) S. Warren, NIT) l'iliversity of Michigan-Ann l.rbor Pat ludo*: Complement component C5 modulates the systemic rumor necrosis factor response in marine endotoxic shock

Continued AwardsReturn to Medical Studies

Susan A. Bardnell flush University Margaret E. \ It:Laughlin Unhersit) of Pennsyhania AnneMarie II. Ilrillantes Mourn Sinai School of Medicine Ryland E \ lelford III Washington I niersity JelTre) Crilchfield University of California-Sim Francisco George B. Payne Duke IMiversity Tejal K. Gandhi I larvard University Melanie Ann 'Kan Ilanard University Yolanda I. (lutes University id' Illinois at Chicago Bernadette l'. Smith 01110 Same l'nheu,it) Main Calmar, Jeffrey A. Gin I larvard University Stacy I.. Snnith Harvard I Inver:illy Andrew C. I lecht I Loy and ritiversit) Stephanie IL Teal Uniwisity of California-San Francisco Fred ilsich lironn University AnlY Beth Warren University of Michigan-. \ nn Arbor Malcolm John I larcard University Jennifer Reikes Willert lMhersity of California-San Francisco It:tale! Kraft Stamford University Lester Keoki William, University of Nlihigan .Ann Arbor Victoria A. Mancuso Unnersity of California-San Pranlasell Joh,. a.IVissink Stanford Universil) Krenla Mavromatis Mit ersity of Michigan -Ann .1rbor Barham Zylbert Stanford University Barbra Jill McFarland Duke IMiversity

Graduate Science Education L4 17 on the basis of their demonstrated pool of physician-scientists. Pursuit ability during the research year, of both these int, rests is described their promise for future achieve-in the Program Assessment section ment in biomedical research, and of this report. their career intentions, including any plans for additional research training after completion of medical Postdoctoral Research school. One fellow was awardedFellowships for Physicians support for a second year ofThe pace of fundamental discover- research, and 25 fellows andies emerging from biomedical research scholars were selected for research has been remarkable in up to two years of fellowship sup-recent years, yielding significant port while completing medical new understanding of basic biologi- school. These new awards bring to cal processes and disease mecha- 41 the number of continued fellowsnisms. To reap the full benefit of currently supported in their studies this knowledge, now and in the toward medical degrees. future, it is vital that physicians remain involved in fundamental Assessment research (Figure 15). As part of the coordinated series of The HHMI program of Postdoc- grants program assessment activi-toral Research Fellowships for ties, the Institute is continuing the Physicians is designed to help long-term tracking of the education increase the supply of well-trained and careers of the medical student physician-scientists. The awards, fellows and research scholars. Of first made in 1990, are intended for special interest will he the students' physician-scientists who are seek- continued involvement in researching additional research training and pursuit of further training,with a view to becoming indepen- either toward the Ph.D. degree or dent investigators. in postdoctoral positions. By the The research fellowships comple- end of the initial fellowship year, at ment the 2,600 postdoctoral appoint- least two of the 1992 fellows report- ments for M.D.'s made possible ed plans to pursue a Ph.D. degree through NIH programs (Figure 16). in addition to the M.D. degree, as aThe HHMI fellowship program result of the fellowship experience. should help increase the supply of Others intend to pursue postdoctor- well-trained physician-scientists al research training after complet-highly competitive for NIH career ing medical school and postgradu- development awards, research proj- ate clinical train' -g. ect grants, and similar private and The Institute is interested not public sector support. only in the career paths of its fel- A physician who has completed lows, but also in the size, composi- at least two years of postgraduate tion, and activities of the nationalclinical training and less than two

18 Grants for Science Education, 1994 Figure 15

NIH Research Projects, 1983-1992

Competing Applications

Number of applications

1983 1984 1986 1986 1987 1988 1989 1990 1991 1992

Competing Awards

Number of awards

8,000

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

M.D. and M.D./Ph.D. Total

Note: Research Projects include Research Project Awards (ROI ), New Investigator Research Awards, FIRST Awards, Outstanding Investigator Grants, MERIT Awards, Snail Business Innovation Research Grants, Research Program Project Awards (P01 ), Hazardous Substance Basic Research Grants, L' v.-Japan Cooperative Medical Science Program Awards, and Research Projects Cooperation Agreements.

Source: National Institutes &Health, Division of Research Grants Analysis by Carol Bleakleg 1991

Graduate Science Education 19 46 Figure 16

NIH-Supported Advanced Research Training Awards, 1983-1992

Postdoctoral Appointments

Numberof appointments

4,000

1983 1984 1985 1986 1967 1988 1989 1990 1991 1992

Career Development Awards

Number of individual awards

1,200

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

M.D. and M.DJPh.D. Ph.D.

A'ote: About 15 percent of the postdoctoral appoint mindsfor M.D.'s and 40 percent of those for Ph. D.:s air through individual awards. The remaining appointments arc muck through institutional accords.

Source: National Institutes of Health, NIB' Book /993, Bethesda, Maryland. National Institutes of Health.

20 4 Grants for Science Education, 1994 years of postdoctoral training in Figure 17 fundamental research is eligible to apply for the fellowship, which pro- Postdoctoral Research Fellowships for vides support for three years of Physicians, Program and Award Highlights full-time research training in a labo- ratory of the applicant's choice. Sup- Fellowship Terms 1993 Awards port is provided for fundamental 25 awards annually Total number: 31 research directed toward an under- 6 women and 25 men 3 years of support standing of basic biological process- 23 U.S. citizens and es and disease mechanisms, espe- $62,000$77,000 annually 8 foreign citizens cially in the areas of the Institute's $35,000$55,000 stipend 8 M.D.'s and 23 M.D./Ph.D.'s research program. Awards are $15,000 research allowance 1 minority underrepre- made to applicants who have sented in the sciences $12,000 institutional demonstrated superior scholarship allowance Fellowship institutions: 13 and show the greatest promise for achievement in biomedical re- Eligibility search. Those who elect to work in All Current Physician Postdoctoral Fellows* HHMI laboratories are appointed as M.D., M.D./Ph.D., D.O., M.B.B.S., or equivalent HHMI associates. degree Total number: 85 Physician postdoctoral fellow- 22 women and 63 men Full-time fundamental ship applications are evaluated by a 69 U.S. citizens and research (basic biological 16 foreign citizens processes and disease panel of distinguished biomedical 36 M.D.'s and mechanisms) scientists from universities and 49 M.D./Ph.D.'s medical centers throughout the Any academic or nonprofit 4 minorities underrepre- sented in the sciences United States. In 1993 more than research institution 200 applications were considered. No enrollment in a gradu- Fellowship institutions: 39 ate degree program On the basis of the panel's review, Distribution by field the Institute named 25 physician No faculty appointment. 26 cell biology and regulation postdoctoral fellows and 6 HHMI At the start of the fellowship 22 genetics associates to receive their research at least 2 years of post- graduate clinical training 20 immunology training under the guidance of men- 14 neuroscience and no more than 2 years of physiology tors at 13 universities, research postdoctoral research institutes, and hospitals (Figures 17 training 3 structural biology and 18). no more than 10 years The Institute plans to award since first medical degree about 25 three-year fellowships annually, based on an international competition. Awards will be made on the basis of the applicants' ability and promise and the quality of research training to be obtained "Awardees who seteet locators at 11111111aboratories are appointed as through this program. At present, MIMI associates. Of the 31 new awardees, 6 are 1111311 associates and 25 are fellows. No awardres appointed as associates are included in the fol- there are 85 physician 'postdoctoral lowing data. fellows at 39 institutions who arc

Graduate Science Education 21 IS Figure 18

Postdoctoral Research Fellowships for Physicians, Educational Origins of 1993 Awardees

Ohio Medical Schools State University of New York at Graduate Schools (for Potsdam Wyoming, Wyoming M.DJPh.D.'s) Baylor College of Medicine Strasbourg University of Science Oregon Goteborg University (Sweden) Baylor College of Medicine (France) Wilson, Portland Harvard University, 5 East Carolina University University of California Pennsylvania Javeriana University Medical Goteberg University (Sweden) San Diego Mount Lebanon, Mount Lebanon School (Colombia) Harvard University, 4 University of Cambridge South Carolina (United Kingdom) 2 Johns Hopkins University Johns Hopkins University Spring Valley, Columbia University of Melbourne McGill University (Canada) Texas Medical University of South (Australia) Medical University of South Carolina Westchester, Houston University of Michigan Carolina Wisconsin Stanford University Ann Arbor Stanford University Ondossagon, Ashland Strasbourg University of Science University' of Wisconsin Strasbourg University of (France) Madison, 2 Outside the United States Medicine (France) Tufts University Australia, Luther College, Washington University Melbourne Tufts University University of Basel (Switzerland) Yale University, 2 Belgium, Verviers, Verviers University College London University of California (United Kingdom) San Diego, 2 Colombia, Nueva Granada, Bogota University of Bonn (Germany) University of Cambridge High Schools University of California (United Kingdom) 2 France, Kleber College, California Los Angeles Strasbourg University of Melbourne Fairfax, Los Angeles University of C alifornia (Australia) Germany, Nicolet, Glendale Geschwister- School - Gymnasium, San Diego, 2 University of Washington University, Los Angeles Daun University of California Vanderbilt University San Francisco C3nne.cticut Sweden, Brogardsskolan Washington University, 2 Gymnasium, Kristinehamn University of Melbourne Stamford, Stamford (Australia) Yale University Georgia United Kingdom, St. Joseph's College, Bradford University of Michigan Briarcliff, Atlanta Ann Arbor Massachusetts United Kingdom, Orange Hill, Undergraduate London University of North Carolina at Institutions Belmont, Belmont Chapel Hill Brockton, Brockton Albany College of Pharmacy of University of Oxford Phillips Academy, Andover (United Kingdom) Union University Michigan Brandeis University University of Rochester \Vest Bloomfield, University of Washington Brogardsskolan Gymnasium West $loomfield (Sweden) Vanderbilt University Missouri Colegio Nueva Granada Washington University, 2 Wentzville R-4, Wentzville (Colombia) Yale University, 2 New Jersey College of Charleston Ridgewood, Ridgewood Davidson College Summit, Summit Emory University New York Harvard University, 6 Cardozo, New York City Haverford College Cicero, Cicero Lafayette College George W. Hewlett, Hewlett Massachusetts Institute of Locust Valley, Locust Valley Technology, 2 Mechanicville, Mechanicville Princeton University

22 Grants for Science Education, 1994 Figure 19

Postdoctoral Research Fellowships for Physicians, All Current Fellowship Institutions

Albert Einstein College of Rockefeller University Medicine Salk Institute Biological Studies Brigham and Women's Hospital Scripps Resealth Institute Case Western Reserve University Stanford University School of Medicine Children's Hospital, Boston State University of New York at Buffalo Childrens Hospital Los Angeles State University of New York at Stony Dana-Farber Cancer Institute Brook Dartmouth College University of California Duke University Medical Center San Francisco Fred Hutchinson Cancer Research Center University of Chicago Harvard Medical School University of Colorado Health Sciences Center Harvard University University of Houston J. David Gladstone Institutes University of Massachusetts Medical Johns Hopkins UniversiiSchool of Center Medicine University of North Carolina at Chapel Julius Maximilians University (Germany) Hill Massachusetts General Hospital University of Pennsylvania Max Planck Institute for University of Washington Experimental Medicine (Germany) Vanderbilt University School of Medicine National Institutes of Health Washington University National Jewish Center for Immunology and Respiratory Medicine Whitehead Institute for Biomedical Research New York University Medical Center Yale University School of Medicine Northern California Institute for Research and Education Northwestern University

being supported through the grants tional fellowship accomplishments program, at an annual cost of about were reported to the Institute in the $6 million (Figure 19). fellows' annual progress reports. In Thirteen of the physician post-the past year the fellows attended doctoral fellows in the second or63 regional, national, and interna- third year of their fellowship termtional scientific meetings, present- participated in the 1993 Meeting ofing 29 posters and 23 talks. They Predoctoral and Physician Postdoc- published 46 journal articles, 6 toral Fellows (see Figure 7), held at chapters of books, and 47 abstracts. the Institute headquarters in Chevy Among its program assessment Chase. These physician-scientistsactivities, HHMI will continue to presented the results of their fellow- monitor the national participation of ship research and discussed theirM.I).'sandM.D./Ph.D.'sin work with predoctoral fellows, Insti- research and to track the careers of tute staff, and invited guests. Addi- former Institute physician postdoc-

Graduate Science Educat ion 23 Postdoctoral Research Fellowships for Physicians, 1993 Awardees

Name Research Nlent or Fellowship [not a titian Ilrparunenl Cell Biology and Regulation lack Leonard Arbiser. NI.1).. Ph.1) ...... N1..ludali Folkinan. MI) Children's Hospital-Boston Surgery Regulation of basic fibroblast growth factor expression and secret ion in cutaneous ssients Stephen Charles Itlacklow, M.D., Ph.D....Peter S. Kim, Phi) Whitehead Institute for Biomedical ReseareltY Thermittlynamics and kinetics of lain dimerizat ion David D. ('hang. Ni.o..1,11.o Tintoity A. Springer...... Italia-Farber Cancer 1 not lime rat holta Regulation of cell adhesion Philip .Nrdiur Cole, M.D.. Ph.1) l'hristopher T. NVidsh. Ph.D. I larvard Medical School Biological Chemistry and Catalytic mechanism of lymphoid cell kinase Molecular Pharmacology Dennis F. Kucilt, NIA/. Ph.D. Erie .1. Brim'', N1.1) Washington l'inyersit School of Medicine Internal Medicine Interactions between integrins and the cyt ()skeleton in cells of the immune system bedee Frances Murrell. NIA). Pamela PIO) New York University Medical Center Ilermittolv Desmoglein divers0 in cell iLdlit'Si011 and pemphigus fol imams Merin Soolovsky,I.1) Harvey F. laalish, 1)11.11 Whitehead Institute for Bittinedieal Research Nlolecular itnitlysis oldie cemplasmic domain of the murine emliropoiet in receptor

Genetics Gerald Frank ('ox. AD., Ph.D. Louis NI. Kunkel. Mill.. Children's llospital- Boston' Genetics Characterization of PR P-II. a new member of a Hotel chtso of proteins with homologies to the triple- repeat motif of drarophin

Scott Charles Logan. 511) I Michael Bishop. NI I) University of California-San Francisco ...... G.W. !hmer Research Foundation A transgenic mouse model of pronwelocyti leukemia Reinhold Hugo Kautz. MI) Klaus Lindpaintner. 5I.1).. and Children's llospital-Ruston Canliology Bernardo Nadal-Ginard. M.D.. Phil. Molecular genetics of primary hypertension in the rat

Nils -Guru) Larson. M.D. . ILnid('tattoo. Ph.D. Stanford University School I if Medicine... Detelupmental Moto*: The effect of regulating the expression of intIFA in human and cam cells .lelfret Elt Ruhnitz. 51.11. Ph.1) Michael I.. Cleary. M.1) Stanford Cniversity School of Medicine Pathology Nlitusit model:: oft (11 ;1 ti) leukemia Michael Joseph Thirman. M.D. . lanes I). Itowle. NUJ., and NI. Celeste Simon. 1'h.1) 'ithers0 of ('hicagu Medicine and Molecular Genetics and Developmental and gene lc illIalySiS Of the morale homologue of NII,I, to hematopoiesis Cell Biology

Immunology and Microbiology Chan It. Beals. 51.1).. Ph.1) Ilan It. Littman, M.D. PILD l ithersit of l'alifornia-San Francisco' Microbiology and Immunolto Effects of the 111V-1 lief protein on the interact lint of (1)4 and gpI lilt Fernando Dangond, N1.1) David IL (idler. Brigham and Womeo's I lospital Neurologic Diseases Role of lite p2111 protein in trn.r4-induced T cell proliferation Laura Marsha ()ember. 5 1 . 1 ) . Paul 'I. Anderson. NHL ' 1 ) 1 ) ...... 1)ana-Father Cancer Institute Tumor Immunology Functional anabsis of nucleolysin TIAi Sam Tram-yue Hwang. M.P.. Ph.D. Steven Rosen, Ph.D. Ulmer:It) of California-San Francisco natorny Cloning and characterization of dermal endothelial ligand for I.-select in Graham John Lieschke. NI.B.B.S., 13.Nled.Sca FRAC!' Itichani C. Mulligan. Ph.D. Whitehead Institute for Biomedical Research I se of genetically modified Il1111111. Cells u, augment antitumor immunity Steen (into) Porter, NHL Ph.D. lion K. Schoolnik. 51.1)...... Stanford l'ithersity School of Medicine` Infections Diseases and The invasin gene of II ymItrirrinn, irdwrnlovis and its role in macrophage mar) Geographic Medicine, William NI. Ridgway. N1.1) C. Garrison Paillina M.I) Stanford Cniyersity SCII(01 Of Medicine Medicine Exploring mechanisms of therapy of ;mita mintine encephalomyelitis Marc Elliot Rothenberg. M.D., P11.1) Philip Levier. M.D. Harvard Medical School' Genetics The role of vosinophils in turner killing Erie Joseph Rubin. NI.1).. 1'11.11_ .101111I. Nlekalatios. Massachusetts General ...... Nlicrohiolog told Molecular Genetics Virulence determinants in titycithacteria Barry Paul Stockman. 51.0.. 1'h.1) Frederick Alt. Ph.D. 'hildren's Genetics Regulation of TCR and 1g gene V to 1).1 rearrangement Naomi Taylor, N1.1)..11t.1) lion holmium 51. Set ton. 1'11.1 Salk Institute for Biological Studies Transform:Li ion of Treks by in erexpression of the Irk oneogene

Neuroscience and Physiology Phyllis Lynn Faust, 51.1).. Ph.1) Mark. F. Hall". MO) litlriall.11er I 'tiller:illy Defects in granule cell neurogencsis is human ntedulloblastonia formation Lawrence .1. Hayward. 51.0., Ph.)) Rotten 11. Brown. Ir., 5) 'I . DPhil. ... NI ass:1(.111'ov( Is t le neral llospil al Neuroloo K'- induced impairment of Na' channel inactivation in to .Iodic paaalysis Emily Eun.no Kim, N1.1) Brian SPOIL l'11.1) NI:LNaellIISCIIS General Hospital Molecular Biology Cloning a sweetness receptor Sylvain Lehmann. NI II., Ph.f) Dm id .5. Harris. MP Ph.D. Washington Vnivertatv School of Medicine ('ell BMW* and 1'11y:dole* Processing of normal and mutant mammalian prior tinaeins and their role in cell adhesion lames .5. Nlastriannk N1.1).. Phi). Stattle B. Prusiner. N1.11 l'iMersity of California -Sam Francisco. Neurology NIalecular tlittracterizAt km of the pluNuitypic presentations of prior disease Divaid Henry Itowitch. Si,)) . PhD Andrew P. NIcNIalion. Plt.II ...... Children's llospiial-Roston Cellular and De \ eloPluellIal Iii,"1,1; Regulation of Wnt. I gene expression in moose brain development Structural Biolog Richard II. Peters. \I.1).. Phil _Michael A. Weiss. NHL 1'11.1) Millard Medical School Biological ('hemistn and Structural NNIk studies of t ranscript ion factor 11-S Molecular Pharmacology Howard lIughcs Mrdiral Institut,.

24 Grants for Science Education. 1994 BEST COPY AVAILABLE 51 Loral fellows, including their faculty (Figure 20). The mice are produced appointments and receiptof in research laboratories worldwide, research grants. (See Program and the Jackson Laboratory devel- Assessment.) ops and preserves them for distribu- tion at modest cost to the interna- tional research community. Research Resources The Laboratory is the premier The Research Resources programworld resource for special strains of provides support to research andinbred mice with genetic defects educational organizations servingand for mice of established genetic as unique nauonal resource labora-backgroundthathavebeen tories and teaching facilities. Includ-endowed with specific . ed are organizations that provideSuch mice are uniquely valuable as biological stocks and materials for models for human disease and the the biomedical research community. study of fundamental biological One new grant was awarded in processes. The Laboratory is 1993, and three grants from prior renowned for providing stocks of years continue to support research known genetic background and free resources activities: from extraneous diseases and infec- Jackson Laboratory tions. Bar Harbor, Maine Through support of the Cold Spring Harbor Laboratory Laboratory's central resource, the Cold Spring Harbor, New York initial developer of a mutant strain Marine Biological "aboratory will be relieved of the time- Woods Hole. Massachusetts consuming and costly task of mak- Human Genome Organisation ing it available to other researchers. Bethesda, Maryland The central resource will also make special lines of mice widely avail- Jackson Laboratory able so that investigators with simi- A three-year grant in the amount oflar research interests need not 81.2 million was awarded to the Jackson Laboratory in 1993 for sup- Figure 20 portofitsInduced Mutant Resource. This service imports, pre- Jackson Laboratory, serves, maintains, and distributes Induced Mutant Resource mice that have been altered geneti- Mutant Mouse Resource Services cally. The grant provides funds for Strains equipment, personnel, supplies, and Models for human genetic Importation other operating costs for collecting diseases or basic biological genetically altered mice of impor- processes Preservation tance to biomedical research, espe- Produced by gene target- Maintenance cially those produced by gene tar- ing, gene transfer, or chem- Distribution geting or gene transfer techniques ical mutagenesis

Graduate Science Education 25 develop mutants independently. In support provided in an earlier grant addition, the central resource will so that courses could be added in preserve especially valuable mutant molecular genetics, neurobiology, strains, through frozen embryos or and structural biology, thus extend- Other means. ing the summer program and adding two week courses in the Cold Spring Harbor Laboratory spring and fall. The new grant pro- vides funds for equipment and sup- A four-year grant in the amount ofplies, instructors and guest lectur- $1 million was awarded to the Cold ers. scholarships for students, and Spring Harbor Laboratory in 1991 support personnel. for support of its expanded program The Laboratory is a world center of postgraduate courses. The post- for biological research and training, graduate program has been one ofespeciallyinthe genetics of enduring quality and scope, knownhumans, plants, and bacteria. It worldwide. This award continuesserves as an international school- house for modern biology, annually Figure 21 hosting major conferences, semi- nars, workshops, and courses. Par- Cold Spring Harbor Laboratory, ticipants include precollege stu- Courses Supported by the Howard Hughes dents and teachers, undergradu- Medical Institute ates, graduate students, postdoctor- al fellows, and established scientists at major universities and research Stutuner 1992 centers. Advanced Drosophila Genetics The new Hughes Teaching Labo- Imaging Structure and Function in the Nervous System ratories, an integral part of the neuroscience teaching and research Molecular Approaches to Ion Channel Function and Expression facility, was constructed with Insti- MolecularCloningof Neural Genes tute support. In the summer of 1991, the facility was first used for Fall 1992 three courses: Molecular Embryolo-

Macromolecular Crystallography gy of the Mouse, Advanced Molecu- lar Cloning, and Molecular Cloning Molecular Genetics, Cell Bic!ok, and Cell Cycle of Fission Yeast of Neural Genes. Two courses were added the following year: Molecular Sumner 1993 Approaches to Ion Channel Expres-

Developmental Neurobiology sion and Function, and Imaging Structure and Function in the Ner- Human Functional Neuroimaging vous System. Imaging Structure and Function in the Nervous System The six Institute-supported Molecular Approaches to Ion Channel Expression and Function courses for 1992 (Figure 21) accept- ed 95 participants from 235 appli- Structure, Function and Development of the Visual System cants. The participants, including 42

26 Grants for Science Education, 1904 who were awarded partial scholar- Figure 22 ships, came from the United States and abroadAustralia, Canada, Marine Biological Laboratory, Denmark, Finland, France, Ger- Courses Supported by the Howard Hughes many, India, Israel, Norway, Spain, Medical Institute Sweden, and the United Kingdom. Embryolog: Cell Differentiation and Gene Expression in Early Development Marine Biological Laboratory Methods in Computational Neuroscience A grant of $4 million awarded to the Microbial Diversity Marine Biological Laboratory in 1988 will continue supporting edu- Molecular Evolution cation and training programs for a Neural Systems and Behavior

total of seven years. The Laboratory Neurobiology has served as a center for research and teaching in basic biology since Physiology: Cell and Molecular Biology 1888. Each summer, investigators and advanced students come to work and study, using marine Kenya, Japan, Mexico,-public of organisms from the surroundingthe Congo, Russia, Switzerland, waters. Educational and research United Kingdom, and Yugoslavia. programs are closely intertwined. The grant also provides $1 mil- The Marine Biological Laboratory/ lion to support program develop- Woods Hole Oceanographic Insti- ment at the MBL/WHOI Library. tute (MBL/WHOI) Library, which Emphasis has beer. on electronic supportstheeducationand research programs with 24-hour information storage. retrieval, and access. is one of the world's mostmanagement to support scientific comprehensive repositories of bio-research and education. Grantsup- medical and marine biological infor- ported activities have included mation. establishing a linked network The grant provides $3 million for among the research facilities of the courses in embryology, microbiol- Marine Biological Laboratory and ogy, neuroscience, and physiology. In the summer of 1992, it helped to Woods Hole Oceanographic Insti- support seven courses (Figure 22). tute and their classroom and labora- The 203 participants were selected tory teaching facilities; purchasing from almost 450 applicants, includ- computer hardware and software ing graduate students, postdoctoral applications, including those used fellows, and faculty members of uni- for nucleic acid and protein versities and research institutions in the United States and abroadAus- sequence analyses: and establishing tralia, Bulgaria, Canada, Denmark, a formal consulting, problem-solv- France, Germany, Israel, Italy, ing, and education program.

Graduate Science Education 27 Further. HUGO is an internation- Figure 23 al clearinghouse for information on Human Genome, Organisation, the DNA base sequences and the Americas Office Activities genetic and physical mapping of human chromosomes. It promotes Chromosome Workshops collaboration among scientists in Chromosomes 2, 3, 4, 6, 7, 8, 9, II, 12, 13, 14, 17, the exchange of data, samples, and 18, 20, 21, 22, and X. technology relevant to genome Intellectual Property and Ethics Issues Meetings research, and fosters studies of model organisms (such as the mouse) to parallel those on the Human Genome Organisation human genome. HUGO plans to establish international training pro- In 1990 the Human Genome Organ- grams on methodology and to isation (HUGO) received a four- encourage public debate on the eth- year award of $1 million for the pro- icai, gram and operations of its Americas legal, and other societal Office and related international impacts of the human genome proj- activities. These operations include ect. meetings of the HUGO Council, In the past year the HUGO committee workshops, and a scien- Americas Office participated in tist exchange program. HUGOworkshops on 17 chromosomes serves as a coordinating body for (Figure 23) and in meetings related the international human genome to issues of in t ;!ectual property and project. ethics.

