Drexel University Philadelphia, Pennsylvania 19104

Office of the President

To: The Honorable Rcsrtatd R. Cowelt Chairman, Education Comt?-iittee House of Represent at ives Commonweal th of Pennsy lvania

From: Richard D. Breslin President Drexel University

Subject: Statement For- Drexel As A State Aided University

Date: March 20, 198Y

College of Business and Administration College of Information Studies College of Humanities and Social Sciences College of Engineering College of Science Nesbitt College of 3es:g:: Arts The University College I should like to thank Chairman Cowell and the members for- this opportunity to address the House Education Committee. It would be an honor under any circumstance, but this year it is particularly important since, for the first time since Drexel became a state aided institution in 1959, Drexel and the other state aided universities will not have the opportunity to present our cases before the House Appropriations Commit tee.

In addition, it gives Drexel the opportunity to address our concern over Governor Casey's budget in which Drexel University and the other eleven state aided colleges and universities were not recommended for any increase in state appropriations.

I am keenly aware, of course, that the demands on the resources of the Commonwealth are great, and become greater each year. However, 1 am confident that Drexel University's contribution to the educational and economic well-being of the people of Pennsylvania outweigh what we receive in state aid.

As you know, Drexel is a "technological university". As such, we are a prime provider of a most precious, and, tragically, shrinking silpplg of engineers and scientists. If this country is to compete in today's world, that trend must be reversed. It is well known that such education is very, very expensive. As a technological university, the special nature of our programs and their very high cost exist not only in our colleges of Engineering and Science, but throughout the University. Even our College of Humanities and Social Sciences is more costly than the average 1 ibersl arts college because we endeavor there to bridge the gap between what C. P. Snow called "the Two Cultures," the gap between the humanistic culture and the scientific culture. Accordingly, our undergraduate expenses are high, and our graduate expenses even higher.

I think the very high quality of a Drexel education is generally recognized. It is not a coincidence, I am confident, that Drexel's march to educational greatness was made during the period we have been a state aided institution. We are grateful, please be assured of that, but we are also certain that our contributions to the people of Pennsylvania are vital -- today more than ever. However, if Drexel is to continue to progress in this area, the special costs of technological education must be recognized, and, I hope, supported. We work very hard to justify such support. I spoke of the high quality of Drexel's educational reputation. Let me give one example of that quality, and of Drexel's leadership in technological education. The very day I took office as president -- exactly 20 1 days ago -- The National Science Foundation awarded Drexel a $2.1 mi11 ion grant to create a model undergraduate engineering program for the entire nation, a program that can help the United States regain its competitive edge.

We are not alone in this vital project. Ten other institutions will take part in it also. But, I am proud to say, ours is the leadership role, that Drexel's $2.1 million is the lion's share of a total of $4.5 million to be expended by ten institutions. Some idea of how impressive this award is, what a vote of confidence it is in the quality of Drexel's engineering reputation, and a further demonstration of what a magnet Drexel has become in the past 20 years in attracting federal research dollars into the Commonwealth can be seen in the names of the other institutions which will be involved in this project. They are, in descending order of grant awards: Texas A & M, Purdue Llniversi ty, the University of Michigan, the Massachusetts lnstitute of Technology, the University of Texas, the American Society of Mechanical Engineers, and California Polytechnic State University. Thus Drexel, out of a total of ten institutions, received almost half the $4.5 million total.

An evaluation of Drexel's proposal cited it as "outstanding, aggressive, realistic and comprehensive". It was called "highly innovative, with high impact potential and high transferability", and that it was "revolutionary as opposed to most of the evolutionary proposals received".

In the near future, when engineering education in the United States is transformed and revitalized, it could well bear the stamp, "Made in Pennsy lvsnia".

I could go on at great length about Drexel's other leadership roles, e.g., in Cooperative Education, and as the pioneer in the use of computers In university education, whether that education be in electrophysics or anthropology. And 1 could detail the great expense of such leadership. For the sake of cuntainability, further pages will give greater detail to Drexel's contributions to the economic well-being of southeastern Pennsylvania in particular, and the Commonwealth in general. f have also provided a section on Drexel's involvement in the technological education of minorities, both at the college level and through pre-college preparation. Here I would like to make just a few points immediate1y. Drexel has been involved in the recruitment and preparation of Blacks and at her underrepresented persons for many years. I think it safe to say that it was Drexel's leadership that made PRIME (Philadelphia Regional Introduction of Minorities to Engineering) the working reality it is.

Despite some public misconceptions, Drexel is fully committed to the education of minorities, and has made special efforts and special expenditures to effect this. How successful have we been? I think one single statistic can give some insight into that.

In the period between 198 1' and 1988 Drexel has awarded undergraduate engineering degrees to 32 percent of the Black engineers in Pennsylvania, and 1 7 percent of Hispanics. This is especially significant when we consider that there are 17 engineering colleges in the Commonwealth. If we consider three underrepresented groups -- Blacks, Hispanics and American Indians -- Drexel 'has awarded 27 percent of the state total in engineering to minorities.

I am proud that much has been done, but I am keenly aware that much more needs to be done.

Even the most far-sighted scholars at the end of World War II could not have predicted with any accuracy the heightened vitality of scientific and technological activity over the past four decades, or the social and economic impact such activity would have on our nation.

Drexel University is playing and will continue to play an even more critical role in the creation of solutions -- economic, industrial and social.

By its very nature as a technological university, Drexel is ideal1y suited to continue to make significant contributions to the economic development of Pennyslvania. It will continue to do so through the attraction of even more federal research and development dollars, through partnership with Pennsylvania industry, and through the education of the men and women who will meet the needs of our rapidly changing society. Drexel is conscious of its responsibility to serve the Commonwealth, and, as Drexel's new president, I am committed to ensuring Drexel's ongoing service to Philadelphia, the state, the region and beyond. Last week, "beyond" meant 200 miles out in space when Jim Bagian, a Orexel alumnus, flew in the space shuttle Discove~~.We will be responsive to the needs and concerns of the Commonwealth and be proactive in working collaboratively with Commonwealth of ficisls who are so sincerely and vitally concerned with the economic and human development of our state.

Drexel is proud to be a partner with the Commonwealth in achieving the goals and objectives we share. It is my heartfelt hope that the General Assembly will recognize our great needs and recommend a reasonable increase in our state aid appropriation, and that Governor Casey will concur in the Legislature's efforts. Drexel and the Commonwealth's Economic Development

From its foundation, Drexel University has viewed its role to be an integral part of the Commonwealth's economic vitality. The University has educat ed tens of thousands of engineers, scientists, and business leaders, each contributing to the economic and social well-being of the Commonwealth. The great majority remain in Pennsylvania, many work to bridge the technology and manufacturing gaps at many small and medium, sized companies.

In addition to Drexel's role in education and training, the university community of scholars and professional staff provide technical and business~assistanceto local companies. This assistance may take various forms, e.g. research and development projects, consulting services, on-si te education and training, technology transfer, -- all attempting to he1 p 1ocal companies remain competitive in the marketplace. The following is a partial list of university programs and Commonwealth initiatives in which Drexel is vigorously involved.

Ben Franklin Partnership and its Advanced Technology Center of Southeastern Pennsylvania (ATCISCE) Delaware Valley Lndustrial Resource Center (DVIRC) Visiting Professors to l ndustry Technology Transfer - Resources for Progress Consulting Services - Technology lnf ormation Exchange Services ExcLS (Executive Library Search) Industrial Internship Program Continuing Professional Education

The level of our involvement in these economic development programs is substantial, and expresses our deep commitment to Pennsylvania's university-industry-government partnership for economic development.

Ben Franklin Partnership

In the 1987-88 program year of the Ben Franklin Partnership, 29 Delaware Valley institutions of higher learning 'partnered' with state-resident companies on 105 R & D projects, supported, in part, by matching funds from the Ben Franklin Partnership through the Advanced Technology Center of Southeastern Pennsylvania ("ACT/SEP'). Of the 29 participating institutions, three accounted for more than 60% of the Research and Development activity, both in the number of projects and funds allocated by the ATCISEP. Of the three major Philadelphia institutions, Drexel University ranked first in the volume of activity, with 29 projects, followed by Temple University with 20 projects, and the University of Pennsylvania with 16 projects.

We are confident that Drexel's innovative proposals and its proven ability to attract significant industrcsl support will enable us to continue our leadership role in BFP/SEP.