28 r, Grants for Science Education. 1994 Undergraduate Science Education

In 1993 the Institute continued its support of programs at colleges and Undergraduate Program universities to enhance undergradu- Directors Meetings ate science teaching and learning.The Institute organizes and spon- Through its Undergraduate Biologi- sors annual meetings of the direc- cal Sciences Education Program, tors of the undergraduate programs the Institute provides grants to it supports. These meetings are part strengthen undergraduate educa-of the Institute's ongoing program tion in the biological sciences and in assessment. They enable program chemistry, physics, and mathemat- directors from a wide range of insti- ics as they relate to biology. A prin- tutions to present and discuss their cipal objective of the program is to programs, to demonstrate educa- assist institutions in their efforts to tional technology and techniques provide students with excitingdeveloped through the grants, and opportunities in the sciences, there- to exchange laboratory manuals, by stimulating an interestin outlines, and other materials. For research and, possibly, in science the Institute as well as the program and teaching careers. directors, the meetings provide One of the areas supported valuable insight into the challenges under the program is student faced in implementing these pro- research, in which undergraduates,grams and into how the programs including women and members ofhave been modified in response to minority groups underrepresented the challenges. The proceedings of in the sciences, may experience sci-the meetings, along with profiles of ence first-hand during the summer Institute-supported initiatives, are or academic year in laboratories on published and distributed nationally. or off campus. The 1992 and 1993 meetings Major support is also awarded brought together program directors for eq;.,ipment and laboratory devel- from institutions that received opment, which enables institutionsawards in the 1988-1989 and 1991- to modernize laboratories, expand 1992 grants competitions, respec- areas of instruction in contempo-tively. Additional meetings are rary biology, and integrate the planned for directors from the 1993 teaching of biology with that ofawardee institutions and from other chemistry, physics, mathematics, competitions. and other relevant fields. In addi- tion, the program supports initia- 1993 Meeting tives that link colleges and universi-The 1993 program directors meet- ties with -1-mentary and secondary ing focused on institutional strate- schools, community colleges, andgies for enhancing undergraduate other four-year institutions and pro- science teaching and learning g- vide teachers and students with ure 24). Topics included ways in exposure to modem biology. which HHMI-funded activities are

nulergraduale Science Education 29 augmenting institutional and depart- 1992 Meeting mental efforts to strengthen under- graduate science teaching and to The theme of the Institute's second offer students, particularly women program directors meeting, held in 1992, was undergraduate research and members of underrepresented and curriculum and laboratory minorities, high-quality training in development. A report of the meet- biology and other sciences. There ing was published in early 1993. were demonstrations of interactive Entitled Enriching the Undergradu- computer software for biology edu- ate Laboratory Experience, it sum- cation. video presentations, and marizes eacn presentation and key techniques used in undergraduate issues emerging in the discussions. and precollege outreach programs. One of the issues raised by the A report of the meeting, Institution- program directors concerned the al Strategies for Enhancing Under- role of laboratory research in under- graduate Science Education, was graduate science education, both as published in early 1994. an independent student activity,

Figure 24

1993 Meeting of Undergraduate Program Directors

Program Synopsis Program Synopsis

I loward I lughes liledwill I [loth all' Ilimard Hughes filediral Institute Office of (irants :mil Special Programs Office of Grants and SpecialPrograms

I Off 1 Annual Programill ft,' Ors :11 etI illg. I 09:1Annual Program Directors Meet lag: Institutional Strategies for Enhancing, Institutional Strategies for Enhancing I blorgraduate Science Education InrIergraduate Science Education

(donna). October 1. 1993 Nednr.ala). October 5. 1993

Ke)nole Addrem Sr. War. of Teaching Cheml(nry and Philo* at liberni AMA College& the Con Lemi, -1.1.. I. (,..t. .(to, R,Iant, in , tea,. .101u al...... Dal, oil' College Expetienre NAniu(11% Act I no...rmll .d .1ne(n., 10,05it and

Group I I f You Build It They Will Come: The Holy Cron. Program t .(11,s, Of III.' 11.1 t 10.,-Frank Lo and Ma% Morton Tondo), October S. 1903 Group a--Dneloping Inuntador Teething and Learning Sunup:len for Sawmill Merin and Mathematic Through Modern Technology Politic, Cohere. and Tradition. Dewtopirix Strategies for Enhancing the Educational 1 ..k I no ((nay-- lion I. kirki(ht, and Karen ktirnit Experience or American Indian Stud... ( (1.1.(11(...(,11.. I 000 r01. --.1.1.1 it Harker and kl.ra klexall.frr Group 3Taking Achnotape or Student Ithernir to Improving the liblonind Sciences at the Gnistnlity of fad iforni-ilerkele) (;roup 1 Acme In Science Fdlica don t/ppann nide, For Stride. front Tradit.__...I1) nn.(r.lt, (.1 t or., ,,,...1111.tr And t arolme Am), I sitcrrepre.cousi Group, t ablonw N..' I III, r., -I, 1m, iro Al.in kludllur,kr.uul klArgar,1, II. ,..1 Group IGenetic aa a Springboard to henearelc Broadening the Community of Learners lk.11(rpt.., I onerstn Saab 1IIl !gm nocl.loo(oh.41.kentlan Group Z('oantrucung an Intertilmiplin al) MnJor In Blorhenti(en and Molecular Bicolor;

Panel ilim-arcion with Topic Leaders ( (an R PamelaliprkinAu Willuun ilut 1011 1 ,croup 3Enhancement of Pinto* Curricula Thmegh Coon. nod Earth) De.plopraeot and Hie, School Enrieheneol ',limn t (.11,((Rum I.,It .t.o 1,mA .and Jana Coon.

Group 1The Integration of ( herniqtr,, Cell Hielop, frenetic, and Phyniolog) in the Cadergradaate Cetrecolara I nn.,,,, 1.1 ..or. !Wu.J.ho 1.I ...,...... I M .0....1I o II,

1,(1..cre.t.ard.B.em.;..froh.,0,ppp.o?:;1,1,1,17..forrulliriroin:3, and (i;,1,tei.111,tirtAdc:IV,'iti,,mpoattler Tntit,l((rInt Science Mama.* t .d.S.rn.11o.tit(it, of I (.1m(1..e. I 'anIrl 1 II 1,r1 in In mut It rr. I 111.

30 Grants for Science Education, 1994 BEST COPY AVAILABLE 57 usually during the summer, and astions, and laboratory development, an integral part of the introductory have helped to strengthen other and upper-division curriculum. aspects of their programs, including There was general agreement that student research and outreach to students, both science majors and teachers and students. others, respond positively to sci- At Case Western Reserve Univer- ence when they can learn it in a lab-sity, the involvement of faculty oratory setting by designing andmembers from a wide range of performing experiments, testingfields and academic departments hypotheses, and analyzing results. has been a key to the development The program directors discussed of interdisciplinary science curricu- curricula that serve to attract andla. Norman Rushforth, Chair and retain students, including women Professor of the Department of Biol- and members of minorities under-ogy, and Hi llel Chiel, Professor of represented in science. Major top- Biology, reported on their programs ics of discussion were allocation ofthat integrate instructional and increasingly scarce resources to research activities in the Colleges of strengthen science curricula at all Science, Mathematics, and Engi- levels and strategies to integrate the neering with those in the School of teaching of biology with that ofMedicine. Some of the areas cov- chemistry, physics, mathematics, ered are molecular and cell biology. and other relevant disciplines. organismal biology, and population In one of the plenary sessions, biology. Following the presentation, program directors from Bryn Mawr the program directors discussed College and neighboring Ilaverford the issue of "supermarket" (broad- College described their efforts tobased) courses versus "boutique" develop interdisciplinary bioscience (highly specialized) courses, noting programs using the scientificthe importance of undergraduate resources of both institutions.curricula that express a variety of Judith Shapiro. Provost, and Paul learning styles and can convey the Grobstein. Eleanor A. Bliss Profes- excitement of scientific discovery. sor of Biology, from Bryn Mawr, Clifton Poodry, Associate Vice and Judith Owen, Chair and Profes- Chancellor and Professor of Biolo- sor of Biology, and Slavica Matacic, gy, and Jerry Feldman, Professor of Professor of Biology, from Haver- Biology, discussed their Institute- ford, discussed the development of supported program at the Universi- programs and courses available to ty of CaliforniaSanta Cruz that students from both colleges in such offers, as a principal component, areas as biochemistry, biophysics, summer research opportunities for and neuroscience. The programundergraduates. Drs. Poodry and directors and their faculty col-Feldman reviewed aspects of the leagues noted that enhancements in program, including efforts to recruit the curriculum, through new facultywomen and underrepresented appointments, equipment acquisi- minority students, pre-research lab-

Undergraduate Science Education 55, 31 oratory training for participatingundergraduate program. In the first students, and such follow-up activi- phase, the Institute provided a total ties as guest seminars by distin-of $175.4 million in 1988-1992 to guished researchers and opportuni- 181 colleges and universities for ties for students to present theirgrants to support undergraduate research. As a group the program science education (Figure 25). Insti- directors discussed a range of top-tuticus were encouraged to develop ics concerning the culture of labora- programs that responded to their tory science, the benefits of labor&particular needs and strengths. tory experience and mentoring forThus, the undergraduate program students underserved in the sci-supports a range of activities in ences, and the outlook for under-numerous scientific disciplines at graduates who are considering participating institutions. Among careers in research and sciencethese activities are student, faculty, teaching. and curriculum development and precollege and outreach programs. Phase II was developed, in part, Undergraduate Program on the basis of findings from Grants, Phase II, 1993 and HHMI's ongoing assessment of the 1994 Competitions undergraduate program. One such HHMI's 1993 and 1994 competi- finding, discussed extensively by tions mark a new phase in thethe program directors, has been

Figure 25

Undergraduate Biological Sciences Education Program, Awards to 181 Colleges and Universities ($175.4 million), by Program Component, Phase I, 1988-1992 Competitions

Faculty development Student research and 428 million (16%) broadening access $60 million (34%)

Precollege and outreach programs 334 million (20%)

Curriculum development $53.4 million (30%)

32 Grants for Science Education, 1004 50 the importance of undergraduate Figure 26 research as a means of attracting and retaining students, including Undergraduate Biological Sciences women and members of minority Education, Program Elements groupsunderrepresented in and Guidelines science. At these meetings the program 1988-1992 1993-1995 directors have also noted the impor- tant role colleges and universities Student and faculty devel- "'Student research, includ- opment, supporting under- ing opportunities for can play in enriching precollege sci- graduate research experi- women and minority stu- ence education. A number of the ences, opportunities for dents underrepresented in women and minority stu- the sciences, retained as presentations have focused on dents underrepresented in program element grantee-developed activities to the sciences, and new fac- provide laboratory and classroom ulty appointments, includ- ed as program elements training for students and teachers from elementary and secondary Curriculum and laboratory Equipment and laboratory development, supporting development, supporting schools and from two- and four-year new and revised courses, equipment acquisitions colleges. equipment acquisitions, and laboratory renovations and laboratory renova- for undergraduate labora- The annual progress reports sub- tions, included as program tory courses, retained as mitted by grantee colleges and element program element universities are another important Precollege and outreach Precollege and outreach source or background for under- included as program ele- retained as program ele- graduate program development. ment ment Over the five years of the program, Support for equipment No limitation on funding and laboratory renovation for equipment, and fund- the directors have emphasized limited to 30 percent of ing for renovation limited how grant-supported equipment total grant amount to 50 percent of total grant acquisitions and laboratory develop- amount ment have enabled them to provide Five-year grant period Four-year grant period instruction in the contemporary bio- logical sciences and other disci-assessment activities(Figure plines as they relate to biology.26). Support for undergraduate In addition, they point to the ener- research, including opportunities gizing effect of equipment and for women and underrepresented laboratory enhancements on under- minority students, remains as a cen- graduate research and precollegetral component of the new under- and outreach programs. They also graduate program. Activities to pre- draw attention to a critical needpare students forlaboratory for continued support to modernize research and enable them to pre- the undergraduate science infra- sent their findings will also be sup- structure. ported. In addition, precollege and The Institute has developed new outreach programs in the sciences guidelines and elements for 1993 will continue to be a priority. and 1994 programs, based on infor- Applicant institutions may now mation collected through these request up to the full grant amount

Undergraduate Science Education Figure 27

Undergraduate Biological Sciences Education Program, Invited Institutions, 1994 Andrews University, Michigan Louisiana State University and Texas A&M University University of Missouri-Columbia Arizona State University A&M College Texas Tech University University of Nebraska Auburn University, Alabama Loyola University of Chicago, Tufts University, Massachusetts University of Nevada, Reno Illinois Baylor University, Texas Tulane University, Louisiana University of New Hampshire Marquette University, Wisconsin Boston College, Massachusetts The University of Akron Main University of New Mexico Main Massachusetts Institute of Boston University, Massachusetts Campus, Ohio Campus Technology' The University of Alabama University of New Orleans, Brandeis University, Miami University, Ohio Massachusetts University of Arizona Louisiana Michigan State University Brigham Young University, Utah University of Arkansas Main University of North Carolina at Mississippi College Chapel Hill Brown University, Rhode Island Campus Montana State University University of California-Berkeley University of North Dakota Main California Institute of Campus Technolog New York University University of California -Davis North Carolina State University University of Notre Dame, Carnegie Mellon University, University of California-Irvine Indiana Pennsylvania Northwestern University, Illinois University of California- University of Oklahoma Norman Case Western Reserve University, The Ohio State University Main Los Ang-les Campus Ohio Campus University of California- University of Oregon Catholic University of America, Oklahoma State University Main Riverside University of Pennsylvania District of Columbia Campus University of California- Clark University, Massachusetts Oregon State University San Diego University of Pittsburgh Main Campus, Pennsylvania Clemson University, Pennsylvania State University University of California- South Carolina Main Campus Santa Barbara University of Rhode Island College of William and Mary, Polytechnic University, New York University of California- University of Rochester, New York Virginia Princeton University, New Jersey Santa Cruz Columbia University, New York University of Chicago, Illinois University of South Carolina- Purdue University Main Campus, Columbia Cornell University, New York Indiana University of Cincinnati Main University of South Dakota Dartmouth College, Rensselaer Polytechnic Institute, Campus, Ohio New Hampshire New York University of Colorado at Boulder University of South Florida Drexel University, Pennsylvania Rice University, Texas University of Connecticut University of Southern California Duke University, North Carolina Rutgers the State University of University of Delaware University of Tennessee- Knoxville Emory University, Georgia New Jersey Newark Campus University of Florida University of Texas at Arlington Florida Institute of Technology Rutgers the State University of University of Georgia New Jersey New Brunswick University of Texas at Austin Florida State University University of Hawaii at Manoa Campus University of Toledo, Ohio Fordham University, New York University of Houston, Texas Saint Louis University, Missouri University of Utah George Washington University, Southern Illinois University at University of Illinois at Chicago District of Columbia University of Vermont Carbondale University of Illinois at University of Virginia Georgetown University, District Southern Methodist University, Urbana-Champaign of Columbia Texas University of Iowa University of Washington Georgia Institute of Technology Stanford University, California University of Kansas Main University of Wisconsin-Madison Harvard University, University of Wisconsin- State University of New York at Campus Massachusetts Milwaukee Albany University of Kentucky Howard University, District of State University of New York at University of Louisville, Kentucky University of Wyoming Columbia Binghamton University of Maine Utah State University Illinois Institute of Technology Staff University of New York at University of Maryland Baltimore Vanderbilt University Indiana University at Buffalo County Virginia Polytechnic Institute Bloomington State University of New York at University of Maryland College and State University Iowa State University Stony Brook Park Washington State University Johns Hopkins University, State University of New York University of Massachusetts at Wayne State University, Mary and College of Emil 3nmental Amherst Michigan Kansas State University Science and Forestry University of Miami, Florida West Virginia University Kent State University Main Stevens Institute of Technology, University of Michigan- Yale University, Connecticut Campus, Ohio New Jersey Ann Arbor Yeshiva University, New York La Sierra University, California Syracuse University Main University of Minnesota- Lehigh University, Pennsylvania Campus, New York Twin Cities Temple University, Pennsylvania University of Mississippi

:34 Grants for Science Education, I tlft4

. 1 for equipment for undergraduate Figure 28 science education. The new pro- gram also provides up to 50 percent Undergraduate Biological Sciences of the total grant amount for renova- Education Program, Grantees by Carnegie tion of teaching laboratories. Facul- Foundation Classification, 1988-1993 ty development and curriculum development in the sciences are 1988-1992 1993 no longer included as categories. Phase I Phase H In the first Phase II competition, Carnegie Classification held in 1993, 47 grants were made Research Universities I and II 76 to public and private comprehen- Doctorate-Granting Universitites I and 16 sive and liberal arts institutions. Comprehensive Universities and Colleges I and II 23 20 27 For the 1994 grants competition, Liberal Arts Colleges l and II 64 Schools of Engineering and Technology 151 public and private rese, Totals 181 47 and doctorate-granting universities were invited to compete (Figure 27). Institutions receiving HHMI educational mission, degree of spe- awards in 1989-1990 and 1992, cialization in particular fields, and and other institutions meetingamount of annual federal support the assessment criteria, werefor research and development. extended invitations. HHMI has also taken into account Proposals will be reviewed by the institutions' records of prepar- an external panel of scientists and ing students for scientific careers educators. Their evaluations willwho are from minority groups then be reviewed by an internal underrepresented in the sciences. HHMI committee, which will make Figure 28 shows the Carnegie clas- recommendationstoHHMI's sificationof institutionsthat Trustees, who will authorize fund- received awards in Phases I and II. For the 1994 competition, institu- ing. Grants providing approximately $72 million over a four-year period tions from the chosen Carnegie cat- will be announced late in the sum- egories (Research Universities I and II and Doctorate-Granting mer of 1994. Universities I and II) were invited to compete, as in the past, on Assessment Criteria the basis of their records of gradu- To identify institutions as eligible,ating students who went on to med- HHMI has referred in each compe- ical school or to the Ph.D. degree tition to the 1987 classification of in biology, chemistry, physics, higher-education institutions by the or mathematics (Figure 29). Data Carnegie Foundationfor thefor this selection, reflecting the Advancement of Teaching. Themostrecent10-yearperiod Carnegie classifications are based for which data were available, on such factors as the level were provided by the Association of degree offered, nature of theof American Medical Colleges,

Undergraduate Science Education :35 the National Researeh Council of the National Academy of Sci-New Awards, 1993 ences, and the U.S. Department ofIn August 1993 the Institute com- Education. pleted a fifth competition for under-

Figure 29

Assessment Criteria

In 1988-1992, institutions were assessed for participation in the Undergraduate Biolog- ical Sciences Education Program on the basis of the percentage (calculated with data on total baccalaureate degree production collected by the U.S. Department of Educa- tion) and absolute number of graduates from each institution who have:

Matriculated in medical schools Data Source: Association of American Medical Colleges.

Earned doctorates in biology Data Source: National Research Council of the National Academy of Sciences.

Earned doctorates in chemistry, physics, or mathematics Data Source: National Research Council of the National Academy of Sciences.

Note: Asse.ssmerils for the 1988 and 1989-1990 competitions were based on data for the periods 1976-1986 (for doctorates earned in biology. chemistry, physics, or mathematics). Assessments for the 1991-1992 competitions were based on data for the periodS 1979-1988 (for medical school matriculation and doctorates earned in biology, chemistry, physics, and mathematics).

Figure 30

Uneergraduate Biological Sciences Education Program, Awa,~ tl 47 Colleges and Universities ($28.5 million), by Prot, am Component, Phase II, 1993 Competition

Precollege and Student research and outreach programs broadening access $7 million (25%) $11 million (38%)

Equipment and laboratories $10.5 million (37%)

36 Grants for Science Education, 1994 graduate grants and made awards Figure 31 totaling $28.5 million to 47 colleges and universities (Figure 30). The 47 Student Research and Broadening Access grantees competed within a pool of Programs 175 institutions classified by the Carnegie Foundation as public and private Comprehensive Colleges California State University, Northridge and Universities I and II, Liberal Opportunities for students, particularly those at the freshman level and transfer students from community colleges, to engage in Arts Colleges I and II, and Se lools research experiences, benefit from increased academic and of Engineering and Technology. career counseling, and be exposed to the culture of science. The Institute's four-year grants range from $500,000 to $1,400,000 City University of New York Hunter College each, and respond to the institu- Increasing access for students, including women and students tions' proposals for support of a vari- from minority groups underrepresented in the sciences, to labora- tory research through summer training workshops in molecular ety of program activities in under- neurobiology, and cell structure, followed by graduate science education. (See academic-year laboratory research experiences. pages 48-54 for a list of the grantee institutions and descriptions of their Morehouse College awards.) Significantly expanded laboratory opportunities for students dur- ing the summer and academic year, both on the campus and at a research university with which the College has established a part- Undergraduate Research, Including nership, and opportunities for students to present their research, Opportunities for Women and Minority Students Oberlin College Underrepresented in the Sciences Summer and academic-year laboratory experiences for students, As noted above, student research is and opportunities to discuss research at an on-campus colloquium with visiting scientists and to present research results at regional a major activity funded through the or national conferences. undergraduate program (Figure 31). Of the $28.5 million awarded in Swartlunore College 1993, a total of $11 million will pro- Faculty laboratory research experiences for students, including vide laboratory research experi- women and members of underrepresented minority groups, with ences for undergraduates at the opportunities to travel to scientific meetings, a seminar series on interdisciplinary research, and other activities. introductory through upper-division levels. HHMI support will enable some students to work off-campus Wellesley College in laboratories of research universi- A program in which women students would be teamed with sci- ence faculty mentors and provided summer laboratory experi- ties and private industry and will ences spanning several years, including opportunities to present provide others with close faculty their research at meetings on and off campus. collaboration in campus laborato- ries. These laboratory experiences will be offered during the summer or academic year and, in some cases, during both periods. Institute funds will also support training to prepare students for laboratory

Undergraduate Science Education P. 4 :31 research and opportunities to pre- Figure32 sent their findings at scientific meet- Equipment and Laboratory Development ings. Programs Forty-four of 11-e 47 awardee institutions will u.`heir HHMI grants to attract and retain students Bowdoin College in scientific fields by providing Equipment acquisitions to enhance student independent research them with stipends to participate in experiences, and introductory, intermediate, and upper-division laboratory courses in such fields as biochemistry, biophysics, laboratory research at their own genetics, and neuroscience. institutions or at off-campus sites. A major emphasis in many of these Bryn Mawr College programs will he to broaden the Enhancements in teaching laboratories for programs in organis- access to science for women and mal biology', neural and behavioral sciences, and other scientific disciplines by computer upgrades and laboratory renovations. students from underrepresented minority groups. Carleton College Modern instrumentation to strengthen undergraduate laboratory Equipment and Laboratory instruction and student research in such areas as molecular and Development developmental biology, neuroscience, and related scientific disci- plines. A total of $10.5 million provides sup- port to42grantee institutions for Fort Lewis College equipment acquisitions and labora- The development of laboratory facilities and the acquisition of sci- tory renovations (Figure 32). These entific equipment for instruction and undergraduate research in funds will support capital upgrades biochemistry, cell and molecular biology, physiology, and macro- molecular isolation. and enhancements needed to strengthen introductory, intermedi- University of Puerto Rico Rio Piedras Campus ate, and upper-division undergradu- New equipment to strengthen laboratory instruction in such areas ate courses emphasizing hands-on as biochemistry, cell and molecular biology, developmental Willo- experimentation. The new equip- w', and genetics, and to enhance introductory-level laboratories in ment and laboratory improvements chemistry and physics by using biological examples. will provide expanded opportunities for faculty-student research collabo- University of Texas at El Paso ration. Significant enhancements in introductory and upper-division lab- oratories in cell and molecular biology, immunology, physiology. Equipment and laboratory devel- and plant biology through renovations and new equipment acqui- opment funds will also support sitions. efforts on the part of science depart- ments to integrate the teaching of biological sciences with chemistry, physics, mathematics, and comput- er science. For example, a number of institutions will use the funds to include biological examples in phys- ical science courses. In addition, several institutions will establish

38 Grants for Science Education, 19114 computer laboratories to supple- Figure 32 ment course work inthe biological sciencesby providing expanded Precollege and Outreach Programs instruction in data and computation- al analysis. City University of New York City College Outreach programs for students, particularly women and under- Precollege and Outreach Programs represented minorities, to include such activities as research experiences, counseling, and science career information for high A total of 87 million wasawarded to school students; summer research or academic preparation courses for prefreshmen; and a summer transfer program for community collegesand universities for collab- college students. orativeprograms with elementary. middle,and high schools and two- Humboldt State University and four-year colleges (Figure 33). A program to increase recruitment and retention in the sciences for Native American students from western states, including One of the principal formsofout- California, Nevada, Oregon, Washington, and Montana, through reachwillbe opportunities for ongoing contact with tribal colleges and schools, support and mentoring at the University, and on- and off-campus laboratory teachers and studentsatthese experiences. schools and collegesto participate in research at college and university Western Maryland College laboratories. Many grantee institu- An expandedoutreachprogram engaging Baltimore area high tions will direct these efforts to school students and teachers in studies of the biolog of the Chesapeake Bay, using the Bay as a science laboratory. schools and colleges with signifi- cant enrollments from underrepre- Wheaton College sented minority groups. A program to attract and retain students, particularly those from A total of 39 colleges and univer- innercity Chicago schools, through laboratory instruction in biol- ogy, chemistry, and mathematics, with tutoring and peer counsel- sities receiving 1993 grants will ing by college students from similar backgrounds. undertake programs aimed at enhancing teaching and learning in Wofford College the sciences, especially at the pre- Expansion of a two-week summer residential precollege science college levels. The funds willpro- program, conducted by College science faculty and students, for gifted 6th-, 7th -, and 8th-graders front Spartanburg, South Carolina. vide stipends forteachers and stu- dents participating in research and Xavier University of Louisiana laboratory training activities. In Summer academic enrichment programs in biology, chemistry, addition,a numberof programs will and mathematics for underrepresented minoritystudents in the 9th though 12th grades, primarily from metropolitan New provide equipment and materials to Orleans, and support for junior and high school teachers to enable science teachers to imple- develop new teaching materials. ment new curricula, particularly at rural and inner-city schools. Other supported activities include visiting scientist programs, in-service work- shops, and degreeprograms for teachers. l'ndergraduate Science Education 6 :39 resented in the sciences, competed Overview of the for undergraduate awards. Forty- Undergraduate Program, four of these institutions, including Phase I, 1988-1992 10 with significant presence of underrepresented minority stu- dents, received support totaling Grants Competitions and Awards $3L5 million for a range of program The first phase of the undergradu- activities. (See HHMI's Grants for ate program began in 1988 with the Science Education, 1990-1991.) initial competition in which HHMI The first program phase was invited 81 private liberal arts andcompleted in 1992, and a fourth comprehensive institutions and 18competition was held in which 98 public and private historically black research and doctorate-granting institutions to apply for five-yearuniversities were invited to submit grants to bolster their science pro- proposals. HHMI awarded grants grams. Following review of the 99 totaling $52.5 million to 42 of these proposals by external and internal institutions. (See HHMI's Grants for panels of scientists and educators, Science Education, 1991-1992, and 44 institutions, including 34 private 1993 Undergraduate Program Direc- four-year colleges and 10 public and tory, A Listing of Program Directors private historically black institu- and Grants Awarded at 181 Colleges tions, were awarded a total of $30.4 and Universities, 1988-1992.) million. (For further information on these grants, see HHMI's GrantsUndergraduate Research: Program Policies and Awards, Opportunities for Women and 1988-1989.) Minority Students In 1989, 101 public and private Underrepresented in the Sciences research and doctorate-grantingOf the total funding of $175.4 mil- universities were invited to submit lion provided in the first phase of proposals to enhance undergradu-theundergraduateprogram, ate education in biology and relatedapproximately $60 million has been fields. Following review of the pro- used at 170 of the 181 grantee insti- posals, HHMI provided grants total- tutions for programs to recruit and ing $61 million to 51 universities. retain students in the sciences, These awards were paid over a especially those underrepresented two-year period. (See HHMI's in scientific fields, such as women, Grants for Science Education, blacks, Hispanics, and Native Amer- 1989-1990.) icans. The principal student activity In 1991 a total of 98 public and supported under the program is private institutions, including com- undergraduate research, providing prehensive and liberal arts collegesopportunities for students, many and universities and institutionswith no prior laboratory experience, with demonstrable records of edu- to learn scientific concepts, termi- cating minority students underrep-nology, and techniques while assist-

40 Grants for Science Education, 1094 6 -4' ing scientists in research projects 27 percent are students from minor- on or off campus. At a number ofity groups underrepresented in sci- institutions, th se research experi- entific fields. Most of the students ences have b..Tn enhanced by (92 percent) conducted research at prior training activities and subse- their own institutions, and a limited quent opportunities for students to number (8 percent) worked off cam- present and publish their research pus at other universities or colleges, findings. Since its inception in 1988, the in government laboratories, or with undergraduate program has sup- private corporations (Figure 35). ported over 11,500 undergraduates Forty-five percent of these research conducting research (Figure 34). Ofexperiences took place during sum- this total, 56 percent are women and mer, 36 percent during the academ-

Figure 34

Undergraduate Research, 1988-1993

Student Participation Trends

Number of students

4,000

3,500

3,000

2,500

2,000

1,500

1,000

500

0 1988-1989 1989-1990 1990-1991 1991-1992 1992-1993 Minorities Women All students

Student Participation Total Number Percent All students 11,522 100% Women 6,449 56 Minorities 3,158 27

Undergraduate Science Education 41 is year, and the rest aimed both graduate research opportunities in periods (Figure 35). attracting student interest in the sci- Grantee institutions have report- ences and helping to retain that ed a significant impact of under- interest through the college years

Figure :35

Undergraduate Research Sites, 1988-1993

Government laboratories (21%) Private laboratories (14%)

Corporate laboratories Research (11%) universities and centers Other (35%) (19%)

All research sites Off-campus research sites

Figure 36

Undergraduate Research by Academic Period, 1988-1993

Both Summer research (19%) (45%)

Academic year research (:3M)

42 69 Grants for Science Education, 11194 and beyond. According to a number Figure 37 of participating students, HHMI- supported research experiences New Faculty Appointments, 1988-1993* have been major factors in accep- tances into outstanding graduate Number Percent

and medical programs and in Faculty Appointments 169 100% receipt of national fellowships. For Underrepresented Minorities 21 12 example, several undergraduates Women 82 49 supported though this program

have gone on to receive fellowships 'Of the 169 Institute-supported apmin twills, 39 are non-tenure track. under HHMI's highly competitive predoctoral fellowship program.

Figure 38 Faculty Development in the Sciences New Faculty Appointments, by Scientific In the initial program phase, a total Field, 1988 -1993

of $28 million has been used by 98 Field Number of Appointments of the 181 awardee institutions for Cell or molecular biology 41 science faculty development, includ- Biochemistry/biophysics 26 ing the appointment of new faculty Neuroscience 22

members, programs to engage General biology' 11

research faculty in undergraduate Chemistry 10

teaching, and other activities. Since Genetics 5

1988, HHMI funds have enabled 55 Physics 5

colleges and universities to appoint Physiolog 4 169 faculty members in a range of Other biological and scientific fields 45 scientific disciplines. These HHMI- Total 169 supported appointments include 82 women (49 percent) and 21 faculty members from minority groups appointments have enabled institu- underrepresented in scientific areas tions to bridge science depart- (12 percent) (Figure 37). Thesements, such as biology and chem- appointments are providing depart- istry, in the development of interdis- ments with opportunities to develop ciplinary programs. The new faculty new courses in important areas ofmembers have begun to distinguish modern science and to update and themselves at their colleges and expand curricula. universities, which arc reporting The scientific disciplines in important contributions in teaching. which HHMI- supported faculty research. and institutional service. have been appointed include cell or HHMI provides funds for activi- molecular biology, biochemistry/ ties that enrich the current faculty biophysics, and neuroscience (Fig- scientists' knowledge of their fields ure 38). In several cases the new and enhance their ability to convey

Undergraduate Science Ethical ion 4:1 als, and other instructional materi- Figure 39 als. Curriculum and Laboratory Development, Since 1988 HHMI has supported Selected Course Areas, 1988-1993 the development of approximately 2,500 courses covering a wide range Area Number of Courses of scientific disciplines, such as General biolog 299 genetics, molecular and cell biolo- Chemistry 252 gy, and neuroscience (Figure 39). Biochemistry 218 Approximately 30 fields of biology Molecular biology 218 and other disciplines are represent- Cell biology 189 ed. Numerous grantee institutions Neuroscience 159 are using their awards to relate biol- Physiology 134 ogy teaching to chemistry, physics, Laboratory techniques 120 mathematics, and computer sci- Genetics 116 ence. In such cases biological exam- Physics 103 ples are integrated into laboratory Topics in biological sciences 102 courses in the physical sciences and other areas. new knowledge to students. Science Another important objective of faculty members have received HHMI's support of curriculum and support to participate in workshops, laboratory development is the seminars, professional meetings, enhancement of opportunities for and training programs in thehands-on laboratory research in sciences. undergraduate science courses. Grantee colleges and universities Curriculum and Laboratory are developing teaching laborato- Development and Equipment ries at the introductory through upper-division levels, providing A total of $53.4 million has been undergraduates with research expe- directed to the development of sci- riences that may he continued in ence curricula and laboratories,faculty laboratories. Institutions enabling nearly all of the 181 report that for many students these grantee institutions participating in research experiences are stimulat- the initial program phase toing interest in science majors and enhance the quality of instruction in careers. the biological sciences and other disciplines as they relate to biology. Precollege and Outreach Programs HHMI grant support in this area is principally directed to the acquisi- In the first program phase, HHMI tion of modern scientific instru-awarded $34 million to 170 of the ments and to laboratory renovation. 181 grantee colleges and universi- The program also supports theties to develop or expand linkages development of new experimentswith precollege and other institu- for use in courses, laboratory manu- tions. The objective of these initia-

44 Grants for Science Education, 1904 71 Figure 40

Outreach Program Participants, 1988-1993

Teacher Participation Trends Number of teachers and faculty members

3,000

2,500

2.000

1,500

500 0 11111M11 1988-1989 1989-1990 1990-1991 1991-1992 1992-1993 Minorities Women All teachers and faculty members Teachers and Faculty MembersTotal Number Percent All teachers 8,239 100% Women 4,630 56 Minorities 1,525 19

Student Participation Trends

Number of students

9.750 9,000 8,250 .7,500 6,750 6,000 5,250 _4,500 3,750 3,000 2,250 1,500 750

0 1988-1989 1989-1990 1990-1991 1991 -1992 1992-1993 Minorities Wnmen M1 students Student ParticipationTotal Number Percent All students 25.371 100% Women 13,718 54 Minorities 14,940 59

Undergraduate Science Education 45 Figdre 41

Outreach Program Participants by Level, 1988-1993

Teacher Participation in. Outreach Programs by Teaching Level Number of teachers

2,000

1,500

1,000

_Mt 1988-1989 1989-1990 1990-1991 Elementary school Middle school High schoolFps Ittio- and four-year colleges Teacher ParticipationTotal Number Percent All teachers 8,239 100% Elementary school 887 11 Middle school 1,228 15 High school 5,435 66 College 689 8

Student Participation in Outreach Programs by Educational Level

Number of students

6,000

5,000

4,000

3,000

2,000

1,000

0 1988-1989 1989-1990 1990-1991 1991-1992 1992-1993 Elementary school Middle school High schoolif 'No- and four-year colleges Student ParticipationTotal Number Percent All students 25,371 100% Elementary, school 5,245 21 Middle school 3,209 12 High school 16,654 66 Cc::ege 263

46 Grants for Science Education, 1004 7 3 tives is to enhance the quality of the tutions have benefited from HHMI's institutions' science programs.precollege and outreach support They are also intended to attract (Figure 41). Of the participating and retain students in the sciences, teachers, approximately 66 percent particularly women and students have been from high schools. Also from underrepresented minority significantly represented have been groups. Programs include summerelementary and middle school and academic-year laboratory expe- teachers and two- and four-year col- riences for teachers and students,lege faculty. Students from high summer science camps, equipment schools again accounted for 66 per- loans, and curriculum development, cent. as well as classroom training for Colleges and universities have students in biology and chemistry, reported on the laboratory activities physics, mathematics, and other of precollege students participating areas as they relate to the biological in HHMI-supported outreach pro- sciences. grams. A number of these students Since 1988. approximately 8,200 teachers, of whom 56 percent arehave received recognition for their women and 19 percent are minority research through such activities as group members, have participated the Westinghouse Science Talent in HHMI-supported outreach activi-Search and local, regional, and ties (Figure 40). In addition, aboutnational science fairs. Many have 25,000 students have been involved. also been accepted into leading including 59 percent minority stu-undergraduate science programs. dents and 54 percent women. In addition, a number of teachers Teachers from elementary, mid- from elementary and secondary dle, and high schools, faculty mem- schools have attributed improve- bers from two- and four-year col-ments in their science teaching to leges, and students from these insti- participation in HHMI programs.

7 4 Undergraduate Science Ethical ion 47 Undergraduate Biological Sciences Education Program, 1993 Awards

Amherst College 8500,000 Ohio Wesleyan University $500,000 Amherst, Massachusetts Delaware, Ohio Bates College $500,000 Saint .Joseph's University $500,000 Lewiston, Maine Philadelphia, Pennsylvania Bowdoin College $550,000 St. Mary's University $650,000 Brunswick, Maine San Antonio, Texas

Bryn Mawr College $600,000 Saint Olaf College '$500,000 Bryn Mawr, Pennsylvania Northfield, Minnesota California State University-Los Angeles S650.000 San Diego State University $500,000 Los Angeles, California San Diego, California California State University-Northridge 8700,000 Smith College $600,000 Northridge, California Northampton, Massachusetts Carleton College $850,000 Northfield, Minnesota Southern University and A&MCollege at Baton Rouge $700,000 Baton Rouge, Louisiana City University of New York City College $650,000 New York, New York Swarthmore College 8650,000 Swarthmore, Pennsylvania City University of New York Herbert H. Lehman College $500,000 Bronx, New York Tougaloo College $500,000 Tougaloo, Mississippi City University of New York Hunter College $650,000 New York, New York Tuskegee University $500,000 Tuskegee, Alabama Clark Atlanta University $550,000 Atlanta, Georgia Union College $500,000 College of the Holy Cross $550.000 Schenectady, New York Worcester, Massachusetts Unive6ity of Puerto Rico Cayey University College $600,000 Colorado College $650,000 Cayey, Puerto Rico Colorado Springs, Colorado University of Puerto Rico Mayaguez Campus 8500,000 Concordia College-Moorhead $550,000 Mayaguez, Puerto Rico Moorhead, Minnesota University of Puerto Rico Rio Piedras Campus $500,000 Fisk University $550,000 Rio Piedras. Puerto Rico Nashville. Tennessee University of Texas at El Paso $850,000 Fort Lewis College $500,000 El Paso, Texas Durango, Colorado Ursinus College 85(10,000 Gettysburg College $500,000 Collegeville, Pennsylvania Gettysburg, Pennsylvania Wellesley College $850,000 Hampton University 85(10,000 Wellesley, Massachusetts Hampton, Virginia Wesleyan University $500,000 Haverford College $600,000 Middletown, Connecticut Haverford. Pennsylvania Western Maryland College $500,000 Hobart and William Smith Colleges $550,000 Westminster, Maryland Geneva. New York Wheaton College Humboldt State University $800,000 $550,000 Arcata, California Wheaton, Illinois Knox College $500,000 Williams College $500,000 Galesburg, Illinois Williamstown, Massachusetts Morehouse College 51,000,000 Wofford College $700,000 Atlanta, Georgia Spartanburg. South Carolina Oberlin College c500,000 Xavier University of Louisiana $1.400,000 Oberlin, Ohio New Orleans, Louisiana

48 Grants for Science Education, 1004 Undergraduate Biological Sciences Education Program, 1993 Grant Summaries Amherst College, Amherst, Massachusetts $500,000 in support of a program to attract and retain students in the sciences, including women and minority students underrepresented in sci- entific fields, to include such components as academic-year laboratory research experiences, a science dormitory for student researchers, travel to scientific meetings, symposia to present research, and enhanced mentoring and advising.

Bates College, Lewiston, Maine $500,000 in support of the following: (1) student research experiences in faculty laboratories both on and off campus, opportunities to attend sci- entific meetings, and other activities; (2) laboratory equipment to enhance undergraduate interdisciplinary teaching in the neurosciences and other areas of the biological sciences; and (3) outreach programs for rural elementary antl junior high schools that may include: laboratory experi- ences for high school science teachers with College faculty, activities in the sciences for elementary and junior high school students, particularly girls and members of minority groups underrepresented in the sciences, and local public science education using the College's planetarium.

Bowdoin College, Brunswick, Maine $550,000 to support a program of (1) equipment acquisitions to enhance student independent research experiences and introductory, intermedi- ate, and upper-division laboratory courses in such fields as biochemistry, biophysics, genetics, and neuroscience; (2) student development and research experiences. to include summer and academic-year opportunities in faculty laboratories, workshops, and seminars to attract and retain students in the sciences, including students from minority groups underrepresented in scientific fields; and (3) outreach to teachers at high schools in rural Maine, to provide laboratory experiences, equipment to develop science classes at their home schools, and ongoing contact with College faculty.

Bryn Mawr College, Bryn Mawr, Pennsylvania $600,000 in support of activities for attracting and retaining women in the sciences through (1) enhancements in teaching laboratories for pro- grams in biology, neural and behavioral sciences, and other scientific disciplines by computer upgrades and laboratory renovations; (2) under- graduate summer research opportunities with College faculty, to include student stipends, research supplies, travel to conferences, and participa- tion in interdisciplinary seminars and discussion series, and a summer research program for students from historically black colleges to conduct research in Bryn Mawr laboratories; and (3) science enrichment workshops in biology and neural and behavioral sciences for Philadelphia public school science teachers from all grade levels, to include stipends and mini-grants for teachers.

California State UniversityLos Angeles, Los Angeles, California 8650.000 in support of (1) a research training program in the biological sciences for freshmen and sophomores, especially women and students from underrepresented minority groups, to include academic preparation for research through workshops and seminars, tutoring and group study activities, faculty/peer advising and mentoring, and research participation with faculty mentors, and (2) equipment purchases to enhance under- graduate laboratory research training and experience in the biological sciences and related disciplines.

California State UniversityNorthridge, Northridge, California 8700,000to support (1) summer and academic-year research experiences in faculty laboratories for introductory-level students; enhanced academic advising and peer tutoring for freshmen and transfer students; student travel to scientific meetings; and other activities, and (2) a pro- gram to provide training and materials to develop student research programs in the biological sciences to science teachers from Los Angeles junior and senior high schools with significant minority enrollments.

Carleton College, Northfield, Minnesota $850,000 in support of (I) modern instrumentation for undergraduate laboratory instruction and student research in molecular and developmen- tal biology, neuroscience, and related scientific disciplines; (2) opportunities for undergraduates to engage in summer research with college facul- ty. to include student stipends, research supplies, and travel to scientific meetings to present research; and (3) academic and research training in science fur entering freshmen; (4) a summer research program for high school students from San Antonio, Texas; and (5) an introduction to mathematics and principles and methods of scientific research for middle school students, including those from underrepresented minority groups,

City University of New York City College, New York, New York $650,000 in support of (I) programs of student research and broadening access for students that may include the following activities: freshman research preparation and participation, upper division research, and various broadening access activities; (2) outreach programs for students, particularly women and underrepresented minorities, to include such activities as research experiences, counseling, and science career informa- tion for high school students, summer research or academic preparation courses for prefreshmen, and a summer transfer program for community college students; and (3) laboratory instrumentation for cell and molecular biology courses and biology and chemistry modules.

Undergraduate Science Education 49 City University of New York Herbert H. Lehman College, Bronx, New York $500,000 in support of the following: (1) renovations and equipment lor undergraduate teaching laboratories to introduce students to modern sci- entific principles and research in introductory and advanced level biological courses; (2) summer outreach programs for llth- and 12th-grade stu- dents and prefreshmen. especially those from underrepresented minority groups; and (3) an academic year program for freshmen and sopho- mores, to include research, advising, and other academic development.

City University of New York Hunter College, New York, New York 5650,000 in support of the following: (1) increasing access to laboratory research through summer training workshops in molecular biology, neuro- biolog, and cell structure, followed by an academic year research program for undergraduates; (2) renovation of an undergraduate facility and acquisition of scientific instrumentation to support laboratory training in neurobiology and molecular immunology and basic research techniques; and (3) an outreach program, to include summer training workshops for local high school biology teachers and follow-up activities for high school students.

Clark Atlanta University, Atlanta, Georgia $550,000 to support the following: (1) research training and laboratory experiences for students, beginning with a prefreshmen course in mathe- matics and scientific principles and techniques, followed by summer and academic-year research opportunities with faculty members and at research universities, industrial laboratories, and other sites; (2) renovations and equipment acquisitions to permit the expansion of a laboratory course in cell biolo; and (3) summer laboratory training in genetics for biology teachers from Atlanta high schools and equipment and materials for teachers to develop curricula at their home institutions.

College of the Holy Cross, Worcester, Massachusetts 5550,000 to support (1) outreach activities with Worcester public high schools, to provide teachers with laboratory and classroom training in the biological sciences and other fields as they relate to biology, and to develop precollege science curricula; (2) equipment acquisitions to enhance courses in such areas as biochemistry, cell biology. genetics, immunology. introductory biology, and neurobiology; and (3) student research during the summer and academic year in faculty laboratories, and opportunities for students to present their research.

Colorado College, Colorado Springs, Colorado 5650,000 to support a program of (1) summer and academic-year student research experiences in on- and off-campus laboratories, with opportuni- ties for students to participate in scientific meetings, present their research, and other activities; (2) outreach activities, to include summer labo- ratory and classroom training for students, particularly black, Hispanic, and Native American students from high schools in Colorado, New Mexico, and Arizona, and an extension of this program in scientific analysis and writing for College students; and (3) equipment acquisitions for student research and laboratory courses in genetics and molecular biology.

Concordia CollegeMoorhead, Moorhead, Minnesota 8550,000 in support of (1) on-campus laboratory experiences for students working during the summer in faculty-student research teams: (2) equipment and renovations for laboratories to enhance teaching and learning in such disciplines as molecular genetics and developmental biolo- gy, plant physiology, and human anatomy and physiology; and (3) expansion of programs with local schools and a tribal college to increase the par- ticipation of Native Americans in science through on-campus laboratory experiences for teachers and facultteacher collaboration in precollege biology curriculum development.

Fisk University. vishville, Tennessee $550,000 in support e. (1) a program for juniors to include individualized instruction on the basic principles and applications of various biological and biochemical techniques in the life science research, supplemented with lectures, mein ()ring, and other activities, followed by independent research with faculty mentors. and opportunities to travel to scientific meetings. and (2) laboratory equipment and instrumentation for student research and general undergraduate biology courses.

Fort Lewis College, Durango, Colorado 5500,000 in support of (1) development of laboratory and classroom facilities and the acquisition of scientific equipment for instruction and undergraduate research in biochemistry. cell and molecular biology-, physiology. and macromolecular isolation; (2) increased opportunities for undergraduates. especially women, Native Americans, Hispanics and blacks to participate in summer research with College faculty: and (3) expanded research experiences for high school or community college science teachers.

Gettysburg College, Gettysburg, Pennsylvania 5500,000 in support of (1) an outreach program that will bring kindergarten through 12th -grade teachers from local school districts, including those serving rural students. together with College science faculty to engage in interdisciplinary, problem-based learning in the biological and physical sciences, and (2) provide equipment to schools to enable students to perform cla,..room experiments in modern biology.

50 Grants for Science Education, 100-1 7 7 Hampton University, Hampton, Virginia $500,000in support of (I) a program to attract and retain underrepresented minority students in scientific fields, by providing a prefreshman pro- gram of laboratory and classroom training in molecular biology, laboratory research experiences, and opportunities to present research; (2) equip- ment acquisitions and laboratory renovations to support student research; and (3) activities to develop high school students' interest in science, including laboratory experiences in biota& and chemistry, visits to research laboratories, and guest scientific lectures.

Haverford College, Haverford, Pennsylvania 8600,000 in support of (I) programs for students, including women and members of minority groups underrepresented in the sciences, to provide summer and academic -year laboratory experiences, interdisciplinary study and research in the biological sciences, and seminars and symposia on biomedical topics; (2) equipment acquisitions to modernize laboratory courses and introduce new experiments in such fields as biochemistry, biology, and biophysics; and (3) outreach initiatives, including laboratory and classroom training, for teachers and students from Philadelphia area middle and high schools, particularly those with significant minority enrollments.

Hobart and William Smith Colleges, Geneva, New York SK0,000 in support of (1) equipment acquisitions and renovations for undergraduate laboratories, such as introductory biology and a microcom- puter laboratory, and (2) a summer research program based on laboratory research groups composed of cfne faculty member, two upperclassmen, two underclassmen, and one prefreshman.

Humboldt State University, Arcata, California $800,000 to support (1) a program to increase recruitment and retention in the biological sciences on the part of Native American students from western states, including California, Nevada, Oregon, Washington, and Montana, through ongoing contact with tribal colleges and schools, support and mentoring at the University, and on- and off-campus laboratory experiences; (2) equipment acquisitions for teaching laboratories in such areas as molecular biology, physiology, and microbiology; and (3) faculty-student laboratory research and opportunities for students to attend sci- entific meetings and present their research.

Knox College, Galesburg, Illinois $500,000 in support of (1) instrumentation to develop laboratory courses in such areas as immunology, genetics, and structural and cell biology with a view to imparting scientific principles and techniques to students preparing for independent research experiences; (2) summer research opportunities for undergraduates. particularly those from underrepresented minority groups: and (3) an outreach program that could include training in mathematic end physics for underrepresented minority high school students from the Chicago area.

Morehouse College, Atlanta; Georgia $1,000,000 in support of a program to provide students from minority groups underrepresented in the science.' with tlm following: (1) precollege outreach activities for high school students from Atlanta and throughout the United States that include classroom training in science, mathemat- ics, and general study skills and hands-on laboratory, experiences at the College or at off-campus sites, and a prefreshman program in the sci- ences; (2) student research experiences from the sophomore through senior year that include summer and academic-year research at the College and at another institution, as well as opportunities for students to present their research : and (3) laboratory courses in the areasorplant sci- ences, molecular genetics, biochemistry, and ecology, enhanced with new equipment and renovations.

Oberlin College, Oberlin, Ohio $500,000 in support of (1) laboratory renovations and equipment acquisitions to expand and enhance teaching in areas that could include general introductory biology, chemistry, and neuroscience; (2) summer and academic -year laboratory experiences for students, including women and stu- dents from minority groups underrepresented in the sciences and opportunities for students to discuss research at a colloquium with visiting sci- entists and present research results at regional or national conferences; and (3) a program to interest biology majors in science teaching by link- ing them with College faculty and with local high school teachers in developing instructional materials on specific biological topics to be present- ed by the students in high school classrooms.'

Ohio Wesleyan University, Delaware, Ohio monoto support (1) equipment acquisitions and renovations for a teaching laboratory in botany, microbiology, and zoology, or in chemistry, physics, or mathematics; (2) on-campus student summer research, mentoring, and opportunities for students to present research; and (3) out- reach opportunities for precollege teachers and students in the biological sciences and other disciplines as they relate to biology.

Saint Joseph's University, Philadelphia, Pennsylvania $500,900 in support of (1) a summer research program for undergraduates from Saint Joseph's University, women's colleges, and historically black institutions from the Philadelphia area, to provide student stipends, research supplies, and student travel to professional meetings, and (2) new and upgraded equipment to enhance instruction in the core science curriculum and to implement new laboratory curriculum improvements in upper-division courses, such as biochemistry and moleculargeneticsor physiology,

Undergraduate Science Education 51 St. Mary's University, San Antonio, Texas $650,000 to support (I) renovations and equipment acquisitions to support the development of laboratory teaching in the biological sciences and other disciplines as they relate to biology', such as biochemistry, molecular biology, genetics, and organic, inorganic, and physical chemistry; (2) comer research experiences for students at off-campus biomedical research laboratories, and student development in the sciences; and (3) lab- oratory experiences and other opportunities in the sciences for students at San Antonio high schools, including those serving significant numbers of underrepresented minority students.

Saint Olaf College, Northfield, Minnesota $500,000 in support of (I) a summer research program consisting of undergraduate laboratory experiences, support for underrepresented minori- ty students, and research opportunities for Minneapolis community college students; (2) equipment for undergraduate laboratory instruction in introductory and upper-level biology' and chemistry courses; and (:3) outreach initiatives to enhance science education at the elementary and pre- college level, including a program to link teachers from rural and inner -city elementary schools with College faculty.

San Diego State University, San Diego, California $500,000 to support (I) equipment acquisitions and renovations for introductory and upper division teaching laboratories in disciplines that could include biostatistics (with an undergraduate computer laboratory), general biolo, cell and molecular biology', microbiolow, and physiology'; (2) programs for students, including women and underrepresented minorities, such as training for prefreshmen and transfer students, undergraduate support, and other activities; and (3) outreach to San Diego schools that may include laboratory experiences for secondary-school science teach- ers and activities for primary and middle school students.

Smith College, Northampton, Massachusetts $600.000 in support of (I) equipment acquisitions for undergraduate laboratories, such as cell biology and regulation, immunology, neuroscience. and other scientific disciplines; (2) a summer undergraduate research program, to include student stipends, research supplies, and travel to pre- sent research results: and (:3) the integration of two outreach programs to provide access for high school girls into undergraduate science pro- grams, through activities such as a girls' summer residential science program and the provision of resources and experiences for high school 'eachers and counselors.

Southern University and A&M College at Baton Rouge, Baton Rouge, Louisiana S7110,0o0 to develop an outreach program for precollege students in the Baton Rouge area to attract academically talented 10th-, llth-. and 12th- grade students, particularly females and those from minority groups underrepresented in the sciences, into careers in research or medicine,

Swarthmore College, Swarthmore, Pennsylvania 5650,000 in support of (1) research experiences in faculty laboratories for students. including women and members of underrepresented minority groups, opportunities to travel to scientific meetings, a seminar series on interdisciplinary research, and other activities; (2) new instruments to equip laboratories for courses in areas such as physiology and molecular biology; and (:3) outreach activities, to include summer research experi- ences in College laboratories for teachers and students from local high schools, including those with significant enrollments of underrepresented minority students.

Tougaloo College, Tougaloo, Mississippi $500,000 to support (I) new equipment and laboratory renovations to provide students with hands-on, experiment-oriented instruction in areas of the biologic-al sciences including genetics, molecular biology, and physiology, and to upgrade teaching in chemistry and physics: (2) support for students that includes opportunities to participate in laboratory experiences during the summer and academic vear; and (3) summer and week- end laboratory and classroom training in science and mathematics for students and teachers from high schools in the Jackson area.

Tuskegee University, Tuskegee, Alabama $500,000 in support of (1) renovation of blob* and chemistry teaching laboratories and creation of a learning center emphasizing computer- based instruction in biology and chemistry. and (2) expansion of a program that provides students with prefreshmen laboratory and classroom training in the sciences. ongoing courses and seminars to strengthen research skills, and research experiences at university, government, and other off-campus laboratories.

Union College, Schenectady, New York $500,000 to support (I) laboratory renovations and equipment acquisitions to strengthen teaching in such areas as biochemistry, molecular genet- ics, protein structure and function, and physics, using biological examples: (2) precollege and outreach programs that could include summcr sci- ence workshops for elementary, middle, and high school teachers, local support groups for science teachers, and other activities; and (:3) laborato- ry research opportu. :"Rs for students, including those from minority groups underrepresented in the sciences.