For the new program year, which began on Septmeber 1, 1988, Drexel University continues to play a lead role in the job creation/economic development initiatives of the BFP and its ATCISEP. Twenty-four projects were approved for funding for the 1988-89 program year at the funding level of approximately $1.2 million from the Ben Franklin Partnership. This was matched by private sector contributions of $3.7 million in cash, equipment and in-kind services, federal R & D contributions of $1.1 million, and a university in-kind contribution of $0.8 million for a total R & D project activity level of $6.7 million.

Drexel University's involvement in the ATCISEP, and its commitment to the economic development initiatives of the BFP, dates from the start of the program. The first director of the ATCISEP was drawn from the Drexel administration; the Universityes Academic Vice President served as the founding Chairman of the ATCISEP Governing Board; the present Chairman of the Board is a trustee of Drexel; a number of Drexel faculty serve on the Technology Advisory Councils of the ATC; and our faculty and administration are intensely supportive of the industry-universi t y partnership fostered by the Ben Franklin Partnership.

In the last five years, industry sponsored R & D at Drexel increased more than ten fold. This dramatic growth is due largely to the Ben Franklin Partnership and its "challenge grant" initiative. Through the BFP, the intellectual capital and research f aci 1it ies of the University are made available to industry to develop new technologies, new and/or improved products, new processes and techniques, and other technical assistance, all for the purpose of expanding a company's market position and creating new jobs. Industry linkages, under the BFP, range from small, start-up companies to large, Fortune 500 companies. A list of company "partners" for the 1988-89 program year, and a sampling of projects conducted at the University for these companies is appended.

Delaware Valley lndustrial Resource Center (DVIRC)

Drexel is a leader in the Delaware Valley lndustrial Resource Center (DVIRC) and is now involved in the formation and program development for the DVIRC. Our Vice President for Research is a member of the DVIRC Board of Directors, and the University will provide support services to this regional economic development consortium in the following program areas: Manufacturing technology, demonstration, assistance and strategic planning; information support services; and industry outreach.

A. Manuf ac turino Techno1og-~~ort Services

Manufacturing cells or demonstration modules covering a wide range of manufacturing processes and advanced technologies wi11 be made available to help small and medium sized companies make decisions about new manufacturing equipment and technologies. Working with trade organizations and equipment vendors, the University will develop seminars and demonstrations of technology appropriate to a given industry.

Recent developments at the University make Drexel a natural 'partner" for companies seeking assistance in manufacturing technologies. For example, a major thrust of the College of Engineering is to organize the Coll ege's research centers and laboratories along with other manufacturing related research centers into a new center with a manufacturing technology focus -- The Center for Intelligent Hanuf acturing, Processing and Quality Technologies (IMPAQT). The primary objective of IMPAQT is to integrate the technologies of automation, communication, materials handling and processing, and non-destructive evaluation into advanced information centers.

Also, the U.S. Department of Energy recently awarded Drexel $6.5 million to build a Center for Automation Technology, which in several years will house IMPAQT, a "teaching" factory, and facilities for manufacturing research. The University will work closely with business and industry in planning this new capabi 1 ity.

--A 6. l nformati on Sukport Services

This component of the DVlRC is directed towards making available to industry Drexel University's powerful database search and information retrieval capability. Rapidly changing technology and the availability of large data bases will be used to support operational effectiveness, increased production and profitability in the manufacturing sector. Drexel, working through the DVlRC will help businesses manage internal information dealing with manufacturing operat ions and standard business transact ions, stid external information dealing with the business and marketing environment in which a company competes. lnformation services that the University will provide include:

1. lnformation Audits - to ascertain how an organization handles the flow of internal and external information; the technologies used; and the impact of new technologies and new applications of information on the company's performance and prof itabi 1i t y.

2. lnformation Retrieval - to expand the capability of Drexel's ExcLS program (Executive Library Search) to provide useful,

' timely and economical on-line and off-line document and database search and retrieval.

3. Information Analysis - specialists versed in the client company's technical and marketing proglems will organize, analyze and summarize information to make it more responsive to the company's specific needs.

The Center on Intelli-g, Processing,-Qwy Technologies (IMPAQTZ

This is a newly formed academic interdepartmental resource at Drexel. It will bring together approximately 20 facul ty members from the colleges of Engineering, lnformation Studies, and Business and Administration in a mu1 tidisciplinary Research effort. It will implement expert systems and artificial intelligence into the total manufacturing cycle -- conception and design, materials processing, product extension, and product retirement. The research generated could help supply the means for U.S. industries to upgrade quality control, raise productivity, and lower cost.