52 Grants for Science Education, 1994 University of Puerto Rico Cayey University College, Cayey, Puerto Rico $600,000 to support a program to attract anti retain Hispanic students in the sciences, to include (1) faculty wee ng and summer research experiences for students in on-campus laboratories during their freshman year and opportunities to work in laboratories at research institutions in the United States during the sophomore year; (2) renovations and instrumentation to enhance laboratories for science courses in such areas as biochemistry, cell and molecular biology, and developmental biology, and for undergraduate and precollege research experiences; and (3) a sum- mer training program in scientific principles, met hodolog, and techniques for students prior to their freshman year.

University of Puerto Rico Mayaguez Campus, Mayaguez, Puerto Rico $500,000 to support a program to (1) renovate a laboratory facility for undergraduate instructionion in such areas as cell physiology, virology , immunology, and molecular genetics, and acquire equipment for courses in majors and nonmajors general biology, and genetics and structural biology; (2) enhance student research experiences to provide opportunities for students to attend scientific meetings; and (3) conduct introduc- tory workshops in molecular biology for local high school biology teachers.

University of Puerto Rico Rio Piedras Campus, Rio Piedras, Puerto Rico $500,000 to support (1) research opportunities for undergraduates on campus and in offcampus laboratories of pharmaceutical companies and government agencies, a peer tutoring program in chemistry, physics, and mathematics for undergraduates, and expansion of prefreshman sum- mer workshops in mathematics to enhance quantitative skills, problem-solving abilities, and analytical reasoning; (2) enhancement of laboratory courses and introduction of molecular biology techniques through equipment acquisitions; and (3) production of educational science videos for elementary and intermediate school students, a mathematics research seminar and symposium forjunior and high school stw!ents during the summer and academic year, and a science competition for junior high and high school students throughout Puerto Rico.

University of Texas at El Paso, El Paso, Texas $850,000 to support (1) equipment acquisitions and laboratory enhancements for courses at the introductory through upper-division levels in cel- lular and molecular biology. immunology, physiology, and plant bioloq; (2) laboratoly training and research experiences for students in their sophomore through senior years !ding on-and off-campus laboratoty opportunities and support for travel to scientific meetings; (3) a student development program in if . es that provides prefreshman workshops in the sciences and in general study skills and continues through the undergraduate years wit h racalty and peer mentoring. science seminars and symposia, and preparation for and assistance in applying to graduate or medical school.

Ursinus College, Collegeville, Pennsylvania $500,000 in support of a prOgram to include (1) scientific instrumentation to support student laboratory experiences in cell and molecular biology and organismal systems and a new approach to introductory biology teaching through a team approach to scientific problem solving. and (2) ini- tiatives to prepare undergraduates, especially underrepresented minority groups, for upper-level curriculum in the sciences through financial and academic support for incoming students, a prefreshman bridge program, and tutoring activities.

Wellesley College, Wellesley, Massachusetts $850.000 in support of programs to attract and retain women in the sciences, to include the following components: (1) summer research opportu- nities, in collaboration with a faculty mentor. for women and minority students underrepresented in the sciences; (2) equipment acquisitions to strengthen classroom and laboratoiy instruction in bioloq and chemistry at the introductory level; and (3) programs to enhance the qua0ty of precollege science education.

Wesleyan University, Middletown, Connecticut $500,000 to support (I) equipment acquisitions and renovations for a teaching laboratory in botany, microbiology, and zoology, or in ehemistry, physics, or mathematics; (2) on-campus student summer research, mentoring, and opportunities for students to present research; and (3) out- reach opportunities for precollege teachers and students in the biological sciences and other disciplines as they relate to biology.

Western Maryland College, Westminster, Maryland S500,000 in support of (1) updated and enhanced laboratory instrumentation for undergraduate courses in molecular modeling and cell Nokia, and other courses in biology and biochemistry; (2) an expanded out reach 'migrant engaging Baltimore-area high school students and teachers in studies of the biology of the Chesapeake Bay, using the bay as a science laboratory; and (3) broadening opportunities for student laboratory expe- riences through on- and off-campus collaborations, to include student stipends, housing, and t ravel to present research results.

Wheaton College, Wheaton, Illinois $550,000 to support (I) a !migrant to attract and retain students, particularly those from minority groups underrepresented in the sciences at inner-city Chicago schools, through laboratory instruction in biodogv. chemistry, and mathematics, tutoring, and peer counseling by college stu- dents from similar backgrounds; and (2) acquisition of laboratory equipment and computers for data analysis, simulations, and other applications.

Undergraduate Science Education 53 Williams College, Williamstown, Massachusetts $500,000 in support of (1) equipment and renovations for introductory biology laboratories and classrooms, and equipment for interdisciplinary biology programs in neuroscience, biochemistry and molecular biology, or biophysics, and for a science and mathematics resource center; (2) out- reach activities, such as the expansion of a high school outreach program and development of an elementary school outreach program involving curriculum development and a summer camp for children in grades one through six; and (3) an expanded summer research program for under- graduates.

Wofford College, Spartanburg, South Carolina $700,000 to support the following activities: (1) expansion of a two week summer residential precollege science program for gifted 6th-, 5th -, and 801-graders from seven school districts in Spartanburg, South Carolina; (2) the acquisition of instructional laboratory instrumentation for teach- ing undergraduates the analysis of biological, chemical, and physical systems; and (3) a summer research program to include research teams con- sisting of College faculty, Wofford undergraduates, and middle/high school students.

Xavier University of Louisiana, New Orleans, Louisiana Si5400,otio to support a program for attracting and retaining students in the sciences, including women and members of underrepresented minori- ty groups, through the following activities: (1) academic development and other uport fur biology and chemistry majors, to include financial assistance for freshmen, academic advising for biology and chemistry students tt rough counseling and tutoring, and placement into summer labo- ratory research programs, and (2) summer academic enrichment programs in biology, chemistry, and mathematics for students from the 9th through 12th grades primarily from metropolitan New Orleans, and support for junior and high school teachers to develop new teaching materials.

54 Grants for Science Education, 1904 81 Precollege and Public Science Education

The Institute has developed sev- eral initiatives in precollege science Precollege Science education, principally to encourage Education Initiative for students to choose scientificMuseums careers, to provide research oppor-In 1991 the Institute announced its tunities and new teaching tools to first round of competition for a pro- teachers, and to address national gram in the area of elementary and concerns about the low level of gen- secondary school educationa pro- eral scientific knowledge and inter- gram of precollege science educa- est among both school-age and tion grants for museums. The first adult populations. Among the fac- awards, totaling $6.4 million, were tors considered in the development made in June 1992 to 29 institutions, of these programs are the majorincluding children's and youth findings of the Institute-supported museums, natural history museums, National Research Council study and science and technology centers. Fulfilling the PromiseBiology Edu-In 1992 the Institute announced a cation in the Nation's Schools. In second round of competition, addition, new national initiatives in extended to include not only science science education and the results of museums but also eJaria, botanical precollege-oriented outreach activi-gardens, and zoological parks. A ties currently supported under the total of $4.25 million was awarded in Institute's undergraduate science August 1993 to 22 institutions. education program have been taken Throughout the science museum into account. program, the Institute has awarded The Institute's initiatives are$10.65 million to 51 institutions. designed to stimulate the scientific including science museums, aquaria, community to work with teachers, botanical gardens, and zoos (Figure school administrators, other educa- 42). Of this amount, approximately tors, and students at all school lev- 53 percent is going to children's and els. The main objectives are to stim- youth activities, 33 percent to teach- ulate children's interest in science ers and curriculum development, and to improve science education and 14 percent for science outreach through revision of curricula, to families and communities. improvement of classroom prac- With a major focus on elementary tices, enhancement of teacher edu- school-age children, this initiative cation (initial and continuing), and complements the precollege out- augmented teacher recruitment. reach activities funded through the The newest Institute initiative in Institute's undergraduate science precollege science educationeducation program. These have encourages a larger role for practic-been geared primarily to secondary ing scientists in every aspect of edu- school students and teachers. The cation reform, from textbook devel- new initiative is intended to further opment to teacher training. the efforts of museums and related

Precollege and Public Science Education Q 9 55 Figure 42

Precollege Science Education Initiative for Museums, Awards to 51 Institutions Including Aquaria, Botanical Gardens, and Zoos ($10.65 million), by Program Component, 1992 and 1993 Competitions

Families/community groups Children and youth $1.55 million (114%) $5.6 million (53%)

Teachers/curriculum $2.5 million (33%)

institutions in developing sciencecollections are the primary source education programs for children and of informal science education. youth, for teachers, and for families Museums and related institu- and community groups. tions also train teachers and assist Natural history museums, aquar- them in instructing their students to ia, botanical gardens, and zoos offer develop problem-solv;ng skills and a variety of education programs for curiosity in settings where they can enjoy learning through exploration. children 'on topics related to organ- Further, these institutions play sig- ismal biology, ecology, genetics, nificnt roles in stimulating parental and evolutionsubject areas widely and communal involvement in the recommended for emphasis in the science education of children and early and middle school grades. youth. Among the activities of par- These institutions also employticular interest to the Institute are interactive exhibits to foster certain those involving dis74vantaged and types of learning styles (e.g., curios- under served minority youth and ity- motivated and exploratory learn- those bringing museum programs ing) that are not easily nurtured in to families and youth groups in formal school settings. For many rural and urban areas with limited children and their families, living science resources.

5E; Grants for Science Education, 1994 8 The keynote address was given Science Museum Program Directors Meeting by Dr. Robert Hazen, a geophysicist at the Carnegie Institution of Wash- A meeting of the science museum ington and coauthor of Science Mat- program directors was held Sep-ters. Dr. Hazen made a strong case tember 13-15, 1993. There were 57 for science education activities attendees from 29 museums thatthrough which average citizens, received Institute awards in 1992. regardless of vocation, will come to The meeting focused on how muse- understand the scientific concepts ums can create partnerships in sci- reported in the news and relevant to ence education at the state and local their daily lives in matters of health, levels with schools, families, youth the environment, and even the organizations, and community economy. Museums meet a special groups (Figure 43). need in regard to this goal because

Figure 43

1993 Precollege Program Directors Meeting

Program Synopsis Progum Synopsis

Howard I lughes Medical Institute IloxanlIlughet. Medical Institute Office toll Grants and Special Programs Office of Grants and Special Programs

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Precollege and Public Science Meat ion

1:s01 COPY AVAILABLE of their emphasis on interactiveof whom do not have the resources exhibits and their connection withto attend national conferences. It young audiences and their families. provided an exceptional opportunity The diversity of the institutions to meet colleagues and consult on and communities involved in thisprogram activities. It is clear that initiative has produced a variety ofInstitute support will have a con- approaches to forming science part- structive impactasthe museums nerships. Underlying similaritiesdevelop science education pro- were evident, however, as partici-grams addressed to elementary pants described strategies, chal-school children and their parents lenges, successes, and future objec- and teachers. Institute support has tives of their programs. In many of been an important catalyst for such the sessions, discussion focused on programs in the institutions' com- collaboration with schools, recruit-munities. Conference proceedings ment of girls and minorities for pro- will he published early in the spring grams, orchestration of effective of 1994. outreach endeavors, and changing the perception of the museum's role Awards, 1993 in science education. The meeting was enormously Under the museum program, a total beneficial to the participants, manyof $4.25 million was awarded in

Figure 44

Precollege Science Education Initiative for Museums, Awards to 22 Institutions, Including Aquaria, Botanical Gardens, and Zoos ($4.25 million), by Program Component, 1993 Competition

Families/community groups Children and youth 30,5 million (12%) $2.35 million (56%)

Teachers/curriculum l.4 million (3:3%)

58 Grants for Scieuce Muralior, 1904 August 1993 to 22 institutions (Fig- Figure 45 ure 44). Recipients included chil- dren's and youth museums, natural Children's and Youth Programs history museums, science and tech- nology centers, aquaria, botanical gardens, and zoos. The awards Audubon Institute, New Orleans, Louisiana A yearlong life science immersion program will be prodded for 540 were made on the basis of reviews upper-elementapublic school students over the five-year grant period. The program will also include professional development activities for by an external panel of scientists, classroom teachers at participating schools and a family component for educators, and museum program adult role models to engage in science activities with their children. experts, with final determinations by the Institute management and Chicago Academy of Sciences, Chicago, Illinois Trustees. Over the next five years, Science Scene: ti!OS and TEENS is an outreach program that aims to enhance hiolog and ecology education for 324 disadvantaged minority these awards will support curricu- teenagers and children. The Museum's resources will be combined with those of Northwestern University Medical School and the social service lum enhancement, teacher training, resources of the Chicago Housing Authority. Science Scene will create an and science activities for young peo- environment conducive to science learning and inquiry. ple, with special attention to minori- ty and disadvantaged populations, Children's Museum, Boston, Massachusetts both urban and rural. Inquire Within; A Personalized Approach to Environmental Exploration will he developed in collaboration with the Boston public schools. Partici- pants will he approximately 400 5th-grade students and teachers, and the children's families will also take part. The explorations start with develop- Children's and Youth Programs ing an understanding that one's body responds to environmental stimuli. The 1993 grants to museums and related institutions are supporting Pratt Museum, Homer, Alaska Bonier E.h School, using the skeletal remains of a salvaged whale as well programs designed to enhance as human and marine resources unique to the area, will develop a multi- young people's interest in biology disciplinary approach to science education. Study of the natural history of whales will range from local marine biology to broader issues of ocean and related disciplines and their conservation. Through an interdisciplinary, hands-on approach, current understanding of these fields. All regional work in marine science will be explored. the projects encourage the partici- pation of girls and of minorities South Dakota Discovery Center, Pierre, South Dakota An outdoor ecostudy area will he developed on live-acre Discovery Island underrepresented in the sciences. in the Missouri River. The Center will prepare a K -12 science education Of the $4.25 million, over half program to study (I) water quality and its effects, (2) the biology of the wetlands, (3) the ecology of the Missouri Basin, and (4) advanced topics $2.35 millionis dedicated to activi- in high school biology. Eventually the program will he available to all of ties for children and youth. Among the area's rural and reservation schools. the approaches being supported are those that encourage the involve- ment of students in after-school and summer science activities, includ- A number of the funded propos- ing educational programs that ease als involve organized collaborations the transition of underserved minor- between museums, aquaria, botani- ity youth from elementary to sec-cal gardens, zoos, and schools. In ondary school, and programs forsuch coupling, activities may take youth in both rural and urban areasplace at either site e.g., field trips. (Figure 45). classes, demonstrations, sponsor-

Precollege and Puh lic Science Education rd) ship of science clubs, and loans of Figure 411 materials, exhibits, or artifacts. Teacher Training and Curriculum Another significant focus is on proj- Enhancement ects that involve students in a vari- ety of science-related experiences Academy of Natural Sciences, Philadelphia, research experiments, docent or Pennsylvania "explainer" activities, exhibition- Teaching resource kits. containing materials from the Academy's ollec- related opportunities, etc.begin- tion, and curriculum materials will be developed to enable science teach- ers to introduce object-oriented instruction into their classrooms. The ning in elementary school and con- project is directed to middle school teachers and students, grades 5-8. in the Philadelphia area. tinuing through the secondary school years. In many of these pro- grams, efforts will be made to Missouri Botanical Garden, St. Louis, Missouri Forty elementary teachers each year will learn organismal and ecological involve older children in teaching biology, practicing with participants in a summer science camp and incor- science to younger ones. porating instritional improvements in their classro ms. In addition, 24(1 inner-cty children will be trained in these fields. A hands-on investigative approach to teaching isill be used throughout. Teacher 'fraining and Curriculum Enhancement National Aquarium in Baltimore, Baltimore, Maryland Support will go to the Baltimore public schools to implement STARS (sci- The Institute's initiative for precol- ence: thinking, application, and research skills), a new science curriculum lege science education is intended, designed to meet the needs of urban children. The Aquarium will enhance the background of elementary school teachers through workshops, field in part, to provide opportunities for experiences, and kits. Enrichment classes will he provided for 2nd- to 5th -grade students. 89 percent from minority groups. pre-service preparation and in-ser- vice training for teachers of biology and related disciplines. Many of the New York Hall of Science, Corona, New York Seventh-grade life science teachers will be trained in microbiolog and activities funded in 1993 involve furnished with materials, equipment, and a support system. Topics of development or distribution of teacher training will include microscopes, collection and maintenance of microorganisms,pathogensand the immune response, and the ethics of instructional materials and/or genetic engineering. A hands-on. interactive approach to teaching and learning science will he used. teacher training, with the primary focus on in-service initiatives. Of the Staten Island Children's Museum, Staten Island, $4.25 million, $1.4 million is dedicat- New York ed to leacher and curriculum-relat- Staten Island elementary school teachers will he supplied withtraining ed activities (Figure 46). Through and tools to teach science in an imaginative and engaging fashion. The Children's Museum will riff science resources for hands-on science support from the Institute grants, a experiments, tcachor trainiw; in the use of visual and dramatic arts for teacheig science to elementary school children, and an eight-week Muse- significant number of institutions um residency at each school. will develop inquiry - base(] instruc- tional materials and kits, with an emphasis on distribution to teach- ers working with limited resources in rural and urban environnhc'nts. In many cases, the Institute's grant will enable biology educators to establish and maintain precollege science education programs.

1111 (;rants for Science Ethical 11194 Family and Community-Oriented Figure 47 Programs Family and Community-Oriented Programs Recognizing that parental and com- munity involvement in science edu- cation will foster young people's Health Adventure, Asheville, North Carolina interest in science, the Institute des- Biomedical Sciences Discovery Saturdays will rely on retired biomedical scientists from the North Carolina Center for Creative Retirement to con- ignated family and community- duct weekly sessions. Participants will be disadvantaged and minority oriented science education activities children in grades K-4 and their parents or grandparents. The goal is to teach 2,000. Families in remote areas will be involved through Trineling as a major priority for the 1993 initia- Trunks, a community outreach program. tive (Figure 47). Of the $4.25 mil- lion, $500,000 is for family and com- Sacramento Science Center, Sacramento, California munity group activities. The new The Community Partnership Science Project, addressed to K-9 students grants are supporting a variety of at risk for school dropout, is a multiyear; inquiry-hosed, hands-on program of science instruction. It includes introductory science experiences in exciting approaches involving fami- youth centers, a summer science camp, volunteer work, and paid employ- lies, youth organizations, and com- ment at the Nluseum. The project is targeted to youth in North Sacramen- to, an economically depressed area with a 65-percent minority population. munity groups in the educational activities of museums arid related Woodland Park Zoological Gardens, Seattle, institutions. Some of the projects Washington provide opportunities for parents Volunteers from a local African American church will be trained as docents. By extending contacts with the minority community, the zoo and other child care providers hopes to become a community-wide educational resource. During the (after-school program directors, grant period, the zoo will offer hands-on classroom presentations and field trips for some 500 5th- and 6th-graders. Community outreach programs church groups, Girl and Boy Scout will be conducted in environmental and wildlife conservation, leaders, etc.) to he involved in learn- ing science with children. Several grants will support outreach efforts that bring museum resources to as levels of involvement and interest rural families and youth groups with in learning science among families. limited science teaching resources. participating schools. and the gener- al community. Evaluation and Assessment Each year, grantee institutions arePrecollege Science required to submit an annual pro-Education Initiative for gram report containing informationBiomedical Research that focuses on both quantitativeInstitutions, 1994 and qualitative measures. The num- Competition bers and types of participating stu- dents. teachers, and families areHands-on laboratory experience is tracked for each grant recipient, and increasingly recognized as neces- the status of development of curricu- sary to learning science and prepar- lar materials is assessed. In addition, ing to teach science. It instructs one efforts will be made to determineto observe, hypothesize, and theo- more subtle, qualitative, and long- rize, and to develop methods by term impacts of the programs, such which to generate knowledge. It

Preen and Public scivilcu Edw.:aim% Itl promotes the concept of biology as Figure 48 an experimental science, not just 1994 Precollege Science Education something to be learned through Initiative for Biomedical Research lectures and reading. Finally, the Institutions collection and interpretation of data are best taught by trial and error, with opportunities for analysis of Program Areas results and modification of experi- Student research or hands-on science opportunities mental design.

Teacher training The use of laboratories in teach- ing biology, however, is limited and Curriculum development and implementation has been declining nationally for many years. Some reasons for this Goals decline are reductions in school Enhancing nrecollege education in biology alnd related fields resources for supplies, equipment, Attracting students to biology and related sciences by providing and laboratory space: lack of labora- opportunities to work with scientists in clinical and basic tory experience in teacher prepara- research settings tion: and the drive io include more Deyeloping programs rich in scientific content that incorporate curricular content every year, with teaching methods appropriate to the subject matter and the popu- lations to be served resulting demands on students' time during the school day. In Increasing interest in science education and research careers among girls and minorities, including African Americans, Hispan- response to this educational deficit, ics, Native Americans, and other groups underrepresented in the more institutions of higher educa- sciences tion have opened the doors of their Using the extensive resources of medical schools, academic health laboratories to high school teachers centers, and research institutions to provide teachers with and students, thus offering them inc 'eased knowledge. technical resources, and professional sup- port both research experience in well- equipped and exciting environ- Establishing hug -term partnerships between science-rich institu- tions and school systems to improve and revise precollege science ments and exposure to working sci- education entists as mentors to students and partners to teachers. Eligibility Precollege outreach is a growing

Among the 258 biomedical research institutions invited by HHMI activity of undergraduate and grad- to submit proposals are: uate academic institutions. In recent 121 medical schools years medical schools, teaching 85 academic health centers hospitals, and independent research 52 independent research institutions institutions have also taken an inter- est in providing science education Awards outreach to schools in their commu-

Approximately $5 million in total grants nities, recognizing that the future of precollege science education is Five-year awards from $100,000 to $500,000 dependent, in part, on the active Grant awards will he announced in June 1004 participation and interest of scien- tists and engineers,

ti2 Grants for Science Education, 1994 bel Virtually every community with a advisory panel's evaluations and medical school or research organi- recommendations are reviewed by zation views that institution as the Institute management. Recom- among its most respected and eco- mendations are then made to the nomically important assets. The fac- Trustees, who authorize funding. It ulty and staff include many trained is anticipated that up to $5 million professionals who can influence will be awarded under this initiative educational policies and practices, in June 1994. All grants will have a especially as they pertain to prepar- five-year term and are expected to ing young people for future careers range from $100,000 to $500,000. in medicine and biological research. In addition, many medical schools are located in inner cities and thus Woodrow Wilson National offer opportunities to youth current- Fellowship Foundation, ly underserved in mathematics and National Leadership the sciences. Program for Teachers With these facts in mind, the The Woodrow Wilson National Fel- Institute expanded its support for precollege science education tolowship Foundation, based in Princeton, New Jersey, was estab- include other science-rich institu- tions with a potential for science lished after World War II to encour- education outreach to students and age people to enter college teach- teachers (Figure 48). The 1994 ing. To date, more than 18,000 fel- grants competition is open to med- lowships have been awarded to this ical schools, academic health cen- end. In the mid-1970s the Founda- ters, and independent researchtion created a teacher fellowship institutions. Since the purpose ofprogram in which selected liberal the initiative is to provide hands-on arts graduates were recruited and research experience and science trained for secondary-school teach- education for students and teach- ing careers. These fellows obtained ers, eligible institutions must have teaching experience and completed an active research program with graduate studies. staff members on site who are will- In the early 1980s the Founda- ing to give their time and effort to tion switched its training emphasis the program. Within an academic altogether from college teachers to health center, research hospitals asprecollege teachers. Earlier teacher well as medical schools qualify and fellowship pi ograrns were replaced were invited toe nipete. with a program for exceptional sec- As with the 1992 and 1993 ondary school teachers. called the awards, proposals will be evaluated Science and Mathematics Leader- by an external panel of scientists,ship Institutes. The purpose is to science educators, research and create cadres of teacher leaders to education administrators, and oth- disseminate new knowledge and ers with relevant expertise. The approaches to teaching on a nation-

Precollege and Public Sc ience Education al basis. Participants are selected Figure 49 through a national competition or Woodrow Wilson National Fellowship the basis of demonstrated leader- Foundation, National Leadership Program ship abilities. Some are chosen to for Teachers take the results of the four-week institute into the field the following summer and teach one-week sum- Award mer outreach institutes around the $1.6 million country. Three-year grant term (June l993August 1996) HHMI awarded a three-year grant of S1.6 million to the Founda- Summer Biology Institute at Princeton University tion to fund summer institutes for

Four-week institute high school biology teachers (Fig- ure 49). The award will support an Fifty teachers selected in national competition intensive four-week summer insti- Intensive research and lecture experience in biology. Past insti- tute in biology for 50 such teachers. tutes included these topics: A Further Look at Biotechnolo- In 1994 the program will be extend- Immunology and Vaccine Development ed to various sites around the coun- Evolutionary Biology try, through outreach by teachers who have attended the summer Development of curricular materials and laboratory manuals for dissemination. Previous laboratory exercises included: institute. Through these institutes, Demonstrations usingAgrobacterium tumors participants who have been recog- Clonal lineage experiments with transposons in tobacco plants nized locally for their excellence in Characterization of HLA types teaching are given the opportunity Examination of antibiotic resistance of bacteria to interact with other exceptional Isolation of DNA teachers.

One-Week Summer Outreach Institutes

Twenty-eight sites Precollege Science

Approximately 40 teaches per site Education Initiative for MuseumsOverview, 1992 Site selection based on present lack of opportunities for teacher training Awards

Master teachers selected from four-week summer institutes to The 29 institutions receiving funds present and explain materials in 1992 submitted their first set of annual program reports in May 1993. For many institutions, the first school year of the Institute-funded program was :just ending. and for others off-ring summer courses, emphasis was on planning rather than implementation. The reports, however, give a preliminary view of

64 Grants for Science Education, 1994 9 Figs, re 50

Museum Program: Teacher Participation, 1992 Awards

Number of teachers

:3,500

3,000

2,500

2,000

1,500

1,000

500

0

Minorities Women All

Figure 51

Museum Program: Student Participation, 1992 Awards

Number of students

40,000

35,000

30,000

25,000

20,000

15,000

'0,000

5,000

0

Minorities Girls MI

Precollege and Public Science Education (i5 Figure 52

Museum Program: Student Participation by Grade Level, 1992 Awards

Grades 9-12 (6%) Grades 6-8 (9%) Pre-Kgrade 3 (51%)

Grades 4-5 (34%)

Figure 53

Museum Program: Adult (Family) Participation, 1992 Awards

Number of adults

4,500

4,000

3,500

3,000

2,500

2,000

1,500

1,000

500

0

Minorities Women All

66 Grants for Science Ethical ion, 1094 the magiitude and diversity of thepercent were in grades 6 and 8. programs. Only 6 percent were in grades 9 In the first year of the initiative, through 12(Figure 52). about 37,000 students, 3,370 teach- Nearly half of the children enter- ers, and over 4,300 adults (family) ing the museum programs did so participated in Institute-funded pro- through other schools. The remain- gram activities. Of the teachers, 28 der took part, in general, on site at percent were minority and 56 per- the museum. Other venues for cent women (Figure 50). Of the stu- museum outreach included pro- dent participants, 28 percent weregrams offered in community cen- minority children and 50 percent ters, shopping malls, and libraries. were girls (Figure 51). Minority participation in family-cen- Over half of the students tered programs was close to 40 per- involved in the science education cent (Figure 53). Participation often programs (51 percent) were very took the form of classes or work- youngpre-kindergarten to 3rd shops, or collaboration with teach- gradeconfirming the Institute's ers and museum staff members in commitment to provide exposure to outreach programs. science at the earliest school levels. The second reporting year An additional 34 percent of the chil- (1994) will provide more compre- dren were in grades 4 and 5, and 9 hensive data. Some trends will

Figure 54

Summary of Local Science Education Grants, 1990-1995 1

Year(s) Program Awards (total to date)

1990-1094 Montgomery County Public Schools 9611,000 Student and ".eacher Intern Program at the National Institutes of Health

1990-1993 Cold Spring Harbor Laboratory 9219.500 Biotechnolov Program with the Montgomery County Public Schools

1990-1995 Howard Hughes Medical Institute. 9300,000 Summer Research Fellowship Program at the National Institutes of Health

1990-1995 Carnegie Institution of Wio,hington $95,000 First Light Program tzia,

1992, 1993 Maryland Science Week 915,0(10

1993-1995 Chesapeake Bay Foundation Science 375,000* and Environmental Education Program with the Montgomery County Public Schools Total $1,345,000

'First year of a three-gear program.