Center for Industrial Studies

This new, interdisciplinary enterprise scrutinizes the comprehensive effects of public policies on U.S. corporationsmabilities to compete in the international marketplace, especial1y with Japan. The Center concentrates on the effect of fiscal policies, anti trust laws, social security and regulations, and environmental protection legislation.

Consulting Services

The Technology Information Exchange Services (TIES) Program was established by the University to make available to business and industry . the professional services of university faculty and advanced graduate students as consultants. Through the TIES program, business and industry can draw upon the professional expertise of university faculty for expert opinion, technical assistance, program evaluation, resolution of managementltechnical problems, review of contractor reports, and on-si te training of company personnel.

Thus, the TIES program is another vehicle for university outreach to industry. It is designed to improve professional communications bet ween ' academe and industry through active, working re1ati onshi ps with company personnel on company indentif ied needs a projects. Companies and organizations assisted under the TIES program include:

Boeing-Vertol Chester, PA USDA Philadelphia, PA National Park Service Philadelphia, PA Mrs. Smith's Pies Pottstown, PA U.S. Supply Ardmore, PA Datatest Levi ttown, PA Ket ron Philadelphia, PA Unisys Corp. Blue Bell, PA -Pennsylvania Research and Economic partners hi^ Net work (PREPnet)

The academic coalition harnesses a statewide, high-speed date communications network. Drexel, as one of seven research university participants across the Commonwealth, will be able to access data and computer resources of universities and educational research centers nationwide. It is designed to speed the transfer of technology from laboratory to factory, enhancing the state's industrial competitiveness.

The Entrepreneurial Forum

Three times a year, the Forum brings together some of the most impressive "movers and shakers" in the Delaware Valley. Prominent members of the region's banking, merchanti le, investment, and private-enterprise communities convene under the auspices of the university. They provi de an effective sounding board, analyzing and examining practical problems that are general to the area's small and mid-size entrepreneurs. At each forum, the panel of experts studies a relevant problem area. The members describe in depth how they solve or defuse the problem in their particular enterprise.

Industrial Internship Program

The lndustrial lnternship Program enables students to undertake graduate study leading to the M.S. and Ph.D. degrees while in the employ of their company or government laboratory. The program, now operational in our Materials Engineering Department, enables companies and other organizations to undertake joint research with the University while their employees receive adv ced training at the masters and doctoral levels. Drexel's College of EN?"siness and Administration conducts a si mi1 ar program through its Cooperative M.B.A. curriculum. It is hoped that this universi ty-industry partnership offered by the Internship Program will make a positive impact on the number of American students enrolled in advanced study leading to graduate degrees. Printina Technology Management

Drexel's Nesbitt College of Design Arts has aggressive1y entered the printing technology area. Printing is one of Pennsylvania's Major manufacturing industries and suffers from a critical labor shortage, both in management and craft level personnel. Related and equally important is the significance of the publishing community to the state. There are more book titles published each year in the region between Boston and Washington than the entire rest of the world combined; Philadelphia is in the geographic center of that region and is the site of a significant number of major publishing companies.

In cooperation with the Graphic Arts Association (the oldest printing trade associated in the United States, now with 450 member firms) the College has designed and developed an undergraduate major in Printing Technology Management. The intent is to prepare a new breed of high technology managers for the print and publishing industries. There is a need for as many 400 new managers a year in the state of Pennsylvania alone.

In association with the Philadelphia Publishers Group, a consortium of major Philadelphia publishers, Drexel's Nesbi tt College has developed a graduate major in publication management, to provide an avenue for individuals srleady employed in the industry who wish to move ta a management level. The two-year program provides the necessary skills and understanding to allow an individual to assume more responsibilities. Also, within the publishing community the intent of the major is to attract individuals with a traditional liberal arts undergraduate education who have the desire to enter the publishing industry, but who are without the requisite skills for that entrance.