Precollege and Public Science Education 67 fI 94 begin to emerge regarding partici-grams, and early successes and fail- pation rates and participant charac- ures. teristics, the nature of the pro-

Figure 55 Local Precollege Education Initiatives Montgomery County Public Schools, Maryland, Student and Teacher Intern Since 1990 the Institute has award- Program at the National Institutes of ed over $1.3 million to local precol- Health, 1992-1993 lege science education activities in the Washington metropolitan area (Figure 54). These activities range Participation from intensive year-long research Three teacher interns and 16 student interns in 1992-1993 experiences for high school stu- dents and teachers to Saturday sci- Examples of Student Research Projects in NIH ence programs for elementary Laboratories school children. In addition, the

Role of the GFAP Basal Promoter in Astrocytes Institute annually supports Mary- Solmaz Tadjer-Ardebili land Science Week activities Bethesda-Chevy Chase High School through the Maryland Science Cen- Franklin Hempel, Ph.D., and ter in Baltimore. By providing Michael Brenner, Ph.D., preceptors unique opportunities for students National Institute of Neurological Disorders and Stroke and teachers to gain hands-on expe- Nitric Oxide Protection riences in the science classroom Robert Levendosky Albert Einstein High School and the research laboratory, the Paul Russell, Ph.D.. preceptor Institute's local science education National Eye Institute initiatives address national concerns at the local level regarding the state Examples of Teacher Research Projects in NIH of science education. Laboratories In 1993 the Institute awarded

A Study of the Binding Potential of One Class of Tetrahydro-13-Car- three grants for the continuation of bolines to the GABAJBenzodiazepine Receptor Complex in Rat precollege life-science education Frontal Cortex and Cerebellum projects initiated over the last sever- Howard Edward Schneck al years in the greater Washington, Bethesda-Chevy Chase High School D.C., area, the local community of Esther Sternberg, M.D., preceptor National Institute of Mental Health the Institute headquarters. A prima-

Studying the Murine Leukemia Virus to Advance Understanding of ry goal of these grants is to increase Reverse Transcriptase the iiVerest of girls and minority Affix E. Pratt group members in pursuing sciencer- Albert Einstein High School and science-oriented careers. Judith Levin, Ph.D., and Robert Crouch, Ph.D., preceptors In many of the local science edu- National Institute of Child Health and Human Development cation programs funded by the Institute, partnerships between schools and scientific and educa-

68 Grants for Science Education, 1994 9 5 tional resources are unlockingducting classroom laboratories doors to new ways of learning sci- using recombinant DNA technolo- ence. Among participating institu- gy. Under this biotechnology pro- tions are the National Institutes of gram, the teacher participants are Health, Carnegie Institution ofworking to develop curricula and Washington, DNA Learning Center of Cold Spring Harbor Laboratory, Figure 56 and Chesapeake Bay Foundation. Two of the 1993 grant awards Howard Hughes Medical Institute Summer link area high school students and Research Fellowship Program at the teachers with biologists at the National Institutes of Health, 1992-1993 National Institutes of Health in Bethesda, where participants are Summer 1993 Fellows involved in intensive research expe- riences for a full year. The Mont- 27 first-time gomery County Public Schools Edu- 12 returning cational Foundation, Inc., received a 5150,000 Institute grant to extend Stipends the student and teacher intern pro- High school students, $2,000 gram initiated as a pilot project in 1990. The grant gives 16 students Returning college students, $2,500 and 3 teachers from Montgomery County high schools an opportunity Examples of Student Research Projects in NIH and to work in NIH laboratories full FDA Laboratories time in the summer and part time The Expression of p5,3 in the /nye-Induced Tumors of Transgenic during the school year. A grant of Mice $16,000 was also awarded in 1993 to Jocelyn Gibbon Woodlawn Secondary Program the Office of Education at NIH in Arlington, Virginia support of activities related to the Steven Bauer, Ph.D., preceptor student and teacher intern program U.S. Food and Drug Administration (Figure 55). Adeno-Associated Virus as a Delivery System of Protective Genes tinder three-year grants to We Against HIV Cold Spring Harbor Laboratory Guang-Shing Cheng Halyard University ($46,500) and the Montgomery (Winston Churchill High School, ('lass of 1902) County Public Schools Educational Mary E. Klot man, M.D., preceptor Foundation, Inc. ($173,000), the National Cancer Institute

Institute has supported week-long Nucleotide Binding to Cystic Fibrosis Transmembrane Conductance biotechnology laboratory training Regulator and Associated Proteins institutes for Montgomery County Charles Andrew Fox high school blot, gy teachers. To University of Maryland (Jewish I)ay School, Class of 1991) date, approximately 48 teachers Harvey B. Pollard, M.D., Ph.D., preceptor have participated. In addition. the National Institute of Diabetes and Digestive and Kidney Diseases grants provide for a van and its stock of sets of equipment for con-

Precollege and Public Science Ethical ion 69 student laboratory exercises on high school students and under- microbiology and bioethics. graduates under the local grants The Institute is also supporting program (Figure 56). Through a summer research experiences forfive-year grant awarded in 1990 to the Foundation for Advanced Edu- cation in the Sciences at NIH, about Figure 57 35 local high school students each Chesapeake Bay Foundation Science and year spend their summers doing Environmental Education Program with biology research in N1H laborato- the Montgomery County Public Schools ries at Bethesda, Maryland. The grant also enables several of the participants to return to NIH labora- Award tories after their first or subsequent $295,000 years in college.

Three-year grant term (August 1993August 1996) A S295,000 three-year grant to be shared by the Chesapeake Bay Collaborative program between the Montgomery County Public Schools and the Chesapeake Bay Foundation for science and envi- Foundation and the Montgomery ronmental education activities County Public Schools supports a collaborative program for science Field Programs for Elementary Students and environmental education activi-

Approximately 2,000 County students each year ties (Figure 57). The Bay Founda- tion and the County schools have Sixteen Bay-wide programs of field experiences aboard boats, along streams, and in watershed marshlands worked together on science pro- Take physical, chemical, and biologic samples grams since 1975. Each year, about Make observations, operating spectrophotometers and other 2,000 County students will join equipment Foundation educators and scientists Learn aquatic chemistry, oyster productivity, fish migration, and in 16 Bay-wide programs of field changes in disease rates of aquatic animals experiences aboard boats, along Learn how to keep records and to collate and analyze data streams, and in watershed marsh- lands. Trip activities include taking Training for Secondary Science Teachers physical, chemical, and biologic summer teacher training workshops samples, making observations, Environmental science as a focus operating spectrophotometers and

Six weeks other equipment, and learning aquatic chemistry. Students are Global Ecology Program for Students taught how to keep records accu- rately and to collate and analyze Grades 9-12 data, particularly data concerning Four-year program in mathematics and science at Poolesville trends in aquatic chemistry, oyster ,lunior/Senior High School productivity, fish migration, and Interdisciplinary investigation of the earth's ecosystem at the aquatic-animal disease rates. Coun- local, regional, national, and international levels ty teachers take part in the summer teacher training workshops, which

70 Grants for Science Educat ion, 1904 9.d will be expanded under the Institute features the Chesapeake Bay in its grant. curriculum, strong cooperation with The grant also supports collabo- the Chesapeake Bay Foundation ration between the Chesapeake Bay will enhance the effort. Foundation and the Global Ecology A new local activity established Program a,: I'oolesville Junior/ by the Institute is a series of holiday Senior High School in Montgomery lectures for high school students. County, an innovative four-year pro- The lectures are held in the confer- gram in mathematics and science ence center at Institute headquar- that encompasses an interdiscipli- ters in Chevy Chase, Maryland. The nary investigation of the earth'sspeakers are scientists who are ecosystem with emphasis on bio-known to be effective in communi- chemistry. Because the program cating science to thegeneralpublic

Figure 58

Howard Hughes Medical Institute Holiday Lectures on Science

Howard Hughes Monday, December 20 Tuesday, December 21

Medical Institute Molecular Anatomy: First The Central Dogma: DNA Holiday Lectures Visions of New Worlds Makes RNA Makes Protein Stephen K. Burley on Science Stephen K. Burley

Leonardo thi %inn and Christopher Columbus titre both ilinnigliout 3(141 'life. 1)\1 blueprint is ctinsithetl and inter.

Monday. December 20 and lour ,ears old inIo hl. ti lieu 11.111Ls s Comet lit up the night Feted ui ftsp011,e and tinInnonened simals Thesday, December 21, 1993 ski of their 11:111,1 113Ifler.lit11111:. a lion AUX of (11,0W* lets. 1,1 this information IN 1111:11Nraltlf ht ellwelIbION Of mui- built upon the .acme of ol,t31:11i011Todit,, structural senpuott fatlors of proteln, 0131 Neognift ..peoftr. biologists ;w seeing fur the first line an,00 of the mole. I)\ dictate abetter die enonw KV% roll. 10:00 21.111. 12:15 p.m. rules of life and making their nun escursitins into a nierasa iniuni(actorts a miNsenger cop, of the gone metaphorical ton worldInstead of ships and scalpels. Snlisequenth. this R\1 message is tr.uslated In a large R 11HMI Conference Center hoarser. Kwa! rumples. a nil some. into 3 11111.:11C113.111 of amino acids 4000 Jones Bridge Road nhoacs and chemiststodissect and understand (hi' tat folds up to ertIle the ittoleill undid h the CellI k+pile the functions of proteins and I I \ 1 in the cell comple \it) of dn.:A hiochtuncal prcmcs. snit' Chevy Chase. MD total studioo of the mannaolecular 1114Chillcs rosisnnuble for 20815-6789 both transcription itndtranslation are alrea,4 ielding The Evolution and Variation 1111010M 111,10e. of Protein Structure This firm in annual .cries of ilonard IluIts John Kuriyan Structure and Function lediCal Institut(' I hdida I.couro on Sci, ,ce for of DNA Polymerases high whool modem,. mill he delhervd ht John Kuriyan rile ima,c 01 the toting nitzuritlot Charle, Dam in aboard Irides.NI.I).. ''.onard the II 'Is Beagle exposed Inn to tropical uildlife almost IlugheMedical Institute \sociale Inwstigator unimaginable in its tooth and splendor no: thrill of In order to pass genetic information to Weir offspring. all and\ Professor and Co -hear) of the mg undreamed-of plants and animals IN (18(1111 10 recap 10 mg cells 'mist at some lime wake a duplicate cop of the titre. Inn some of that esulenint is regenerated in the lahocalcq of Molecular \it'sal The genetic information encoded in their chromosomesl tl modern field of structural builogii .%Ithough protein mole. heart of this replication ',roue:, are enroll, known as Rockefeller I ithersit in \en lurk an, and cult are about a billion unit, smaller than a hpical plant IrN 1 polmeriot, [hese etinnies calalve die ixilyrnerira. or annual. each has a Kels(' 311t1 Often beautiful three- non of tie, nuclrit 3t id strand, !Used on the inhinnation John Kurian. I 'muff! Ilughes Medical dmicitsional structure 111.11 embed to nun inn a ,pe encoded in the original strandf,riatcrstatlograuhic Instinne emigaior and Professor of molecular cific function These structures and (motions change utter analyos of the proteins that Call, 013 110, essential task is Itiophsics al The Rockefeller ersiiy. eAulinionan lime. moth like the estemal forms of the 110n beginning 10 leadto adetailedstructural hong orgunoons of u hick obit area purl. tnit,13131ing of the repheation prot,N

Lunch Lunch 12:15 - 1:30 p.m. 12:15 - 1:30 p.m.

Precollege and Public Science Education 71 and reaching out to students at the hand about exciting advances in precollege level. biomedical research. The first lectures in the series For additional information on the were given in December 1993 by local program grants, including Drs. Stephen K. Burley and John summaries of the research projects Kuriyan, Howard Hughes Medical Institute investigators at the Rocke- undertaken by the student-teacher feller lin; ersity. Under the title "Da interns and the summer research Vinci and Darwin in the Molecules student fellows at the National Insti- of Life," they focused on the tutes of Health and the Food and three-dimensional structure of bio- Drug Administration, seeCommu- logically important molecules and nity Partnerships in Science Educa- their role in health and disease (Fig- ure 58). Approximately 190 stu- tion, Washington, D.C., Metropoli- dents from 80 high schools in the tan Area Precollege Science Educa- Washington, D.C., area heard first- tion Initiatives, January 1994.

72 Grants for Science Education, 1994 Precollege Science Education Initiative for Science Museums, 1993 Awards

Academy of Natural Scieices $100,000 National Aquarium in Baltimore $125,000 Philadelphia, i'ennsylvania Baltimore, Maryland Arizona Museum of Science and Technoloq 8250,000 National Zoological Park $125,000 Phoenix, Arizona Washington, D.C. Audubon Institute $150,000 New Jersey State Aquarium at Camden $300,000 New Orleans, Louisiana Camden, New Jersey California Museum of Science and industry $175,0g0 New York Botanical Garden $175,000 Los Angeles, California New York, New York

Chicago Academy of Sciences $350,000 New York Hall of Science 547 00 Chicago, Illinois Corona, New York Children's Discovery Museum of San Jose $175,000 Pratt Museum $250,000 San Jose, California Homer, Alaska Children's Museum $275,000 Sacramento Science Center $225,000 Boston, Massachusetts Sacramento, California The Exploratorium $175,000 South Dakota Discovery Center and Aquarium $175,000 San Francisco, California Pierre, South Dakota Health Adventure $100,000 Staten Island Children's Museum $125,000 Asheville, North Carolina Staten Island, New York Irvine Natural Science Center $125,000 Woodland Park Zoological Gardens $150,000 Stevenson, Maryland Seattle, Washington Milwaukee County Zoo $200,000 Milwaukee, Wisconsin Missouri Botanical Garden $125,000 St. Louis, Missouri

Precollege and Public Science Education u Precollege Science Education Initiative for Science Museums, 1993 Grant Summaries

Academy of Natural Sciences, Philadelphia, Pennsylvania si(10,0110to produce teaching resource kits and curriculuM materials that will cubic middle school science leachers to introduce object-Orient- ed, inquiry -based instruction into their classrooms. The kits will contain natural history specimens from the Academy's exhibit collection. Accompanying curriculums guides will provide lesson plans and suggested activities promote inquiry and discussion. l'p to 400 teachers will he trained, and 4(1,000 students, grades 5.-8, will be reached ill the greater Philadelphia area. Teachers will receive pedagogic orientation and training in the use of the kits. Real specimens will be used to stimulate learning in such topics as animal behavior, life cycles, and relationships between animals and their :thats, drawing on the Academy's expert ise in aquatic ecology research. The lessons twill be designed to encourage all students to participate, including those who do not thrive in traditional classroom sell ings.

Arizona Museum of Science and Technology, Phoenix, Arizona $250,000to create Desert Web. a five-year interactive science outreach program for minority and disadvantaged children, including those study- ing English az: a second language. Teacher workshops will cover the integration of hands-on experimemA and projects into the 1st- through 3rd-grade curriculum in targeted school districts of the Phoenix area. Desert Web will include in-service class time of Museum staff members. The program will use desert-related sciences to encourage students to explore. question. and invc-:gate the world around them. Participating leachers will receive 16 hoursofinitial instruct ion and 2 hours of subsequent vorkshops By infusing interactive exhibit ry and experimentation into school curricula. Desert Web will attempt to breach the linguistic and cult twat barriers affecting tonic segments of t he Arizona population.

Audubon Institute, New Orleans, Louisiana $15o,ono to conductFUN-SCIENCE!. a yearlong life scielle0 immersion program for students at t ay Audubon Zoo and the Aquariumor theAmeri- cas. operating entities of the Audubon Institute. Beginning with two neighborhood schools, the program will oiler experiential science edumt ion fat- 140 upper-elementary students from public schools over the live-year grant period. A majority will come from minority groups (chiefly African American) typically underrepresented in the sciences. The program will also include professional development activities for classroom teachers and it family component for adult role models to en' age ill science prole(with their children, FUN-SCIENCE! will explore life science concepts or ecosystems, adaptation. reprodactimi, grov.-t IL and development through the overarching themes of survival, species interdependence, and conservation. Students will work closely with zoo keepers, aquarist 5, curators, researchers, and technicians and, through this interaction, will experience first-hand the tools and practice of professional science.

California Museum of Science and Industry, Los Angeles, California $175,000 provide a comprehemie educzaional program for the Museum's increasingly diverse el ientele of children. families. and teachers, To achieve 'Is gnats, the Museum has formed a partnership with the Los Angeles Unified School District and the University of Southern California. Through two live programs, the Museum expects to reach annualb over .1o,000 children- foci adults, including as many as 80 teachers. Your Insides Out! features hands-on activities and experiments in human biology. Science Comes Alive! is an established interactive assembly pro- gram addressing more complex physiological problems. A program for science teachers will develop and present in-service workshops. Through the University of Sot it hern California, an informal sci. enee education course will 1w offered for undergraduate, graduate, and continuing education credit. The live programming and the workshops will cover topics in human biology such as genetics, the brain, and hnmunolog.

Chicago Academy of Sciences, Chic-ago, Illinois 5350,000 to develop Science Scene: KIDS and TEENS, an outreach program that aims to enhance biology and ecology ethical ion for disadvan- taged minorityteenagersand children. Science Scene will combine the resources of the museum with those of Northwestern l.niversity Medical School and the Chicago Housing Authority. It will cover themes and create an environment conducive to science learning and inquiry. KIDS will offer informal workshops in science ethical ion 1 o 51h- and Pt li-grade students from a housing development. In the TEENS compo- nent, Northwest en. medical students will mentor 24 economically disadvantaged teens from the Chicago public schools, and the Academy will offer training la biology and ecology. Science Scene will use mentoring to build self-esteem, hands-on experiential learning to generate natural curiosity. and family and teacher involvement to create it supportive environment. As a learning experience, the teens will work in the museum and lead the workshops for the younger children.Theprogram will provide each age group with appropriate teacher role models who can encourage the students to work for their education.

74 Grants for Science Education, 1094 10 .1 Children's Discovery Museum of San Jose, San Jose, California $175,000 tocreate and implement BioSITE, a comprehensive environmental research program serving 1,400 low-income, primarily Hispanic children, families, and teachers in downtown San Jose. The Museum's 11-acre site on the banks of the Guadalupe River affords an opportunity to study both large- and small-scale variablesmanmade and naturally occurringand their impact on a unique urban ecosystem. During the school year, 140 4th- and 5th-graders will participate weekly in an in-depth field work experience.

Children's Museum, Boston, Massachusetts $275,000 to support Inquire Within; A Personalized Approach to EnOronmental Exploration, involving collaboration between the Children's Museum and the Boston public schools, Approximately 400 5th-grade students and teachers, together with the children's families, will partici- pate in the five-year development, testing, and dissemination of materials and activities, The project includes summer institutes and workshops to train teachers in biology and ernironmental science; family guides and environmental monitoring kits for children; teachers guides and kits for monitoring body reactions in the schoolyard environment; and a special program of visits to the Museum's floating urban environmental edu- cation center. Children will first develop an understanding t hat their bodies respond to environmental stimuli. Anatomy, biology, physiology, meteorology, and ecology will be addressed through inquiry-based invest igat ions. For example, students will increase their understanding of human anatomy and physiology through measurement. of lung capacity and pulse under varied environmental conditions, using both technologic and child-made instruments.

Exploratorium, San Francisco, California $175,000 to develop a molt itiered program to enrich education in the biological and biomedical sciences in the tail Francisco Bay area. The cur- riculum will focus on perception and the sense- neurobiology and the brain; genetics, reproduction, and development; and human body systems. The project will also develop a model exhibit -based teacher education curriculum with a strong interdisciplinary science base to support the needs of middle-school science education nationwide. A BioloRy Teacher Institute will 1w added to the existing Regional Science Resource Cen- tel., offering a summer component and academic-year workshops. Through various workshops, the project will develop a solid core of biology teachers for the middle schools. 'the Exploratorium's biology staff will work annually with 200 other teachers in the existing mickie and high schoe' Adler Institute program. By the end of the'project, over (0) mid- dle school biology teachers will have received intensive training, and 400 additional science teachers will have interacted significantly with the staff'.

Health Adventure, Asheville, North Carolina $100,000I o conduct a two-part Appalachian biomedical sciences initiative. Biomedical Sciences Discovery Saturdays will draw on retired scien- tists from the Nonli Corolitm Center for Creative Retirement to teach and enhance weekly sessions. Part icipant sI he goal is to reach 2,000 will he disadvantaged and minority children in grades K-4 and their parents or grandparents. Families in remote areas will he involved through Traveling Trunks, a community out reach program. Inquiry -based biomedieal science activities should stimulate interest in science, health, and the miracle of life. These activities %Yin employ the museum's new interactive exhibits, which feature hands-ou exploration and experimentation. Areas to be covered relate to light and vision, sound and hearing, the bones and movement, the brain and creativity. Specially designed materials to take home should foster a cont huhu; interest in science and the scientific 011004.

Irvine Natural Science Center, Stevenson, Maryland $125,000to support Natural Connections, a program to train volunteers to work with small groups of inner-city elementaiy school children in outdoor science activities. Selected from the Outdoor Biology Instructional Strategies curriculum, the activities will he focused on the character- istics and ecology of plants and animals.

Sessions for 8rd graders will be held twice each season in schoolyards and local neighborhoods, with teenage volunteers from hi school sci- ence classes as leaders. During the summer, eight weekly sessions for 8- through 10-year-olds will he offered at recreation centers, aided by adults recruited from the local community. In the course of the five-year project, over 0110 volunteers and 2,000 children from 20 pairs of schools and 10 recreation centers are expected to participate. Natural Connections is modeled on the Denver Audubon Society's successful Urban Edu- cation Project.

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ddll0).)IJ pIll! .)jqIl(J J.)Ud!.) lP..)lII)I 11(11 Ii Staten Island Children's Museum, Staten Island, New York 5125,000 to provide Staten Island elementary school teachers with training and tools to each science in an imaginative and engaging fashion. The Children's Museum will offer three interrelated components to four schools: permanent science resource centers (stationary ir mobile) stocked with equipment and mat erials for hands-on science experiments, combined will, Museum-designed act ivit les, graphic's, games, art proj- ects, C. for use during and after school: teacher training in the use of visual and dramatic arts for teaehing science to element my sJmol chi'. (ken; and an eight-week Museum residency at each school, culminating in a family science festival, The curriculum will be developed for :ird- to 5th- graders in collaboration with school and district leaders. It is expected that 12 -2)) classes will participate during each year of the gram. The science content ()I' t he program will be derived from two Museum exhibits, Bugs and Other Insects and Wonder Water, and will comply with state and local curriculum requirements. Strategies for Survival includes metamorphosis, camouflage, adaptation of body parts, and reproduc- tion. Water and Life includes I he vital biological functions of water, plant and animal adaptations, and t he role of the water cycle inthe ecosys- tem. These topics will be investigated through a variety of hands-on classroom projects, including arts-based techniques.

Woodland Park Zoological Gardens, Seattle, Washington 8150,900 to conduct community outreach programs in environmental and wildlife conservation. Volunteers trout a local African American church will he trained as docents so that visitors to the Zoo will find a stall. more nearly reflective of the local population. By establishingmore contacts wit h the minority community, the Zoo hopes to improve its ability to address the entire community and encourage minority groups to use the Zoo as an educational resource. During the grant period, the Zoo plans to offer hands-co classroom present at ions and field trips for some 500 5th- and fit h-graders, manyof %%Mom are minority students. The children will examine animal specimens, build models. participate in live animal demonstration programs, and conduct field observations.

75 Grants for Science Education, 1994 I o International Program

In view of the contributions of sci- Figure 59 entists abroad to advances in bio- medical sciences, the Office of International Research Scholars, Program Grants and Special Programs added and Award Highlights an international focus in 1991 with its program of research grants for biomedical scientists in selected Selected Countries Continuing Awards countries. Formerly the internation- Spring 1091 awards Canada al activities were folded into other Canada 11 grants for 14 scientists programs, including the predoctoral Mexico 7 institutions $5.R million five-year total and physician postdoctoral fel- Fall 1992 awards lowships, which are open to U.S. cit- Australia Mexico izens and noncitizens for study in New Zealand 10 grants for 10 scientists the United States and to U.S. citi- United Kingdom 4 institutions zens for study abroad. Further, the $5.0 million five-year total

Research Resources grants to the Grant Terms Australia Cold Spring Harbor and Marine Five-yearterm 5 grants for 5 scientists Biological Laboratories support 4 institutions $90,000 to $100,000 annualV" summer courses for scientists and $2,4 million five-year total students from all over the world. equipment (40 percent. limit) New Zealand personnel'''" 2 grants for 2 scientists supplies 2 institutions Research Grants travel (5 percent limit) $975,000 five-year total Theinternational program provides indirect costs (10 percent United Kingdom grant support to promising biomed- limit.) 21 grants for 22 scient ists ical scientists who have made signif- 12 institutions icant contributions to fundamental Eligibility Criteria $10.0 million five-year total researchthat is, to the under- Selected countries

standing of basic biological process- Significant fundamental es and disease mechanisms. These research contributions

are outstanding scientists whose Career still developing research careers are still develop- No major administrative ing, rather than those in later phases responsibilities of distinguished careers. Awardees Not U.S. citizen or permanent must hold a full-time academic or resident research appointment at a universi- :y, medical school, research institu- tion, or other nonprofit scientific institution, and must not have sig- nificant administrative responsibili- 'In Mexico 22 percent of each grant is allocated to the International 1?esearch Schola r'sdrpartment, for shared resources. ties. "Technicians, graduate stzdents, and postdoctoral associates. In Muiro the The five-year grants not only pro- grant may also provide the International Research Scholar an annual salam vide funds for the scientist's snpplemen1 of 810,000.

International Program 16 laboratoryfor equipment, person- Figure 60 nel, supplies, and travelbut also International Research Grants, contribute to science education Program Highlights through use of grant funds for trainees' stipends and travel and through the availability of equip- Selected Countries Eligibility Criteria ment and suppliesfortheir Fall 1994 awards Eligible Scientist research. Moreover. in recognition Belarus publication in an English of the limited resources available in language peer-reviewed Czech Republi journal some circumstances andthe impor- Estonia career still developing tance of the intellectual environ- Hungary no major administrative ment in which the scientists con- Latvia responsibilities duct their research, a portion of the Lithuania affiliation with a non- award in certain countries provides Poland profit institution in a shared resources for the awardees' selected country Russia departments. In all cases, consider- fundamental research Slovak Republic able flexibility is allowed in the allo- not a U.S. citizen l'kraine cation of funds and in the research GI Collaborating Scientist itself, to enable the scientists to fol- Grant Terms not a resident of a selected low promising new leads in their country fields. Research at the Scientist's affiliation with a non- Own Institution profit institution 40-00 five-year awards significant fundamental Eligible Countries $10,000 to $75,000 annually* research contributions The first two rounds of awards, the Grants Involving International International Research Scholars Research Collaboration program, went to investigators in a 40-60 five-year awards small number of countries. For the $10,000 to $75,000 annually"-" first round, Canada and Mexico (as our immediate neighbors) were selected. Awards to 24 scientists were announced in 1991 (Figure 59). The second round of awards, announced in 1992, went to 29 sci- entists in Australia, New Zealand, and the United Kingdom. The cur- rent competition includes 10 coun- tries of Eastern Europe and the for- *Grants will provideflinds for equipment, personnel ( including Me eligible mer Soviet Union (Figure 60). scientist), (ravel, and supplies. Up 102,5 percent of each grant may be allocat- ed to the department of the eligible scientist for shared resources. Up to 10 percent is for indirect costs. Application and Selection Process "Grants will provide funds for equipment, personnel ( including the eligible selentist, but excluding personnel in the laboratory oldie eollaborating sri- enlist), supplies, and travel. Up to 15 percent of each grant may be allocated To select candidates for the Interna- to Me department of the eligible scientist for shared resources. Up to 10 per- tional Research Scholars program, cent is for indirect costs of the collaborating scientist's i nstitution. the Institute solicited nominations

80 Grants for Science Education, 1994 Pon) its own investigators andown institution and (2) grants advisers and from other scientists involving international research col- knowledgeable about biomedical laborations (Figure 60). There will resea.'ch in the designated coun- be 40 to 60 grants of each type. tries. The eligible nominees wereThey will range from $10,000 to evaluated by biomedical scientists $75,000 per year, for an annual total throughout the United States, and of $3 million. The amount of a grant the nominees most highly rated ill depend on the needs of the were invited to apply. applicant and the economic condi- For the international programtions prevailing at the time the competition involving Eastern award is made. These awards will Europe and the former Soviet he announced at the end of 1994. Union, any scientist who meets stat- ed eligibility criteria may apply. The Grant Activities applications, which include a The International Research Schol- research plan summarizing ongoing ars in Canada and Mexico were or planned work that Institute fund- highly productive in the past year, ing would enhance, are evaluated publishing more than 100 articles. by an external peer review panel. (Progress reports listing the articles On the basis of these evaluations of the scholars in Australia, New and the program goals, the Insti- Zealand, and the United Kingdom tute's management selects are not yet available.) In addition, awardees to be recommended to research summaries from all of the the Trustees for authorization of Scholars have appeared in the Insti- funding. tute's Annual Scientific Report and annual Research in Progress. Grant Awards The Scholars have also partici- For the first two cGinpetitions, the pated in scientific meetings held at 49 five-year grants provide annually the Institute's headquarters and $90,000 to $100,000, for a total ofconference center in Chevy Chase, $24.3 million (Figure 59). These Maryland. As a result of the Schol- grants included two group awards, ars' interactions with one another so a total of 53 scientists wereand with Institute investigators, selected as International Research these meetings have fostered a Scholars in Australia. Canada, Mexi- number of research collaborations co, New Zealand, and the United across national boundaries. Kingdom. The grants in Canada and Mexi- For the international programco have contributed to the stipend competition involving 10 selectedsupport of 75 graduate students and countries of Eastern Europe and the50 postdoctoral associates. In addi- former Soviet Union, two types oftion, the grants in Mexico provide five-year grants will be awarded: (1) for shared departmental resources. grants for research at the scientist'sThe departments reported that

International Program RI exchange of scientific information Figure GI and encourage cooperation between U.S. and Mexican Science Academies, scientific communities in the two Joint Activities Grants countries, particularly in the life sci- ences.

Annual symposium in Mexico on biomedical research frontiers Under the grants, scientists from October 1902: both countries convene for lectures Molecular Biology of Parasites and discussions at an annual sympo- sium on a topic at the frontier of bio- Annual laboratory course Summer 1001: medical research (Figure 61). The Methods in ComputationalNeuroscience October 1992 symposium was on [)r. James Bower, California Institute of Technology the molecular biology of parasites. November 1092: The next symposium, scheduled for Molecular Cloning of Neural Genes the spring of 1994, will address [)r. James Boulter, Salk Institute for Biological Studies human gnome research. Dr. Ricardo Tapia, National University of Mexico The grants also provide support December 199:3: for an annual laboratory course con- Molecular Biology of Parasite Gene Expression Dr. John Swindle, University of Tennessee, Knoxville ducted in Mexico City (Figure 61). Graduate students, postdoctoral Visiting Scient ist Program associates, and more advanced sci- July 1993January 1994: structural biologists entists throughout Mexico are selected to participate. The third these funds were used to purchase laboratory course, Molecular Biolo- major equipment as well as smallgy of Parasite Gene Expression, equipment, computers, chemicals, was scheduled for December 1993. and journal subscriptions, and to It was organized by Dr. John Swin- provide stipends and travel funds dle of the University of Tennessee, Knoxville. for students. Another activity supported by the Institute grant is the visiting sci- entistprogram(Figure62). Other International Between July 1993 and January Activities 1994, five leading U.S. structural biologists each spent three to five U.S. and Mexican National clays in Mexico lecturi. g and visit- Academies ing laboratories. In the summer of 1991, the Institute announced grants of $600,000 to the International Education Activities U.S. National Academy of Sciences The Institute also supports biomed- and $100,000 to the Mexican Acade- ical research and education interna- mia de la Investigacion Cientifica, tionally throughits Research for joint activities over four years. Resources grants. These include These activities promote thegrants to the Human Genome

89 Grants for Science Education, 1994 Figure 62

U.S. and Mexican Science Academies, Announcement of Visiting Scientist Program

'WII, IIIIIII

IF - C41. THE ACADEMIA DE LA INVESTIGACION CIENTIPICA AND U.S. NATIONAL .. ... ACADEMY OP SCIENCES tIg=e's.p., P lfs.,-.01- PRESENT; STRUCTURAL. BIOLOGISTS 7AI VEIY.DAD NACICINAL A SERIES OF VISITING LECTURERS A'/Fr-1A LI 1993 !KEA Igo July 25 30 "Irian Robert Reid Professor of Chemist, and Biochemist,. University of Washington. Seattle. Washington USA.

August 17 19 David R. Davies Chief of Section on Molecular Structure. Laboratory 01 Molecular fitoloq. National Institutes of !health. Bethesda. Maryland USA.

September 2024 James H. Bogle Professor of Biological Chemistry and Molecular Phannacolo*.. Harvard Medical School. Boston. Massachutts l'SA.

October II 15 Gerhard Wagner Professor 01 Biological Chemistry and Molecular Pharmacology I lareard Medical School. Boston. Massachusetts USA.

1994

January 25 28 Paul Sigler I founrd Ilughcs Medical Institute Investigator Professor el Molecular Blophsdaes and Biochemist,. Yale Utoversity New Haven. Connectirot USA

Organized hr Dr. Manuel Soriano. Area de Bumstructuta. losttlula tic Quito... L'NAM. Pm additional Mb/amnion call Tel 022..1403 F.11X 5.1s0205 and Robin Schoen. Stall Officer ril The N.111011.11 I,..0,11111(.01111Cli. l'SA

Supported by the Honed Hughes Medical Institute. USA_

Organisation in support of its Amer- The Institute's graduate fellow- icas Office and related activities. ship programs also serve an interna- Grants to the Cold Spring Harbortional constituency. Among the 395 and Marine Biological Laboratories current predoctoral and physician also benefit the international scien- postdoctoral fellows are 5 students tific community, through wide par- pursuing graduate study or postdoc- ticipation in the special courses toral research abroad and 56 citi- these institutions offer. Among the participants in grant-supportedzens of other countries who are in courses in 1993 were 107 studentsgraduate school or conducting post- from abroad, in addition to those doctoral research in the United from U.S. institutions. States.

InternationalProgram 8:3 BFST COPYAVAILABLE Figure 63

International Program, All Current International Research Scholars

1991 Awards

Canada

Alan Bernstein, Ph.D. Head. Divisinn of Molecular and Developmental Biology. and Associate Director, Samuel Lunenfeld Research Institute of Mount Sinai Hospital, Toronto: Professor, Department of Molecular and . University of Toronto Molecular Genetic Approaches to Bernal opoiesis and Development

Barton Brett Finlay, Ph.D. Assistant Professor, Biotechnology Laboratory and Departments of Biochemistry and Microbiology, University of British Columbia, Vancouver Host- Pathogen Interactions in Microbial Pathogenesis

Jack Fred Greenblatt, Ph.D. Professor. Ranting and Best Department of Medical Research and Depart meat of Molecular and Medical Genetics. University of Toronto Transcriptional Regulatory Mechanisms

Sergio Grinstein, Ph.D. Head. Division of Cell Biolo. The Research Institute of the Hospital for Sick Children. Toronto: Professor. Department of Biochemistry, University of Toronto Ionic Homeostasis in Resting and Activated Leukocytes

Philippe Gros, Ph.D. Professor, Department of Biochemistry. McGill University, Montreal The Multidrug Resistance (mdr) Efflux Pumps: Structure, Function, Regulation

Alexandra Leigh Joyner, Ph.D. Senior Scientist. Division of Molecular and Developmental Biology, Samuel Lunenfeld Research Institute of Mount Sinai Hospital, Toronto: Associate Professor, Department of Molecular and Medical Genetics. University of Toronto Targeted Mutagenesis and Molecular Genetic Analysis of Mouse Developmental Genes

James Douglas McGhee, Ph.D. Professor, Department of Medici lochemistry. University of Calgary Control of Lineage-Specific Gene Expression During Early Development

Tim R. Mosmann, Ph.D. Professor and Chair, Department of Immunology, , Edmonton Cytokine Functions in Immune Class Regulation

Anthony James Pawson, Ph.D. Senior Scientist, Division of Molecular and Developmental Biology. Samuel Lunenfeld Research Institute of Mount Sinai Hospital, Toronto: Professor. Department of Molecular and Medical Genetics, University of Toronto Biochemical and Genetic Control of Signal Transduction

Randy J. Read, Ph.D. Associate Professor, Department of Medical Microbiology and Infectious Diseases. University of Alberta, Edmonton Protein Crystallography and Rational Drug Design

54 1 11 Grants for Science Educat ion, I994 Janet Rossant, Ph.D. Senior Scientist, Division of Molecular and Developmental Biology, Samuel Lunenfeld Research Institute of Mount Sinai Hospital, Toronto; Professor, Department of Molecular and Medical Genetics, University of Toronto Genetic Control of Cell Lineage Development in the Early Mouse Embryo

Jean-Pierre Roy, M.D. Assistant Profe:isor, Department of Neurology and Neurosurgery, Montreal Neurological Institute of McGill University Contribution of Area MSTd to the Spatial Functiim of the Parietal Cortex

Terry P. Snutch, Ph.D. Assistant Professor, Biotechnolog Laboratory and Division of Neuroscience, University of British Columbia, Vancouver Molecular Dissection of Neuronal Signal Transduction

Lap-Chee Tsui, Ph.D. Senior Scientist, Department of Genetics, The Research Institute of the Hospital for Sick Children, Toronto; Professor, Department of Molecular and Medical Genetics, University of Toronto Molecular Genetics of Cystic Fibrosis and Other Genetic Diseases

Mexico

Carlos Federico Arias, Ph.D. Associate Professor, Department of Molecular Biology, Institute of Biotechnology, National University of Mexico, Cuernavaca Molecular Biology and Epidemiology for the Control of Rotavirus Diarrhea

Edmundo Calva, Ph.D. Associate Professor and Chairman, Department of Molecular Biology, Institute of Biotechnology, National University of Mexico, Cuernavaca Molecular Biology of the S. typhi owe and C. Jejuni ent Genes

Gabriel Cota, Ph.D. Investigator, Department of Physiology, Biophysics, and Neurosciences, Center for Research and Advanced Studies, National Polytechnic Institute, Mexico City Calcium Channels and Hormone Secretion in Pituitary Cells

Alberto Darszon, Ph.D. Professor, Department of Biochemistry, Institute of Biotechnology, National University of Mexico, Cuernavaca Involvement of Ionic Channels in Sperm Function

Gabriel Guarn,ros Pefia, Ph.D. Professor, Department of Genetics and Molecular Biology, Center for Research and Advanced Studies, National Polytechnic Institute, Mexico City Control of Bacterial Protein Synthesis by a Lambda Phage-Directed Transcript

Luis Rafael Herrera-Estrella, Ph.D. Professor and Chairman, Department of Plant Genetic Engineering, Center for Research and Advanced Studies, National Polytechnic Institute, Irapuato Molecular Studies of Two Key Enzymes Involved in Carbon Assimilation in Plants

Paul Modesto Lizardi, Ph.D. Professor, Department of Biochemistry, Institute of Biotechnology, National University of Mexico, Cuernavaca Simple and Sensitive Assays for the Detection of Human Pathogens

International Program 85 M. Esther Orozco, Ph.D. Professor, Department of Experimental Pathology, Center for Reseinch and Advanced Studies, National Polytechnic Institute, Mexico City Entanmeha hislolulica:Molecules Involved in Adherence and Damage to I he Target Cell

Lourival Domingos Possani, Ph.D. Professor and Chairman, Department of Biochemistry, Institute of Biotechnology, National University of Mexico, Cuernavaca Chemical and Functional Characterization of Scorpion Toxins

Ra.nulio Romo, M.D., Ph.D. Professor, Department of Neuroscience. Institute of Cellular Physioloq, National University of Mexico, Mexico City Representations and Transformations of Tactile Signals in Somatic and Frontal Motor Cortices of Behaving Primates

1992 Awards

Australia

David Douglas Lawrence Bowtell, Ph.D. Wellcome Trust Senior Research Fellow, Howard Morey Institute of Experimental Physiology and Medicine, University of Melbourne Control of Cellular Differentiation in Mammalian Development

Suzanne Cory, Ph.D. Senior Principal Research Fellow and Joint Unit Head, Molecular Biology Unit, The Walter and Eliza Hall Institute of Medical Research, Parkville Genetic Control of Hematopoiet ic Differentiation

Alan Frederick Cowman, Ph.D. Wellcome Australian Senior Research Fellow, Immunoparasitology Unit, The Walter and Eliza Hall Institute of Medical Research, Parkville Molecular Mechanism of Drug Resistance in Malaria

David James Kemp, Ph.D. Deputy Director, Menzies School of Health Research, Casuarina Chromosome Deletions in Relation to Cytoadherence and Gametocytogenesis inPlasmodium falciparum

Grant Robert Sutherland, Ph.D., D.Sc. Director, Department of Cytogenetics and Molecular Genetics, Adelaide Children's Hospital; Affiliate Professor, Department of Pediatrics, University of Adelaide Medical School; Honorary Consultant Geneticist, Queen Victoria Hospital, Adelaide Studies of the Human Genome: Positional Cloning and Unstable DNA

New Zealand

Edward Neill Baker, Ph.D. Professor of Biochemistry, Department of Chemistiy and Biochemistry, Massey University, Palmerston North Structural and Functional :Analysis of Binding Proteins and Ilydrolases

Warren Perry Tate, Ph.D. Professor of Biochemistry, University of Otago, Dunedin Translational Stop Signals and Cellular Regulation

Grants for Science Education, 1991 113 United Kingdom

Rosa Susan Beddington, D.Phil. Senior Group Leader, Medical Research Council National Institute for Medical Research, London The Molecular Basis of Mammalian Gastrulation and Early Organogenesis

Adrian Peter Bird, Ph.D. Professor of Genetics, Institute of Cell and Molecular Biology, The Biological Significance of DNA Methylation

Gerard Bricogne, Ph.D. Research Scientist, Senior Grade, Division of Structural Studies, Medical Research Council Laboratory of Molecular Biology, Cambridge

Stuart Graham Cull-Candy, Ph.D. Professor of Pharmacology, University College London, University, of London Amino Acid Receptor Channels and Synaptic Transmission in the Cerebellum

Christopher Martin Dobson, D.Phil. University Lecturer, Department of Chemistry, University of Oxford; Deputy Director, Oxford Centre for Molecular Sciences NMR Studies of Protein Folding and Recognition

Michael Anthony John Ferguson, Ph.D. Reader in Biochemistry, Medical Sciences Institute, University of Dundee Structure, Biosynthesis, and Function of Glycosyl-Phosphatidylinositols of the Parasitic Protozoa

Frank G. Grosveld, Ph.D. Head, Laboratory of Gene Structure and Expression, Medical Research Council National Institute for Medical Research, London Studies on the Regulation of the Iluman Beta-Globin Domain

Nicholas Dixon Hastie, Ph.D. Head, Molecular Genetics Section, Medical Research Council Human Genetics Unit, Western General Hospital, Edinburgh The Role of the Wilms Tumor Gene (WT!) in Normal Development and Cancer

Christopher Francis Higgins, Ph.D. Principal Scientist, Imperial Cancer Research Fund Laboratories, Institute of Molecular Medicine, University of Oxford; Fellow, Reble College, Oxford The Multidrug Resistance P-Glycoprotein and Related ABC Ion Channels/Transporters

Jonathan Alan Hodgkin, Ph.D. Staff Scientist, Senior Grade, Medical Research Council Laboratory of Molecular Biology, Cambridge Molecular and Genetic Analysis of Nematode Sex Determination

David Ish-Horowitz, Ph.D. Principal Scientist and Head, Developmental Genetics Laboratory, Imperial Cancer Research Fund Developmental Biology Unit, Oxford; Honorary Lecturer, Department of Zoology, University of Oxford Embryonic Patterning in Drosophila by Transcriptional Regulation and Transcript Localization

Alec John Jeffreys, D.Phil. Royal Society Wolfson Research Professor, Department of Genetics, University of Leicester Variation and in the Human Genome

International Program 1I 87 Robert Roger Kay, Ph.D. Staff Scientist, Senior Grade, Cell Biology Division, Medical Research Council Laboratory of Molecular Biology, Cambridge Molecular Basis of Pattern Formation in Dielyosielium

Roger John Keynes, M.B.B.Chir. University Lecturer, Department of Anatomy, University of Cambridge Cell-Cell Repulsion During Neural Development and Regeneration

David Philip Lane, Ph.D. Professor of Molecular Oncology, Cancer Research Campaign Laboratories, Department of Biochemistry, University of Dundee The Function of the p53 Suppressor Gene

Andrew Gino Lumsden, Ph.D. Professor of Developmental Neurobiology, Division of Anatomy and Cell Biology. United Medical and Dental School, Guy's Hospital, University of London Cellular and Molecular Mechanisms of Hindbrain Development

Michael Samuel Neuberger, Ph.D. Senior Scientist, Special Appointment Grade, Medical Research Council Laboratory of Molecular Biolog, Cambridge Expression and Function of the B-Cell Antigen Receptor

Simon Edward Victor Phillips, Ph.D. Professor of Molecular Biophysics, Department of Biochemistry and Molecular Biology, University of Leeds Structural Studies of Protein-Nucleic Acid Complexes

James Cuthbert Smith, Ph.D. Head, Laboratory of Developmental Biology, Medical Research Council National Institute for Medical Research, London Gradients and Thresholds in the Establishment of the Vertebrate Body Plan

Alain Robert Townsend, M.B.B.S., Ph.D. Professor, Department of CFnical Medicine, Institute of Molecular Medicine, University of Oxford The Biochemistry of Endogenous Antigen Presentation

Richard Henry Treisman, Pn.D. Principal Scientist, Imperial Cancer itesearch Fund, London Transcription Factors in Growth Factor Action

Veronica van Heyningen, D.Phil. Senior Scientist, Special Appointment Grade, Molecular Genetics Section, Me-lical Research Council Human Genetics Unit, Western General Hospital, Edinburgh; Honorary Fellow, Department of Biochemist ry, University of Edinburgh Molecular, Genetic, and Functional Studies en PAX6 and Other Anridia-Associated Genes in the WAGR Region

88 Grants for Science Education, .113 Program Assessment

Assessment within the grants 116111111111111111111111EMMIII: program has two principal objec- Overview tives: to document and measure key outcomes of the Institute's various Graduate Education in the grants initiatives. and to assist in Biological Sciences the development of new initiatives In the graduate area, the Institute through studies of national trends monitors the progress of its predoc- in science education, the national toral, medical student, and postdoc- research enterprise, and public and toral fellows through information private support for science. Assess- provided in their annual reports. As ment activities are organized gener- students proceed through their fel- ally around the principal areas oflowship years and beyond, the Insti- the grants program. tute will continue to track their The initial focus has been on out-training and subsequent profession- comes for the activities in graduate al activities by monitorim.; advanced and undergraduate science educa-degreesreceived,additional tion, largely through analysis ofresearch training, indicators of annual progress reports submitted research involvement and produc- by individual fellows and institution- tivity, academic apdointments, and al grant recipients. Data from these other career outcomes. Much of reports are presented in previousthis information will be derived chapters. For the area of precollege through mail surveys of fellows. science education, the first annual National longitudinal databases will reports from science museums and provide additional information on related institutions are reviewed in progress of the Institute's fellows as the chapter "Precollege and Public well as normative data on relevant Science Education." national cohorts for purposes of In addition, several studies ofcomparison. Medical Student Fellows. An national trends and conditions rele- extensive tracking system for par- vant to grants program planning ticipants in the Institute's Research and evaluation have been complet- Training Fellowships for Medical ed or are under way. In conjunction Students program and those in the with these internal activities, the Howard Hughes Medical Insti- Institute is working with several tute-National Institutes of Health federal agencies and private organi-Research Scholars program is zations to draw on existing national already well developed through a databases and develop new ones. five-year grant to the Association of These will be used for long-termAmerican Medical Colleges. The monitoring of the careers of Insti- grant enables the AAMC to use a tute-supported fellows, assessmentsvariety of national databases to of educational institutions, andtrack the educational progress and analyses of national trends. long-term careers of the Institute's

Program Assessment 89 fellows and scholars and, for com- surveys concerning educational and parison, those of a number ofcareer outcomes to date and plans national cohorts of other M.D. and for the fdture. National databases IVI.D./Ph.D. graduates. This track-may also be used as data sources in ing project and some preliminary this assessment effort, again possi- results were summarized in Grants bly for making comparisons. The for Science Education, 1991-1992. surveys are also being used to A special section later in thisdevelop cumulative directories of chapter provides an in-depth update the Institute's fellows. of the medical student tracking project. Data are presented on the Undergraduate Science Education numbers of 1992-1993 medical stu- dents and 1993 M.D. graduates Program assessment in the under- graduate area has focused on the known to have been enrolled in institutions receiving grant support M.D./Ph.D. dual-degree programs, through the Institute's undergradu- including, those supported through ate grant program, using annual the Medical Scientist Training Pro- progress reports and several nation- gram (MSTP) of NIH. The section also presents findings from theal databases. Each college or uni- tracking project on elapsed time versity receiving an Institute award submits an annual report detailing from medical school matriculation the Institute-supported activities. to graduation, expressed interest in These reports provide data on stu- careers involving research, years of dent development in the sciences. clinical training, and recent M.D. graduates with earned doctoral covering such topics as involvement degrees. Data on these subjects arein research and acceptance into presented for each of five M.D.graduate or medical school. The graduating classes (1988 through Institute is particularly interested 1992) and, within each class, formonitoring the participation of several discrete groups: the Insti-women and minority students underrepresented in the sciences. tute's fellows and research scholars, The annual progress reports also students who have had MSTP sup- port, other students in M.D./Ph.D. cover science faculty, curriculum programs, those expressing strong and laboratory development, and a interest in research careers, and variety of outreach programs. Data from these reports are summarized other M.D. graduates. Predoctoral and Postdoctoralin the previous chapter on under- Fellows. A parallel effort to trackgraduate science education. the progress of the Institute's pre- doctoral and postdoctoral fellows is Precollege and Public Science currently under development and Education will be initiated during 1993-1994.Because the Institute's grant initia- This tracking will be based primari- tives under the precollege and pub- ly on fellows' responses to annual lic science education program were

fat Grants for Science Ethical ion, 1994 1 only recently begun, the associated teacher interns from the two most assessment activities are in therecent years, and with science early stages. Nonetheless, each resource teachers whose schools major initiative within the program applied but were not accepted. is to have an assessment compo-Group interviews were conducted nent. Planning and development ofwith administrators from NIH and assessments for precollege and Montgomery Cou n ty public public science education will takeschools. Finally,evaluators into account experience gainedobserved meetings and special from assessments in the areas ofevents such as scientific presenta- gradua,and undergraduate sci-tions and an alumni banquet (Fig- ence education. ures 64 and 65). Local Precollege Initiatives. Local precollege initiatives are pro- filed in the chapter on precollege Figure 6-1 and public science education. In 1992-1993 one of these initiatives Program-Sponsored Activities for Student was formatively evaluatedthe Stu- and Teacher Interns dent and Teacher Intern Program at Working in a research laboratory the National Institutes of Health. Making an oral presentation of research findings at a dinner This program provides research symposium opportunities in NIH laboratories Developing out reach activities to strengthen science education in for students and teachers from high other Montgomery County public schools schools in Montgomery County, Participating in poster presentations Maryland. The evaluation was con- ducted by the Montgomery County Participating in an NIH scientist seminar series Public Schools and NIH with the support of the Office of Grants and Special Programs. Specifically. eval- uation was undertaken to determine Figure 65 how administration of the program might be improved and to docu- Data Collection Methods for Evaluation of ment its short-term impact on both the Student and Teacher Intern Program student and teacher participants. Focus groups: Four aspects of the program 1992-1093 student interns were examined: (I) the participant preceptors selected from three program years selection process, (2) program operation, (3) p m activities, Interviews with teacher interns who participated and teachers w1,1se schools were not accepted in the program and (4) costs. Data ,..ere collected using focus groups of 1992-1993 Interviews with program administrators from NIH and Montgomery County public schools student interns and a sample of pre- ceptors from the three most recent observations of special events such as presentat ions and an alumni banquet years of the program. Individual interviews were conducted with

Program Assessment Based On the results of the evalu- ing the academic physician-scien- ation, several changes have been tist. Until recently, little information made in the 1993-1994 program lias been available on the lung -term These include improvements in the educational and career outcomes of process for selecting students and physician-scientists generally and of teachers, rednetion of the time M.1)./Ph.D.'s in particular. teachers will spend in research and The Institute has two grant pro- continuing education activitiesgrams that ,pport the education (with no compromise of the quality and training of physician-scientists: of the experience), and more effi- (1) Research Training Fellowships cient use of program funds. Otherfor Medical Students and (2) Post- efforts are being made to imple- doctoral Research Fellowships for ment additional recommendations Physicians. (See the previous chap- regarding the type and duration of ter "Graduate Science Education.") program activities and channels ofThe Research Scholars Program, communication among students, operated jointly by the Institute and teachers, preceptors, and adminis- NIH, is also aimed at attracting trators. These changes are expect- medical students to research. ed to enhance the experience for In order to assess the outcomes everyone involved. The programof the Institute programs for med- continues to be evaluated through ical students, and to explore the fac- annual reports provided to the Insti- tors affecting career outcomes of tute and through routine data col- physician - scientists, the Institute in lection by the N1H Office of Educa- 1989 awarded a five-year grant to tion. the Association of American Med- ical Colleges. The grant has enabled the AAMC to use existing Education and Career national databases to track the edu- cational progress and subsequent Outcomes of Physician- careers of the Institute's fellows and Scientists scholars. The Institute of Medicine, in its The AAMC project is also track- report Biomedical and Behavioral ing a number of other study groups Research Scientists: Their Training of M.D. graduates to provide a con- and Supply, emphasized the impor- text in which to assess the out- tance of evaluating fellowship and comes for the Institute's fellow and training programs designed to scholar populations. A variety of increase the number and quality ofeducational and career outcomes medically trained research scien-are monitored annually for each tists, noting that little research had group studied, beginning in the been clone in this area. Program year the M.D. is awarded and con- evaluation for clinical investigators, tinuing through mid-career. This the report pointed out, involves the long-term tracking is designed to complexities of training and track-provide measurements of career