To support both efforts the College has created the Publication Development Center. This center has become a model of state-of-the-art publishing technology. Fully funded by private sources, equipment value now approaches $600,000. Advrncrd T~chnologyConla! of Southarrlern. Pennsylvrnia (ATCISEP) Sumrnrry of Program Activity: 1983 - 1987 qrrxai Univrrsily

Number of Prolacls

BFP Allocrlion

Private Srclor Funding Cash , Equipment InsKind Total

Total profect 8udget -- -- Company "Partnars" on the BEP Projects 1988-89 Program Year

Atlantic Metals Company Philadelphia, PA Air Products and Chemicals, Inc. Allentown, PA

Datatest, Inc. Levittown, PA

Baldwin-Defiance Darby, PA Glotech Industries Newtown, PA

Enertec, Inc. Lansdals, PA Leonard 'Medica 1 Inc . Huntingdon Valley, Boeing Helicopter Co. Philadelphia, PA knerican Medical Imaging, fnc. Philadelphia, PA ~ol~sciences,Inc. Warrington, PA BioChen Technology, Inc. Malvern, PA

P&T Consultants Richboro, PA Damaskos, Inc. Concordville, PA Plasmatron Horsham, PA

Dyna East Corporation Philadelphia, PA

Forget-Ue-Not Philadelphia, PA

knarican Electronics Laboratories Lansdale, PA GE/RCA Valley Forge, PA

Cabot Corporation Boyartown, PA Telef lex Limerick, PA F&H Applied Sciences Associates Philadelphia, PA

GTC Corporation Towandr, PA

Automatic Timing C Controls King of Prussia, PA Solarex Thin Film Division Newtown, PA

Alloy Technology Yardley, PA - Sampling of Projects Atlantic Metals Dr. Diran Apelian "Mold Powder Technology for Continuously Cast Steel*

Cabot Corporation Dr. Michel Barsoum "Chemical Synthesis and Superconducting Properties of High Tc Ceramics"

Baldwin Defiance Dr. Richard Beard "Nondestructive Testing of Condom3 and Surgical Gloves for Pin Ilnlss and Strength" . Glotech Industries Dr. Roger Doherty "Plasm (Ion) Nitriding of Non Ferrous Alloys"

Enertec . Dr. James Friend "Pollution Monitoring of Flue Gases"

P&T Consultants Dr. Banu Onaral Discrete Signals and Systems Courseware for High Performance Engineering Workstations" BioChem Technology Dr. R.j Mutharasan "Minimization of Waste Product Formation in Mammalian Cell Reactors*

Automatic Timing and Controls Dr. Joseph Rose "A New Ultrasonic Presence or Proximity Sensor" Damaskos Dr. Allen Rothwarf "Thin Film Superconducting Sensors"

Plasmat ron Dr. Ronald Smith *Development of Cylindrical Targets: TIN, FeCrAlY for Plasm Sputtering' Forget-Me-Not Dr. Amparm Tseng -Autonution of Headwear Machinery" Minority Students and Faculty

I have had the privilege of meeting with representatives of the Legislative Black Caucus as a group, and with individual Black legislators to discuss Drexel's efforts in the education of Black and other underrepresented groups. It has been a very rewarding experience for me, and, I hope, of he1p to members of the Legislative Black Caucus.

I think it is agreed on both sides that much has been accomplished, but that much remains to be done, in partnership with the Commonwealth.

Much of what we have discussed at that meeting can be summarized here.

-Goals - Our goal is to attract even more highly qualified students from a broad diversity of cultural and ethnic backgrounds. This enhances the university's intellectual climate and helps in the growth and development of our students in a personal and societal way. We have established a goal of increasing the number of minority student applications by 200 applications per year above the previous year's level. We accomplished that goal this year. In 1987,966 minorities applied. In 1 988, 1 266 minorities applied. This allowed us to offer admission to 138 more - minority students than the previous year.

In regard to faculty, we will strive to add four new minority faculty members per year for the next five years. We have a program in place, a loan forgiveness program, under which we are funding the full tuition for a Black female to attend Temple University, complete her doctoral work and come to Drexel University in a faculty position. If she does so and teaches for three years, Drexel will assume the total financial responsibility and forgive the tuition loan.

It is imperative that minority students be given role models to follow and an appreciation of their cultural contributions to America. Toward this end, Drexel has appointed Julian Bond, noted Black leader, as a visiting professor in the Department of History and Politics, and has created a professorship in African American Studies.

Drexel, like other private and public institutions, competes for the best qualified minority students. They are highly sought after. We do have a minimum SAT requirement, which we waive if there are other solid indicators of success, such as grade point average, class standing, and extracurricular activities.