92 11J Grants for Science Education, t994 progr .ss, with emphasis on indica- Thus, each new class of M.D. grad- tors of involvement in research. uates is tracked as an independent In addition to long-term tracking cohort, with all outcome data for of the Institute's fellows and schol- each cohort updated annually. ars. the AAMC study has provided Because analysis begins with annual information On the nation's receipt of the M.D. degree, mean- supply, demographic characteris- ingful data are not yet available on tics, and educational patterns of certain outcomes for the Institute's M.D./Ph.D.'s generally. Findingsfellows and, in some cases, for the have been presented in the three scholars as well. Only in the most latest editions of the annual Grants recent year or two have sufficient for Science Education. numbers of fellows received their M.D. degrees to allow for collection Overview of the Medical Student of meaningful data on early out- Tracking Project comes. In addition, other outcomes being monitored (e.g., appointment The primary objective of the tracking to medical school faculty) require a project is to follow the progress of relatively long postfellowship period the Institute's fellows and scholarsbefore occurring in meaningful by annually monitoring a variety ofnumbers. Therefore, several of the key educational and career outcome studies presented here include data measures. To place the findings in a on the Institute's fellows and schol- broader context, the project also ars, while others do not. Within the monitors these outcome measures next few years, the numbers of stu- for four independent comparison dents in the Institute's study groups groups: students in dual-degree who earn the M.D. should be suffi- M.D./Ph.D. programs who werecient for early analyses in all areas, supported through the NIB Medical and the results will be reported as Scientist Training Program (MSTP), they become available. other medical school graduates The remainder of this section reported to have been in M.D./Ph,D. presents several of the primary find- programs but not in the MSTP, grad- ings to date from the medical stu- uates who have not been in such pro- dent tracking project. These con- grams but who expressed significant cern the size of the national pool of interest at graduation in a career M.D./Ph.D. students and graduates involving research, and all otherin recent years, the average number M.D. graduates. of years from matriculation in med- A variety of educational andical school to graduation with the career outcome measures are moni- M.D. degree, interest expressed at tored annually for each of thegraduation in careers involving groups under study. Analysis research, average years of clinical begins the year the M.D. is training, early data on appointments received, and all measures are to medical school faculty positions, updated in each subsequent year. and numbers of recent M.D. gradu-

Program Assessment .93 I2 ates with eanutd doctoral degrees. programs have actually earned the Some of thCS(' data are preliminary doctoral degree. and subject to change, since the In the last three editions of tracking systems are still being Grants for Science Education, data refined and the study of some of the were presented on medical students outcomes will require more time. reported to have been enrolled in M.D./Ph.D. programs during the The Annual Pool of Students in academic years 1989-1990, 1990- M.D./Ph.D. Programs 1991, and 1991-1992. Some of these early findings were based, in part, Through the Institute's grant to the on medical school reports to the AAMC, annual data are gathered on AAMC of dual-degree student the size and characteristics of the enrollment. Such reporting, howev- national pool of M.D./Ph.D. stu- er, was known to be incomplete. dents and graduates. Informal sur- Under the Institute's grant, the veys have estimated the number of AAMC initiated an ongoing effort to medical students enrolled in M.D./ ensure complete, accurate, and Ph.D. programs in selected years. timely reporting. The AAMC has The MSTP, principal single source also continued to work with NIH to of funding for M.D./Ph.D. candi- improve the data on students receiv- dates, provides a starting point for ing MSTP support. As a result, the such an estimate. The MSTP sup-data concerning the numbers of ports approximately 750 full-time medical students enrolled in and equivalent sit, 'tints each year, and graduating from, dual-degree pro- informal studies have suggested grams are significantly improved that they comprise about one-half of for the academic years 1989-1990 all those enrolled in dual-degree through 1992-1993 and, to a limited programs. extent, for earlier years as well. Until recently, however, compre- Data currently available from the hensive data concerning numbersAAMC and NIH indicate that a total of students enrolled or M.D. gradu- of 2,400 medical students were ates emerging from dual-degreereported to have been enrolled in programs have not been systemati- M.D./Ph.D. programs during the cally available. The numbers actual- 1992-1993 academic year. Of those, ly earning doctoral degrees have 1,155, or 48 percent, are known to also been largely unknown. Our have received MSTP support at some studies indicate that the number ofpoint (Figure 66). In any one year, students enrolled in M.D./Ph.D. the program supports approximately programs in recent years has750 full-timeequivalent students. exceeded 1.500 and that nearly 40The number of participants, particu- percent of all graduates from these larly among continuing students, is programs have received MSTP sup- expected to increase somewhat, once port. Between 75 and 90 percent of complete data on students supported recent graduates from dual-degree for the first time during 1992-1993

04 Grants for Science Education, 1994 1.21 Figore

Students Reported to Have Been Enrolled in M.D, /Ph.D. Dual-Degree Programs:' Continuing Students and M.D. Graduates, Academic Year 1992-1993

Continuing Total Dual-Degree Program= Sludeat.s M.D. Gradual es Enrollm 'nl

No. Nu. ".. No.

111111 MS'FI' support 1,025 50% 130 49"2 1,155 is':

I.it II other or no support 1,042 50 203 ti 1 1,215 52

Tolals3 2,067 100% 333 100% 2,400 100%

'Pala repo sent .1/./A siuthRls reported ha their wedical schools In hare horn v1111)11411 in 10.0. grants.

MST/' support" indirales stadenls listed by their medical school. err nguals to Ike luslitutes ihnIlh. ns supported thraagb the .V/ii Medico, Scientist Training Praymn noised In lhal mdmal. Such sup. port maid hare been for null !Iraq sl.fml" 1078 ihnn'Yfi 1992. "IVA other or no supporr indicates students listed ln, the medical school. n wporls lo the Association at American .1hyl wal alkqes, as enrolled in an .1fIL2I'Id.11. progran, awl not subsequently reported as with der ern from the program ha/ teho are not on the NW rosters name haring ?reef red .I/STP support.

da la do nal ropresoul the .104,11),II. Impala! ion per. r: oalg students reported In haw been enrolled in such dual &grey programs. Some ql /be grOtillUirS ndll 11111r11111plar the PILO. Will OW or :War grar.N.1.011011, ing Ihe Other sludents lisle) graduates 'nag hare permanently dropped I/O' Ph.D. component of their .4 ad. its. Also, I bere mall Ile shieleills enrolled in R. WM'. prollrams ;rho ore led ofierled in How data how gm. Men an' nod reported lo 0r sr enrolled. Pinallm many EA 's who also hold the Phil corn I he &whoa Ir /,Mare rn/eel Hy medical school. and no are newr enrayl in dualilegrw programs.

become available from NH I (in about ating classes of 1988 through 1993 a year). However, no significant on the annual number of M.D. grad- increase in the estimated proportion uates reportedto have been of M.D./Ph.D. students receivingenrolled in M.D./Ph.D. programs MSTI) support is expected to result (Figure 67), including those known from this information, to have received support through Of the 2,400 medical students the MSTP. The historical data iden- reported to have been in M.D./ tify approximately 200 to 325 such Ph.D. programs in 1992-1993, 333 students awarded the M.D. degree were awarded the M.D. degree in each year, with somewhat less than 1993. Of these. 130, or 39 percent, one-half (in the most recent three are known to have received MS'ITyears) known to have rec, ived support at some time during their MSTP support at some point during enrollment in medical school. their enrollment in medical school. In addition to information on the From 1988 through 1992, the M.D. graduates of 1992-1993, data number of new medical school have been assembled for the gradu- graduates reported annually to have

Program Assessment 95 Figure 67

M.D. Graduates, 1988-1993, Identified as Having Been Enrolled in M.D./Ph.D. Programs

Number

220

200

180

160

140

120

100

.. .80

60

40

20

1988 1989 1990 1991 1992 1993

Year of MD 6raduation

With IOSTP support III29th other or no support

been enrolled in dual-degree pro- in the number of such graduates in grams increased notably, particular- 1992-1993. Over the mxt several ly among those not supportedyears, data on enrollment in M.D./ through the MSTP. This observa- Ph.D. programs collected through tion may reflect real growth in the this project should provide a consis- annual number of such graduatestent and accurate picture of the emerging from M.D./Ph.D. pro- annual pool of such dual-degree stu- grams, or it may represent, at least dents and graduates. in part, an artifact of the improved It should be noted that these reporting ( noted above) by thedata on enrollments and gradua- medical schools. tions do not represent the entire In 1993. for the first time, thepool of M.D./Ph.D. graduates per data for the graduating class do not se, for several reasons. Rather, they show a notable increase in the num- represent M.D. students and gradu- ber of reported graduates fromates identified as having been M.D./Ph.D. programs. Because theenrolled in M.D./Ph.D. programs improved reporting systems haveon the basis of their receipt of bee. , place for at least threeMSTP support and/or of medical years, the most recent data suggest school reports to the AAMC. While that no substantial change occurred receipt of the M.D. is confirmed for

96 0 Grants for Science Education, 1994 the graduates, receipt of the Ph.D. students' entering dual-degree pro- is not. Some of the graduates will grams, and thus as potentially limit- not be awarded the Ph.D. formally ing the supply of new M.D./Ph.D.'s. until one or more years after the It is therefore of interest to exam- M.D. Also, some of the continuing ine the elapsed time from matricula- students and graduates may have tion in medical school to receipt of permanently dropped the Ph.D.the M.D. degree. Figure 68 pre- component of their studies. Howev- sents these data as averages for six er, most of the recent M.D. gradu-study populations in each of five ates known to have been enrolled in recent M.D. graduating cohorts M.D./Ph.D. programs have earned (1988 through 1992). doctoral degrees, as will be seen The population with the greatest below. (See also Grants for Scienceaverage elapsed time is that of stu- Education 1991-1992, page 71.) dents in M.D./Ph.D. programs who There may be other medical stu-are known to have been supported dents enrolled in and graduatingthrough the MSTP. This group has from M.D./Ph.D. programs who consistently averaged about seven are not reported to the AAMC byyears of elapsed time from matricu- the medical s.'hools. Finally, otherlation to M.D. Seven years is typi- analyses from this project indicatecally the time taken by most dual- that many M.D./Ph.D.'s earn thedegree students to complete both doctorate well before the M.D. and an M.D. and a doctoral degree con- thus never enter a dual-degree pro-currently. These data thus suggest gram. (See data presented belowthat most of the M.D. graduates and data in Grants for Science Edu-enrolled in M.D./Ph.D. programs cation 1991-1992, page 73.) who are supported by MSTP funds are in fact completing both degrees, a finding that will be directly con- Elapsed Years from Medical School Matriculation to M.D. Graduation firmed in a later section on earned doctoral degrees. The length of time required to com- The average elapsed period that plete medical education and train- is next longest is consistently found ing affects significantly the point at for the students who are reported to which a new M.D. can begin clinical have been in M.D./Ph.D. programs practice. The substantial additional but who did not receive MSTP sup- time required to complete a concur- port. Interestingly, this group's rent doctoral degree prolongs theaverage elapsed time has steadily point at which M.D./Ph.D. gradu- increased from about 5.4 years for ates from dual-degree programs those graduating in 1988 to an aver- enter the postmedical schoolage 6.4 years for those graduating stages of their careers to begin pro- in 1992. This finding suggests that a ductive research, clinical work, orgreater proportioti of such non- both. This additional time has been MSTP M.D./Ph.D. students have suggested as a possible deterrent to been completing the doctoral

Program Assessment ? 4 97 Figure 68

Elapsed Years from Matriculation to M.D. Graduation, 1988-1992, by Year of Graduation and Tracking Cohort

Mean elapsed years

6

5

1988 1989 1990 1991 1992 Year of M.D. graduation and tracking cohort

Medical student fellows l" Other M.D./Ph.D. Research scholars Interested in research MSTP M.DJPh.D, IIIAll other M.D. graduates

degree portions of their studies in will he seen in the earned doctorate recent years, but that this propor-data, only very small percentages of tion is lower than that for dual- these groups have earned doctoral degree students with MSTP sup-degrees (and most did so before port. This interpretation is support- entering medical school). ed by preliminary data on earned Finally. the Institute's research doctoral degrees. scholars and medical student fel- The students not reported to lows appear preliminarily to have have been in M.D./Ph.D. programs taken, on average, approximately but who indicated significant inter- one-half to one year longer to grad- est at graduation in a career involv- uate from medical school than the ing research, and all other M.D. four years generally required. Since graduates, have consistently aver-the research scholars must take a aged 4.1 to 4.2 elapsed rs inone-year leave of absence from medical school, strongly suggesting medical studies during their schol- essentially uninterrupted medicalarship year at NIH, one might study for nearly all M.D. graduatesexpect their average elapsed time to in each of these two populations. As he about 5.() years, presuming no

98 Grants for Scienco Education. 1994 further time is Spent in other activi- Interest in Research Careers as ties, including the earning of a doc- Expressed at M.D. Graduation toral degree. The mean elapsed Students graduating from medical time for the research scholars is in school are surveyed on a host of fact very close to 5.0 years. The issues relevant to medical educa- most recent data available on tion, training, and practice. Known earned doctorates indicate that, as as the Graduation Questionnaire, of June 1992, very few of these stu- this survey is designed and adminis- dents had earned such degrees. tered by the AAMC. Participation is Only the most recent twovoluntary, and approximately two- cohorts of M.D. graduates (1991 thirds of M.D. graduates respond. and 1992) contain any students who One item on the survey explores participatedinthe Institute's the graduate's level of expectation Research Training Fellowships for"to he involved in research during Medical Students program. Theseyour medical career." These self- students' mean elapsed times from reperted expectations at M.D. gradu- medical school matriculation to ation indicate preliminary levels of interest in careers involving scientif- M.D. graduation were approximate- ic research. The data were examined ly 4.5 years. Most but not all of for each of the cohorts involved in these students also must take a the tracking project and are present- one-year leave of absence fromed in Figure 69. (No data are pre- medical studies to participate in the sented here for the tracking cohorts fellowship program. However, some of students "Interested in research" medical schools (e.g., Duke Univer- or for "All other M.D. graduates," sity) permit the fellowship year to because 100 percent and 0 percent of he included as one of the four years these two groups, by definition, tave of medical study. Because the fel- shown interest.) lowship program has had substan- Approximately 14 percent of all tial enrollment from such schools, graduates who respond to the Grad- the average elapsed time for theuation Questionnaire typically students in the program could be expect to be "exclusively" or "signif- expected to be somewhat shortericantly" involved in research. In contrast, at least three-quarters of than that for the research scholars each of the M.D. graduate cohorts but longer than the four years tracked in this study from 1988 required for medical study, and this through 1992 (who responded to is the pattern actually observed to the questionnaire) indicated such date. As will be noted in the section exp,-ctation. The group with the on earned doctorates, little or nohignest percentage of members meaningful doctoral degree data are who expressed interest in research yet available for the two most recent (85 to 95 percent) comprised the graduating classes. graduates from M.D./Ph.D. pro-

Program Assessment 14)E, 99 Figure 69

Expressed Interest in Research at M.D. Graduation, 1988-1992, by Year of Graduation and Tracking Cohort

Percent

100

90

80

70

60

50

40

30

20

10

0

1988 1989 1990 1991 1992 Year of M.D. graduation and tracking cohort

Medical student fellows MSTP N11)/Ph.1). 11r3earch scholars Other M.DJPILD.

grams who received MSTP support. or exclusive interest in a research About 75 to 80 percent of the gradu- career. The group's level of interest ates enrolled in dual-degree pro-was roughly comparable to that of grams but not supported by the the MSTP-fu n de d dual-degree grad- MSTP reported interest. uates. The assessment program will The Institute's research scholars continue to examine this issue. who have earned M.D. degrees have typically expressed interest in Years of Clinical Training Following research to an extent equal to, or Receipt of the M.D. Degree somewhat aLove, that reported by the non-MSTP dual-degree program An extended period of clinical train- graduates but not quite to theing following receipt of the MD, extent of the MSTP-supported grad- degree is requisite to becoming a uates. Finally, only the most recent physician. The clinical training peri- year's data (1992) cover a sufficient od may be equally important to the number of medical student fellows physician-scientist, who must he to provide meaningful results in this prepared to integrate the clinical area, Approximately 85 percent of and research aspects of his or her the fellowship students who gradu- work. Until recently, however, little ated in 1992 expressed a significant or no data were available on the

100 1 Th Grants for Science Education, 1994 Figure 70

Years of Clinical Training Since M.D. Graduation, 1988 -1992, as of Academic Year 1992-1993

Mean years

5

1988 1989 1990 1991 1992 Year of M.D. graduation and tracking cohort

IIMedical student fellows Other M.D./Ph.D. IIResearch scholars Interested in research MSTP 11.D./Ph.D. 1 All other M.D. graduates

amount of time spent in clinical These data indicate that, with training by recent M.D./Ph.D.'s. only slight and largely nonsystemat- Figure 70 presents the average ic variations, the following groups number of years to date (i.e., are pursuing equal average amounts through the 1992-1993 academic of formal clinical training: the Insti- year) spent in clinical training by tute's research scholars and medical each of the six study groups of the student fellows, students who have tracking project in the five mostbeen in M.D./Ph.D. programs, other M.D. graduates expressing recent M.D. graduating cohorts substantial interest in careers involv- (1988 through 1992) for which data ing research, and all other M.D. are currently available. The data on graduates. Thus, recent M.D./Ph.D. clinical training are provided students appear on average to have through the AAMC's Graduate pursued a period of clinical training Medical Education program, where- approximately equal in length to in all hospitals and other institutions that undertaken to date by the aver- offering accredited internship pro- age M.D graduate. The only possi- grams provide information annually ble systematic exception may be on all students so engaged. among dual-degree students sup-

Program Assessment 101 ported by MSTP funds. At present, Preliminary Data on Appointments these students have averaged very to Faculty Positions in Medical slightly less time in clinical training Schools than, say, the group "All other M.D.The RAMC maintains a database on graduates." all persons appointed to faculty posi- Finally, with each additional yeartions in medical schools. Such a following M.D. graduation, the aver-position is one possible career step, age length of clinical trainingor outcome, for the M.D./Ph.D., and is often an indicator of some appears to increase by slightly less level of involvement in research. than one year. For example, the Therefore, it is of interest to moni- graduating class of 1992 has had tor for each of the tracking popula- one year to date to pursue clinical tions the proportion appointed to training, and the average length ofmedical school faculty positions. such training is almost precisely 1.0The data on medical school faculty year. The class of 1991 had twoappointments through academic years for clinical training, and itsyear 1992-1993 are presented in students' means are slightly lessFigure 71. (These results must be considered very preliminary when than 2.0 years. Similarly, means of viewed as career outcome mea- just under 3.0 are found for the sures. They are subject to substan- class of 1990. tial change in coining years, However, the class of 1989 because even first faculty appoint- which had four years for clinical ments are often received more than training, currently averages approx- five years after M.D. graduation.) imately 3.5 years (with a little varia- Within four years after receipt of tion among the groups), and the the M.D. degree, very low percent- ages of the populations tracked in oldest graduating class in the track- the study have been appointed to a ing analysis (1988) averages around faculty position at a medical school. the 4.0-year mark (with slightlyFive years after graduation, these more variation), though having had proportions appear to rise consider- fully five years for clinical training ably (as represented by the class of since M.D. graduation. Thus, in 1988), ranging from about 3.5 to 6.0 each of the six populations, itpercent. The highest percentages appears that very few studentsthat have received medical school faculty appointments to date arc forego or postpone their first three found, for the most part, among years of clinical training. Beyond M.D. graduates who were enrolled this point, it appears that some stu- in M.D./Ph.D. programs and sup- dents, but not large numbers, with- ported by MSTP funds. draw from or begin to defer this In future years these percent- work. ages are expected to increase for all

102 1?9 Grants Science Education, 1904 Figure 71

Percentage of M.D. Graduates, 1988-1992, Who Have Held Faculty Appointments at Medical Schools as of Academic Year 1992-1993

Percent

1088 1989 1990 1991 1992 Year of M.D. graduation and tracking cohort

Research scholars Interested in research MST!' M.D./Ph.D. All other M.D. graduates Other M.D./Ph.D.

classes and study groups as they earned will aid in distinguishing the complete their postgraduate clinical relative contributions of the various training and postdoctoral research educational pathways leading to the work. The data for those years will two degrees, and in identifying any he examined for appointments in differences in career outcomes clinical departments as comparedamong M.D./Ph.D's following dif- with those in more research-orient- ferent routes. Of particular interest ed ones, once the numbers are suffi-in this regard are the career out- cient to make such distinctions sta-comes of dual-degree recipients tistically meaningful. graduated from M.D./Ph.D. pro- grams as compared with outcomes Doctoral Degrees Earned as of for those who earn the two degrees June 1992 independently. Finally, the discipli- Data on the numbers of M.D. gradu- nary fields of the doctorates indicate ates who earn a doctorate are essen- the general scientific (and other) tial to quantifying the nation's poolareas of training acquired by M.D./ of M.D./Ph.D.'s. Information on Ph.D's. Thus, receipt of an earned how and when the two degrees doctorate is one of the primary edu-

Program Assessment 103 1o cational outcomes to be monitored received, in addition to the M.D. in the longitudinal career tracking of degree, a doctoral degree at any M.D. graduates in each of the study time through June 1992. This analy- groups in this project, particularlysis thus locates dual-degree pro- the Institute's fellows and scholars. gram students, including those with and students known to have been in or without MSTP support, who have M.1) ./Ph.I.). programs. earned both degrees. It also locates The definitive source of informa-other recent M.D. graduates with a tion on earned doctorates is the Ph.D. who were not identified as Doctorate Records File. This is thehavin; been in dual-degree pro- national database of all earned doc-gramsstudents who entered med- toral degrees awarded by U.S. insti- ical school with a Ph.I). and those tutions from 1920 to the present. who independently earned the doc- The DRE is maintained by the torate (during or prior to June 1992) National Research Council for theafter receiving the M.D. degree. National Science Foundation,This analysis thus provides unique National Institutes of Health, and essentially complete data on the Department of Agriculture, and recent pool of M.D./Ph.D.'s. National Endowment forthe Beginning with the graduating Humanities. class of 1988, M.D. graduates who Selected information from the were enrolled in dual-degree pro- DRF has been used for severalgrams with MSTP support have y-ars to track all M.D. graduates'accounted for approximately 100 receipt of earned doctorates from new M.D./Ph.D.'s from each class 1988 through 1992. Recent M.D. (Figure 72). In the three oldest class- graduates in each study group ofes studied (1988 through 1990), the tracking project were checked M.D. graduates who expressed sig- against the DU to determine how nificant interest in research, and all many are known to have earned the other M.D. graduates, have account- Ph.I). (or equivalent) at any timeed for the greatest absolute numbers through June 1992. of M.D./Ph.D.'s. However, in the The DRF data that were used in two most recent classes (1991 and this analysis include the year of 1992), each of the four study groups receipt and the general disciplinaryhas produced approximately equal area of each doctorate. Because thenumbers (90 to 100) of such new DM' data are currently available dual-degree holders. only through June 1992, all analyses The study group of students presented here are limited to thereported to have been in MA)./ M.D. graduating classes of 1988 Ph.D. programs but without MSTP through 1992. support appears to have accounted Data obtained through the DRFfor an increasing number of new analysis provide the numbers ofM.D./Ph.D.'s since 1988. This M.1)..students in each of the track- growth, however, may he an artifact ing project's study groups whoof the better reporting of such stu-

104 131 Grants for Science Education, 11)94 Figure 72

M.D. Graduates, 1988-1992, with Doctoral Degrees as of June 1992: Numbers and Ph.D. Fields by Year of M.D. Graduation and Tracking Cohort.

Number with Ph.D.

175

150

125

l00

75

50

A B CD ABCD & BCD ABCD A BCD 1988 1989 1990 1991 1092 Year of M.D. graduation and tracking cohort Biological sciences A MSTP M.DJPh.D.

Other natural sciences B Other M.D./Ph.D,

All other fields C Interested in research DAll other M.D. graduates

dents noted earlier. Beginning with Ph.D.'s earned their doctoral the class of 1990, when consistentdegree in the biological sciences reporting began, the number of(Figure 72). On a proportional dual-degree holders in this group basis, this applies most to students has been nearly constant at approxi-known to have been in dual-degree mately 90 to 100 each year. programs, either with or without No data on earned doctoral MSTP support. Among those inter- degrees are presented here for the ested in research and all other M.D. Institute's fellows or research schol- graduates, the numbers and propor- ars. Through June 1992, only two tions with Ph.D.'s in other natural such students are known to have sciences and mathematics are earned the Ph.D. degree. Future somewhat greater, though doctor- years' data from the tracking project ates in the biological sciences pre- will be necessary to determine how dominate among these study many of these students earn doctor- groups as well. Only the latter two al degrees. study groups, however, contain In all study groups and all classappreciable numbers of M.D./ years, a large majority of M.D./ Ph.D.'s holding doctorates in fields

Program Assessment 105

a. Figure 73

M.D. Graduates, 1988-1992, Who Had Earned a Doctoral Degree as of June 1992

Percent

00%

80

if)

Go

50

40

30

10

a

1988 1989 1000 1991 1992 Year of M.D. graduation and tracking cohort

MSTI' M.D./Ph.D. Interested in research 0:Other M.D./Ph.D. All other M.D. graduates

other than the sciences and mathe- the M.D., and that eventually 90 per- matics. cent or more of all such MSTP stu- In proportional terms the highest dents may earn the doctoral degree. percentages of M.D. graduates hold- Future data from the tracking Project ing an earned doctoral degree by will monitor this trend. Jonc 1992, in each of the classes By far the next highest percent- from 1988 through 1992, are found age holding an earned doctorate is among those in dual-degree pro-found among the other students grams and supported by MSTPknown to have been in M.D./Ph.D. funds (Figure 73). Approximately 70 programs. This proportion also to 90 percent of these graduates are shows steady increase since M.D. known to have earned a Ph.D. bygraduation for the classes of 1990 that time. The proportion increasesthrough 1992. In the prior two class- steadily, reaching nearly 90 percentes (i.e., those of 1988 and 1989), among such students from the class this proportion appears to be lower. of 1988. These results indicate that as This result may he an artifact of the many as 20 percent of M.D./Ph.D.'s incomplete reporting of these stu- may complete the doctoral degree dents prior to the 1990 class, or may two or more years following award of represent actual recent increase in

Grants for Science Educat ion, 199 the proportionof such students alter the M.D. Results from these earning the doctoral degree. analyses are presented for selected The two other study groups have study groups tracked in this project. provided absolute numbers of In subsequent years, analysis will M `-). /Ph.D.'s equal toor greaterbegin to focus on longer-term than the groups known to have career outcomes. been in dual-degree programs. On a Nearly all of the M.D./Ph.D.'s proportional basis, however, less among recent M.D. graduates iden- than 10 percent of those expressing tified as having been enrolled in interest in research, and only about dual-degree programs, with or with- 1 to 2 percent of all other M.D. out MSTP support, earned the graduates collectively, from each of Ph.D. more or less concurrently these five graduating classes, had with the M.D. (Figure Specifi- earned doctoral degrees by June cally, they earned the Ph.D. fewer 1992. than three years prior to. and fewer than two years following, award of Sequence and Timing of the M.D. the M.D. Generally the timing of and Ph.D. Degrees the two degrees was within the expected range for graduates of Reporting in the Journal of the such programs. American Medical Association (264: In sharp contrast. most of the 1919- 1920, 1990) on the first annual M.D./Ph.D.'s in the other study symposium on the education ofgroups earned the Ph.D. degree physician-scientists. E. Krill and A. three or more years before the Skolnick noted the dearth of com- M.D. Thus, most of these M.D./ parative information on the careers Ph.D.'s appear to have entered med- of graduates from dual-degree pro- ical school after completing, or grams and on those of M.D./ nearly completing, their doctoral Ph.D.'s who earned the two degrees work. independently. The authors noted However, as many as 25 percent that no comprehensive longitudinal of recent M.D. graduates not report- studies of career outcomes among ed to have been in M.1)./Ph.1). pro- either group had been conducted. grams earned the two degrees In order to address this issue, one more or less coterminously, within must determine the sequence and the range of timing expected for timing of the two degrees. dual-degree programs (suggesting Analyses to date have focused on a need for confirmation of their determining the numbers of M.D./ reported stat us during medical Ph.D.'s who earned the two degrees school). Even so, as noted, the num- in each of three sequences: earned ber of M.D./Ph.D.'s who earned the the Ph.D. three or more years prior doctorate well before the M.D. to the earned the two degrees degree far exceeds the number who approximately coterminously, or coterminously earned the two earned the Ph.D, two or more years degrees.