Our retention rate -- the rate of students who graduate with their entering class -- varies. During the past five years it has varied between 40% and 62%, rates higher than the national average, but still a matter of concern. In an effort to provide support services to specialize student populations, the Director of Minority Affairs and the students of the Black Student Union continue to present activities and programs designed to enhance the educational experience for minority students enrol 1ed at Drexel University. These activities have included:

Individual interviews with students performing below a 2.0 grade average.

Individualized counseling on issues of financial aid, career decision making, or personal concerns.

Minwity Student Forum.

-Programs desianed to enhance the ob hunting skills of minoritu students:

The Annual Minority Career Conference PODIUM Interviewing Seminars On Campus Workshops with Corporate Representatives Professional Development Workshops

&grams desianed to acknowledge the cultural heritaae of African- Americans:

The Annual Black History Month Activities Lectures on culture related issues The Annual Martin Luther King, Jr. Commemorative Program

-Programs desiqned to foster social interaction among minority students.

The Annual Pot Luck Dinner The Annual BSU Picnic The Annual BSU Spring Semi-Formal Regular1y Scheduled Mixers The success of Drexel's efforts to recruit and retain minority students has been significant.

As I mentioned earlier, Drexel is the state leader in the graduation of Black engineers in the period between 198 1 and 1988, having awarded 32 percent of all first engineering degrees to Blacks.

As 1 said, "Much has been accomplished at Drexel, yet much remains to be done."

Pre-Col lege Preparation

Recruitment of minority students must begin well before the college years. Due to a multitude of factors affecting the preparation of Black and Hispanic students, special services must be offered, including the early identification of potential students, provisions for strengthening learning skills, especially in English and mathematics, and the encouragement of young Blacks and Hispanics to realize that they can pursue professional careers.

Drexel has been a state-wide leader in these pre-college processes. Some examples' include:

UPWARD BOUND: This program was an outgrowth of a project know as MAP, fwMotivation, Application and Preparation, which was initiated at Drexel in the summer of 1969. It focused on developing basic skills in English, reading and mathematics for 9th, 10th) 1 1th and 12th grade students who had academic potential but had not yet shown equivalent achievement. Since its foundation as MAP in 1969, the program, now known as UPWARD BOUND, has become federal1y funded. This past summer 60 minority students took part in the program at Drexel. The federal government supplied $160,850 and Drexel provided $15,000.

STUDENT SUPPORT SERVICES: Under this program, joint 1y funded by Drexel and the federal government, 200 minority students received intensive tutoring and counseling. Of a total budget of 237,3 1 1, the federal government provided $89,3 1 5 and Drexel provided $147,996. ACT 10 1: Provides a summer program for pre-f reshmen in engineering and science, combined with supportive services which carry over into other disciplines through the school year. This past summer 130 students took part in the program, with the Commonwealth of Pennsylvania providing $1 10,500 and Drexel providing the balance of $92,295.

PRIME: Philadelphia Regional Introduction for Minorities to Engineering. This is an academiclf oundation/industry consortium, begun in 1973, which continues to draw together the resources of five universities, four colleges, thirty-five secondary schools and four companies and government agencies in the area. Dr. Richard E. Woodring, Dean of Drexel's College of Engineering, is one of the founders and past Chairman of PRIME. He was recognized forthis work in the minority engineering effort by being chosen a recipient of the Reginald Jones Distinguished Service Award by the National Action Council for Minori ties in Engineering (NACNE) in June, 1982.

Participating members of the higher education community include Drexel, Lincoln, Pennsylvania, Temple and Villanova Universities, and Morgan State, Philadelphia Community College, Spring Garden College, Widener College and Philadelphia College of Pharmacy and Science. The industrial segment is represented by such companies as General Electric, RCA, Bell Telephone, DuPont, Boeing and Philadelphia Electric, and total thirty-three at present.

The total cost of the PRIME program for the past year was approximately $550,000. Each year, a four-week summer program - PRIME University Program - is held at Drexel, Penn, Villanova and Widener, costing about $130,000 per year. The revenues to support this activity on each campus are made availabel largely from private sources.

A tots1 of 500 students are involved in the summer university program at the participating colleges/universi ties. There are 3000 students in the PRIME Program.

PRIME continues to support the activity of five magnet schools in Philadelphia (Girls High School, Central High School, Overbrook Hiyh School and Dobbins High School) with special after school activities. With the support of the Benjamin Franklin Partnership, PRIME has b2gun tdaccept students with lower SAT scores.into the program beginning at the eighth grade level.