Program Assessment 107 1 '14 Figure 74

Sequence and Timing of M.D. and Doctoral Degrees: M.D. Graduates, 1988-1992, with Doctoral Degrees as of June 1992

Number with Ph.D.

l75

150

125

100

75

60

25

0 A B C D A B C ! ) B C D ABCD A BC D 1988 1989 1990 1991 1992 Year of M.D. graduation and tracking cohort IIIPh.D. 3 or more years before M.D. A MSTP M.D./Ph.D. Approximately coterminous M.D. and Ph.D. B Other MD./Ph.D.

Ph.D. 2 or more years after M.D. C Interested in research

D All other M.D. graduates

Finally, as suggested in theawarded by June 1992. In future analysis of the percentages of each years. more M.D. graduates in class and study group holding these five classes may earn doctoral earned doctorates (Figure 73), thedegrees, raising both the absolute classes of 1988 through 1990 nownumber of M.D./Ph.D.'s and the have a few M.1)./Ph.D.'s who proportions of the various study earned the doctoral degree two orgroups holding both degrees. more years after the M.D. degree. These and other analyses emerging As noted, the analyses presented from the tracking program will be here are limited to doctoral degrees reported as they become available.

108 Grants for Science Education, 1994 Policies and Procedures for Grant Applications

Grants and fellowships awarded The Institute does not award by the Howard Hughes Medical grants for research in the United Institute are administered by its States; nor does it award institution- Office of Grants and Special Pro- al training grants or support confer- grams. The awards are made under ences or publications. Policies and specific initiatives, each with its own procedures for the several program objectives and guidelines. areas are described below. In brief, graduate fellowships, grants for undergraduate and pre- college science education, andThe Institute Grant-Making grants for research in selected Process countries abroad are awarded on the basis of applications or propos- Institute grants and fellowships sup- als reviewed by outside panels of port science education at all levels scientists and educators. The pan- in the United States and its territo- els' evaluations are reviewed by an ries. The six main program areas internal scientific committee, which are graduate, undergraduate, and makes recommendations to theprecollege science education, Institute's Trustees for authoriza- research resources, special pro- tion of funding. The Trustees and grams (local initiatives), and the Institute management annually international program (Figure 75). review current grants policies, ini- Most of the competitions are tiatives, and possible directions for announced publicly at thestart of program development. the grant cycle. Program announce-

Figure 75

The Grants Cycle Graduate UndergraduatePrecollegeResearch ResourcesSpecial (Local) International

Announcement Broad Limited None Broad

Application Open Nomination or Invitation only Ad hue conmet i ion omm competition

External review External review panels of 15-211 members from academia. government, and indn:17 (review panels convened by NliC for the predoet oral fellowship program)

Internal review Management /Trustees

Awards 914.0 $25.2 $4.5 $1.5 911.5 $1.S

Payment Biannual Annual

Assessment Annual Financial reports/progress reports/grantee meetings

The HAW grant making process varies somewhat from program to program (lop). Operations. howercr, are broadly similar in each phase rfthe grants cycle OA descending). A eullfar applientionsjor arample, is made in all programs, though some target different types of institutions or diOiTent regions from one competition to another. The Awards row shows totals forfiseal 1993 in millions. If all institute gm nis are included, the grand total is $51.4 million.

Policies and Procedures for Grant Applications 109 meats give information on theing institutions. They are asked to objectives, eligibility requirements, designate a program director. and application process, and pro- For the graduate, undergraduate, vide an application form. All fellow- precollege, and international pro- ships under the graduate programs grams, applications and proposals are offered in open competition, are assigned to external panel mem- while the institution-based grants bers for review and evaluation. Selec- (undergraduate and precollege) go tion of the reviewers, usually no to specific types of institutions that more than 20 per competition, is are invited to apply. The local initia- based on professional credentials tive and resource awards arc gener- and expertise in a field germane to ally by invitation only, and the inter- the program area. Panelists are gen- national awards are limited toerally scientists and educators in selected regions. academia, government, and industry For the graduate fellowship pro- who are asked to serve for a set term. grams. applications are due several An internal scientific committee months after announcement. They next reviews the panel evaluations. typically include verification of eligi- The committee, in turn, makes rec- bility, a proposal or research plan, ommendatit ..3 to the Institute the applicant's credentials, letters ofTrustees, who authorize funding of recommendation, and a proposed the specific awards. For the fellow- budget. Additional materials such ships, however, authorization is via as publication reprints or education- the fiscal-year program budget. The al transcripts may be required. TheTrustees do not authorize the spe- completed applications are exam- cific awards in these cases. ined by the grants staff to ensure Following the Trustees' autho- completeness and eligibility. Anrization, grants are announced to exception is the prcdoctoral fellow- the awardees and the press. ship program. for which, in view ofAwardee institutions are then asked the large number of applicants (upto complete and sign a document, to 1,600 annually), the National General Terms and Conditions, and Research Council manages thefor graduate programs, to name a review under an Institute grant. fellowship officer. For the under- For the undergraduate, precol-graduate and precollege programs, lege, and international programs,awardee institutions must also proposal deadlines follow the develop an accepted budget. As an announcement by several months. adjdnct to General Terms and Con- Executive summaries, narrativeditions, an information booklet set- descriptions of the proposed pro- ting forth detailed policies and pro- gram, and budget summaries and cedures is issued annually for each detail are required. Institutions must program. also submit institutional and depart- Beginning in fiscal 1995, pay- mental data and, as appropriate, let- ments will be sent to institutional ters of commitment from collaborat- and international grantees annually

110 Grants for Science Education, 1094 and to the fellowship institutions toward the Ph.D. or Sc.D. degree in biannually. For the institutionalspecific areas of the biological sci- grants, spending is governed by theences. They are awarded to individ- previously agreed-upon budget. For ual students through an internation- the fellowships, the policies onal competition. Processing and amounts and uses of funds are spec- review of the fellowship applications ified in the information booklets. are managed by the Fellowship Grant recipients are assessed Office of the National Research annually. Program and financial report forms are sent to eachCouncil/National Academy of Sci- grantee for completion. Theseences. The application deadline is in inform the staff of grant-fundedearly November each year, and activities and expenditures duringawards are announced by early the reporting year. In addition, April. annual meetings convene fellows and program directors at InstituteResearch Training Fellowships for headquarters in Chevy Chase to Medical Students meet one another and invited guests, to hear presentations, and to Fellowships awarded under this exchange information and ideas. program enable medical students in The international researchthe United States to undertake a awardees participate each year inyear of full-time fundamental one of the scientific meetings ofresearch. Awards are based on a Institute investigators. national competition. The applica- Finally, the Institute publishes tion deadline is in early December annualreports onprogress,each year, and the awards are finances, and program directions. announced by early April.

Postdoctoral Research Fellowships Graduate Education in the for Physicians Biological Sciences The Institute supports graduateThese fellowships provide support education through fellowships to for three years of full-time research individual students and physici-ls.for physicians who have completed As mentioned above, it does not at least two years of postgraduate award institutional training grants.clinical training and no more than There are three graduate fellowship two years of postdoctoral research programs. training by the start of the fellow- ship. Awards are based on an inter- Predoctoral Fellowships in national competition. The applica- Biological Sciences tion deadline is in early January These fellowships provide support eachyear,andawardsare for up to five years of full-time study announced by the end of July.

Policies and Procedures for Grant Applications 111 Research Resources For program announcements and fellowship This program provides support to applications contact: research and educational institu- tions in the United States that serve as national resource laboratories Predoctoral Fellowships in Biological Sciences and teaching facilities, including Hughes Predoctoral Fellowship Program thc se supplying unique biological National Research Council stocks and materials. The Institute Fellowship Office limits the grants to organizations 2101 Constitution Avenue whose activities not only serve the Washington, DC 20418 biomedical research community as a whole, but also coincide with spe- Research Training Fellowships for Medical Students cific Institute interests. All propos- als are rigorously evaluated to Howard Hughes Medical Institute ensure that the awards respond to Office of Grants and Special Programs/MED demonstrated needs. 4000 Jones Bridge Road Chevy Chase, MD 20815-6789 (:301) 215-8884 Fax: (:301) 215-8888 Undergraduate Biological Sciences Education Program

Postdoctoral Research Fellowships for Physicians Grants under this program are intended to strengthen undergradu- Howard Hughes Medical Institute ate education ar:d research in the Office of Grants and Special Programs/POST biological sciences and such related 4000 Jones Bridge Road fields as chemistry, physics, and Chevy Chase, MD 20815-6789 mathematics, in U.S. academic insti- (301) 215-8884 Fax: (901) tutions. Proposals are submitted by invitation only. A principal objective of the pro- gram is to attract and retain science students, including women and members of minority groups under- represented in the sciences. One approach is through the support of stimulating research experiences. Another objective is to strengthen undergraduate science education by providing for the acquisition of modern equipment and for laborato- ry renovation. Another is to forge stronger links among educational institutions at all levels by providing

112 Grants for Science Education, IOW opportunities in the sciences for Both groups offer a full range of bac- teachers and students. calaureate programs, are committed Competinginstitutionsareto graduate education through the assessed on the basis of their doctoral degree, and give high prior- records of having graduated stu- ity to research. In addition to offer- dents who went on to matriculate in ing a full range of baccalaureate pro- medical school or to earn doctoralgrams, the mission of doctorate degrees in biology, chemistry, granting institutions includes a com- physics, and mathematics (duringmitment to graduate education the most recent 10-year period forthrough the doctorate. Doctorate- which data are available). Institu-granting I universities award at least tions are invited to compete based 40 Ph.D. degrees annually in five or on data from the Association of more academic disciplines. Doctor- American Medical Colleges, theate-granting II universities award National Research Council, and the annually 20 or more Ph.D. degrees U.S. Department of Education. In in at least one discipline or 10 or addition, a number of institutions more Ph.D. degrees in three or are invited to participate on their more disciplines. iccord of having graduated students from minority groups underrepre- sented in the sciences wh went on Precollege and Public to medical school or to earn doctor- Science Education ates in biology or related fields. Through this grants program, the Institute explores avenues of sup- 1994 Undergraduate Program port for precollege and public sci- Competition ence education. Initiatives are For the 1994 competition, invitations designed to address the level of sci- to compete have gone to public and entific knowledge and interest of private universities classified by the both schoolchildren and adults. Carnegie Foundationfor the In 1987 the Institute awarded a Advancement of Teaching asgrant to the National Research Research Universities I and II and Council to support a comprehensive Doctorate-Granting Universities I study of biology teaching at the ele- and II. Research I universitiesmentary and secondary levels. In receive annually at least $33.5 mil- September 1990 the NRC reported lion in federal support for research the resultsinFulfillingthe and development and award at least Promise-Biology Education in the 50 Ph.D. degrees each year. Nation'sSchools. The major findings Research II universities receiveand recommendations have been annually between $12.5 million and carefully considered in developing $33.5 million in federal support for the precollege and public initiatives. research and development and Guidance is also provided through award at least 50 degrees each year. results of the precollge-oriented

Policies and Procedures for Grant Applications . , 113 1 4 0 outreach activities of the Institute's activities of a less traditional nature, undergraduate program. ) stimulate interest in science, par- The precollege initiative currently ticularly among young people. under way provides support to sci- The 1994 grants competition was ence museums, aquaria, botanical open to biomedical research institu- gardens, and zoological parks. tions that the Institute had invited Awards to children's museums, to apply. These comprise about 250 general science and natural history museums, and science and technol- medical schools, academic health ogy centers support science educa- centers, and independent research tion programs for children andinstitutions. The selection was youth, their teachers and families, made after consultation with the and community organizations. Association of American Medical Grants were awarded in 1992 and Colleges, Association of Academic 1993 for five-year periods. The 1993 Health Centers, Association of Inde- awards were the first to include pendent Research Institutions, and aquaria, botanical gardens, arbore- several databases. ta, and zoos. Competitors were selected after consultation with numerous experts Local Initiatives in the field. Reviewers took into The Institute's local science educa- consideration existing relationshipstion grants address national con- with educational organizations, as cerns regarding the state of science well as experience in conducting education by providing unique high-quality science education pro- grams at the precollege level. opportunities at the local level for students and teachers to gain Precollege Science Education hands-on experiences In the science Initiative for Biomedical Research classroom and research laboratory. Institutions The primary recipients are public An initiative for biomedical research school students and teachers of institutions is the Institute's latest Montgomery County, Maryland, effort in the area of precollege sci- though some awards may benefit ence education. It will enable sci-those in the greater Washington ence-rich institutions to work in col- area. The institute works closely laboration with schools, youth orga- with school officials and local nizations, and community groups. research institutions in developing The objective is to develop educa- the projects. Although the Institute tional activities that focus specifical- ly on biology or integrate biologywill consider unsolicited requests, with other scientific disciplines. It the grants are intended to support will build on the unique resources objectives through well-defined sci- that biomedical research institu- ence education programs in the tions can offer, through educational local community.

114 141 Grants for Science Education, 1994 weighing the rank order and the International Program Institute's overall objectives, recom- mends awards to the Trustees for authorization of funding. International Research Scholars Program Research Grants for Eastern The important contribution of scien- Europe and the Former Soviet tists abroad to advances in biomed- Union ical science stimulated the Institute In 1994 an international program of to launch in 1991 a limited program research grants was directed at bio- of international research grants. medical researchers in 10 selected Small and experimental, the pro-countries of Eastern Europe and of gram is limited to specific selected the former Soviet Union. Forty to countries. The first grants are sup- sixty awards will fund scientists in porting the research of scientists in their own institutions, and an equal Canada and Mexico: and the second number will involve international competition, announced in 1992, collaboration. The competition was for awards to Australia, the involves an open application process United Kingdom, and New Zealand. and then follows review procedures Each grant supports research comparable to those for the Interna- expenses, with considerable flexibil- tional Research Scholars Program. ity, for a term of five years. The recipients are promising scientists Other International Activities who have made significant contribu- tions to fundamental biomedical Other than the 1991 and 1992 research and are still developing.awards described above, the Insti- They must holdappropriate tute has made only one grant under full-time academic or research the International Program. This is appointments, and may not be citi- for joint activities by the U.S. zens or permanent residents of the National Academy of Sciences and United States. the Mexican Academia de la Investi- Nominations of candidates aregacion Cientifica. Few additional requested from officials of leading awards are anticipated. Applications biomedical organizations in the eli-should only be submitted after con- gible countries and from Institute sultation with the grants program investigators, review hoards, and management. advisers. Eligible nominees are eval- uated by a large panel of scientists with appropriate expertise, andProgram Assessment those rated highest are invited to Program assessment activities submit a brief research proposal. An involve research by various public external review panel evaluates theand private agencies external to the proposals and ranks the candidates. Institute, as well as internal analy- Then the Institute's management, ses. The external activities are gen-

Policies and Provedures for Grant Applications 115 orally conducted through contracts for specific research projects. Thus, there is no grants program as such Correspondence and inquiries concerning for program assessment. the grants program should be directed to:

Joseph G. Perpich, M.D.J.D. Unsolicited Proposals Vice President for Grants and Special Programs Although the Institute will consider (301) 215-8890 unsolicited requests, grants are Barbara Miner, Ph.D. intended to support specific objec- Graduate Science Education Program and tives through well-defined pro- International Research Scholars Program grams. Thus the Institute will only (:301) 215-8884 be able to fund a small fraction of unsolicited proposals. The grants Stephen A. Barkanic program does not support research Undergraduate Science Education Program projects in the United States. (301) 215-8872 Rather, theInstitutedirectly David L. DavisVan Atta (acting) employs independent investigators Precollege and Public Science Education Program in Institute laboratories at leading (301) 215-8873 universities, research hospitals and David L. DavisVan Atta academic medical centers. Program Assessment Initial correspondence to the (301) 215.8872 Institute concerning support for sci- ence education should be in the Howard Hughes Medical Institute form of a brief letter outlining (1) Office of Grants and Special Programs the specific need and the approach 4000 Jones Bridge Road proposed, (2) the institution's spe- Chevy Chase, MD 20815-6789 Fax: (301) 215-8888 cial capabilities for implementation, (3) the qualifications of the pro- posed director, (4) the general plan For publications and information on the Institute, of action to meet the objectives, and contact: (5) the estimated budget, timetable, and existing funds for the project. Howard E Medical Institute Further information on the Insti- Office of Commpnications tute's research programs, copies of 4000 Jones Bridge Road Chevy Chase, MD 20815-6789 the annual report, and other publi- (301) 215-8862 cations are available from the Office of Communications.

Grants for Science Education, 1994 Bibliovphy

Alberts, B. "[CSF Science/Health Education Goodstein, D.L. "Scienlific Elites and Partnership." The Neuwleller 1(i:21- Scient Hie I I I it erat es." Engineering & 23, 11193. Science 56:22-31, 1993.

American Association for the Advancement Greenwood, A. Science at the Frontier. of Science. "Minorities in Scienee."Science Vol, 1. Washington, D.C.: National Academy 258:1176-1235, 1992. Press, 1992.

American Association for the Advancement Grobstein, P. "Genomes to Dreams." Bryn of Science. 'Careers '93: A Survival Guide." Mawr Alumnae Bulletin 72:14-17, 1991. Science 261:1765-1813, 1993. Hackerman, N. "Science Education: Who American Association for the Advancement Needs It?" Science 256:157, 1992. of Science. "Gender and the Culture of Science." Science 260:383-430, 1993. Ronan, W.H. "Universities Seek Ways to Get Their Stars to Teach." The New York Times, American Association for the Advancement 29 November 1993. of Science. "Minorities in Science '03." Science 262:1089-1135, 1903. National Science Foundation. Academic Science and Engineering Graduate American Assoiat ion for the Advancement Enrollment and Support. Washington, D.C.: of Science. Bench ma rksfor Science NSF, 1991. Literacy. New York: Oxford UniversityPress, 1993. Organisation for Economic. Co-Operation and Development. Science and Mathematics Association for Women in Science. A Hand Education in the United Stales: Eight I'p: lIbmen Menloring fihmen in Science. Innovations. Paris, France: OECD, 1993. Edited by D.C. Fort. Washington, D.C.: AWS, 1993. President's Council of Advisors on Science and Technology. Learning to Meet the Association of Science-Technology Centers. Science and Technology Challenge. What Research Says About Learning in Washington, D.C.: PCAST, 1992. Science Muse?! ms . Vol. 2. Washington, D.C.: ASTC, 1903, President's Council of Advisors on Science and Technology. Renewing the Promise: At kin, .I NI., and A. At kin. Improving Science l,search Intensive Universities and the Education 77riough Local Alliances. Santa Nation. Washington, D.C.: PCAST, 1992. Cruz, California: Network Publications, 1986, Rayman, P., and B. Brett. Pathways,/or [Nile, in the Sciences. Wellesley. Bloom, J.N. "Response and Responsibility." Nlassachusetts: Wellesley College Center for Museum News 72:48-49, 1093. Research on Women, 1993.

Celis, W., 111. "International Report Card Singer, NI. "Bathtubs, Coke Cans, and the Shows U.S. Schools Work." The Aim. York Culture of Science." Edited by B. Schwartz. Times,11 December 1993. in The Swarthmore Papers: Ed twat inglor a Civic Resymusildlitll in a Multicultural Choppin, P. "Basic Medical Research: Vital World 1:77-80, 1993. to Our Future." Vital Speeches of the Day 59:530-533, 199:3. Tilghman, S.M. "Science vs. the Female Scientist." The New York Times, 25 January Gardner, H. The Unsek.mled Mind. How 1993. Children Think and How Schools S'hould Teach. New York: Basic Books, i991. Tilghman, S.M. "Science vs. Women- A Radical Solution." The New Yvk Tine's, Goldsmith, T.H. "Science Reform: The Real 26 January 1993. Challenge of Reform." American Journal of Human Genetics 52:228-229. 1993. Tobias, S. "Science Education Reform: Broadening the Agenda." Molecular Bioiogy of the Cell :1:1195-1197, 1992.

Bibliography 117 /14 Tobias, S.. and C.T. Tomizuka.Breaking the University of CaliforniaSan Francisco. Science Barrier.New York: College Board Science Education Partnerships: Manna( Publications, 1902. for Scientists and K-12 Teachers.Edited by A. Sussman. San Francisco: l'CSF, 1993. U.S Department of Education.humping .11alh and Science Teaching: A Report on the Secretary/'s October 1992 Con erence on Impraring Mathematics and Science Teaching and hist owl ional Resources. Edited by K. McKinney. Washington, D.C.: USDE, 199:3.

118 Grants for Science Education, 1994 1 it'd Selected Grants Publications

General Publications Information Booklets Grantsibr Science Education(annual) Graduate Science Education Program Community Partnerships in Science Information Pr Medical Student Mows Educa Ilan. Washington, D.C., Metropolitan and Fellowship Inst itntions(annual) Area Precollege ScienceEducation Inftwmatiowft». Predoetoral Fellows and Initiatives,1994 (annual) Fellowship Institnti(ms(annual) Information for Physician Research Fellows and Fellowship Institutions (annual) Meetings of Grantees Graduate Education Fellows Meetings Undergraduate Biological Sciences Education Program Meeting ql-Medical Student Fellot Program and Abstracts(annual) Informatitm for Colleges and nhirisilies Awarded Undergraduate Grants(annual) Meeting of Predockwat and Physician Postdoctoral Fellows. Program and Precollege and Public Science Education Abstracts(annual) Program

Undergraduate Program Directors Meet ings Inftionation for Science Museums and Biomedical Research Institut ions Awarded Attracting Students to Science: Precollege Grants(annual) 1.gdergrad nate awl Precollege Progm .12 International Program Enriching the Undetgradnate Lahomtom Informal iowfor International Research Erperien ea. 1993 Scholars and Gautier Institutions Institutional Strategics hr Enhancing (biennial) Undergraduate Science Education. 1993

Precollege Science Education Program Directors Meeting Science Museums: Creating Partnerships in Science Education, 1994

Program Announcements Graduate Science Education Program Pedoctol Fellowships in Biological Sciences(annual) Research TraiwiugFellowwshipsfor.tledical Students(annual) Postdoctoral Research Eellowsh ips for Physicians(annual)

l'ndergraduate Biological Sciences Education Program l'adovradtmleBiological Sciences Education Program(annual)

Precollege and Public Science Education Program Precollege Science Education Program (annual)

International Program International Program (biennial)

Grants Publications 14 Howard Hughes Medical Institute

Al Aander G. Hearn, M.D. William R. Lummis, Esq. Trustees Adjunct Professor Chairman of the Board of Directors The Rockefeller University SUMMA Corporation Professor Emeritus Cornell University Medical College Irving S, Shapiro, Esq., Chairman Former Senior Vice President Of Counsel Merck Sharp & Dohme, International Skadden, Arps, Slate, Meagher & Flom Former Chairman and Helen K. Copley Chief Executive Officer Chairman of the Corporation and E.I. du Pont de Nemours and Company Chief Executive Officer The Copley Press, Inc. George W. Thorn, M.D., Chairman Emeritus Frank William Gay Professor Emeritus Former President and Harvard Medical School Chief Executive Officer SUMMA Corporation James D. Wolfensohn President James H. Gilliam, Jr., Esq. James D. Wolfensohn Incorporated Executive Vice President Beneficial Corporation

Hanna H. Gray, Ph.D. President Emeritus and Professor of the Department of History and the College The University of Chicago

14 121 Purnell W. Choppin, M.D. Joseph G. Perpich, M.D., J.D. Officers President Vice President forGrants and Special Programs W. Maxwell Cowan, M.D., Ph.D. Vice President and Jose E. Trias, Esq. Chief Scientific Officer Vice President and General Counsel

Graham O. Harrison Robert C. White Vice President and Vice President and Chief Financial Chief Investment Officer Officer

122 III Grants for Science Education, 1994 Craig A. Alexander, Esq. Joan S. Leonard, Esq. Principal Staff' Associate General Counsel Associate General Counsel Members Stephen A. Barkanic Sandra Lord, Esq. Grants Program Officer Associate General Counsel

W. Emmett Barkley, Ph.D. Robert H. McGhee Director of Laboratory Safety Director of Research Facilities Planning

Lillian H. Blucher Alan E. Mowbray Managing DirectorInvestments Director of Management Services

Winfred J. Clingenpeel Robert C. Mullins Director of Purchasing Director of Internal Audit

David L. DavisVan Attu Edward J. Palmerino Grants Program Officer Assistant Controller

Heidi M. Ebel, Esq. Robert A. Potter Associate General Counsel Director of Communications

Barbara Flirter, Ph.D. Donald C. Powell Grants Program Officer Director of Human Resources

James R. Gavin III, M.D., Ph.D. Ellen B. Safir Senior Scientific Officer Managing DirectorInvestments

Donald H. Harter, M.D. Mark W. Smith Senior Scientific Officer and Director, Controller 1111M I-N111 Research Scholars Program Claire H. Winestock, Ph.D. Senior Scientific Officer John A. Jones Director of Computer Services

David W. Kingsbury, M.D. Senior Scientific Officer

12:3 1111.11111111111111111111 Joseph G. Perpich, M.D., J.U. Lori A. Kulik Office of Vice President for Grants and Program Analyst Special Progrems Graduate Science Education Grants and Program Special Stephen A. Barkanic Programs Program Officer Patricia Soochan Undergraduate Science Education Program Analyst Program Undergraduate Science Education Program David L. DavisVan Atta Program Officer Tony 'fse Program Assessment Program Analyst Graduate Science Education David L. DavisVan Atta Program Program Officer (acting) International Program Precollege and Public Science Education Program Rose A. Napper Executive Secretary Barbara Filner, Ph.D. Prngram Officer Patricia A. Anderson Graduate Science Education Ser.:r Secretary Program International Program Jennifer Brehm Senior Secretary Gertrude B. Kelly Editor Jamie L. Holtzclaw Grants Publications Senior Secretary

Yvonne P. Forsbergh Program Analyst Graduate Science Education Program

Maria Koszalka Program Analyst Undergraduate Science Education Program

124 Grants for Science Educat ion, 1994 iP Hoard Hughes Medical Institute Office of Grants and Special Progr.anh 4(419 Jones Bridge Road 20816789

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