The board of PRIME is working assiduously to double both the number of students and the annual budget of PRIME in the next few years.

Teaching Careers in Mathematics and Science

The number of minority students in the pipe1ine for careers in mathematics and science is small. This is due in some measure to the shortage of minority teachers in secondary mathematics and science who could serve as models. In an effort to address this problem, Drexel University has embarked on, and been involved in some unique working with private and public funding sources such as the Philadelphia Regional lniative for Minorities in Engineering (PRIME), as mentioned above, the Philadelphia Rennaisance in Science and Mathematics (PRISM), and the Pennsylvania Department of Education. Efforts for recruiting minorities have been directed at both the undergraduate and graduate levels.

During the 1987-88 Academic Year, there were 18 students in Drexel's Teacher Preparation f our-year, undergraduate program working for their Bachelor of Science. Upon graduation these students will be certified in the areas of MathIScience or Elementary Education. The minority breakdown follows: 3 Black, 1 Asian and 2 Hispanic, or 33% of the total group.

Becoming a teacher via Drexel's Teacher Preparation is not an easy goal to obtain for either minority or non-minority students. The program's standards are high and Teacher Preparation students are required to compete in the same courses with other Drexel students. Drexel does not have a College of Education. Teacher Preparation mainstreams its students into the mathematics and science courses with math and science majors. Drexel believes that this rigorous curriculum will make the students better teachers and more aptly prepared for the changing technologies of the classroom today.

Minority students of ten have greater academic obstacles to overcome. Many urban high schools are noted for their problems in preparing students for university settings. This, in combination with other factors such as financial need and home environment, make it especial1y difficult for a minority student to function in a rigorous college curriculum, complete the coursework, and receive certification. The faculty of Teacher Preparation take great pains to provide the extra attention and help such a student needs.

Summer plays a major role at Drexel in terns of recruiting and retention. Teacher Preparation and PRIMEIMAST (Mathematics and Science Teaching) worked together in creating a workshop enabling 12 black high school students from the Philadelphia area, who were interested in becoming teachers, to take a month of specially designed courses geared to promoting that interest and, at the same time, increasing their own scholastic abilities to enhance their chances of being accepted into a university setting. The possible future teachers met 5 days a week for 4 weeks, 9am to 2pm, taking courses dealing with English communications, computers, mathematics, and pedagogy. Each student's work and potential was documented in a newsletter they produced using their new computer skills.

Throughout the past year, Drexel has been working with the Pennsylvania Department of Education in reshaping and redefining its teacher certification program, to take advantage of the Intern Certification Program. Current1y there are 50 post-baccalaureates working for their teacher certification in Mathiscience or Elementary Education. Fourteen of these students are soon-to-be retiring executives from an aerospace laboratory and are being subsidized by General Electric.

These students will be certified in either mathematics, physics or a combination of both. The minority breakdown for Drexel's Intern Program is as follows: 10 Black and 2 Indian, or 24% of the group.

The minority numbers should increase this academic year due to a $100,000 competitive state grant awarded to Drexel's Teacher Preparation Program in the College of Science to offer 17 full scholarships to minority students for the put-pose of becoming math or science teachers.

Drexel and PRISM combined resources, holding a "Hands-on" lnstitute on the subject of "heat" for current Philadelphia School District teachers of grades 4 through 6. This course was designed to improve the participating teachers' knowledge base and interest in this particular area of science, and to make accessible to them current instructional techniques. They met from 1pm to Spm, 5 days a week, for 5 weeks. There were 35 participants, 30 from Philadelphia public schools and 5 from the archdiocesan schools. Just under 50% of the teachers from the Philadelphia public schools were Black. In the same vein, taking existing teachers, attempting to reshape and improve their teaching techniques and enhance their knowledge-base, Drexel is working with organizations such 8s Performance Learning Systems, the Center for Teaching and Learning, and the Philadelphia Teachers Federation to create a Teacher's Center. The Teachers's Center wil.1 be used to promote teaching, encourage current high school teachers to promote teaching to their students, and improve information dissemination and new pedagogical thinking for the benefit of all students. ENGINEERING MINORITY B.S. GRADUATES'FROM DREXEL UNIVERSITY COMPARED TO THE COMMONWEALTH OF PENNSYLVANIA TOTALS