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DOCUMENT RESUME ED 309 026 SE 050 639 TITLE Directory Of DOCUMENT RESUME ED 309 026 SE 050 639 TITLE Directory of Awards. Fiscal Years 1987 and 1988. INSTITUTION National Science Foundation, Washington, D.C. Directorate for Science and Engineering Education. REPORT NO NSF-89-18 PUB DATE 89 NOTE 532p.; For 1986 awards see ED 282 723. Contains small print which may not reproduce well. PUB TYPE Reports - Descriptive (141) -- Reference Materials - Directories /Catalogs (132) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS *Animals; *College Science; *Demonstration Programs; Elementary School Science; Elementary Secondary Education; Fellowships; Financial Support; Graduate Study; *Grants; Higher Education; *Science Programs; Science Projects; Scientific Research; Secondary School Science; Teacher Education IDENTIFIERS *National Science Foundation ABSTRACT The Nacional Science Foundation (NSF) provides awards for education and research in the sciences, mathematics, and engineering. This publication contains information about awards for the 1987 and 1988 fiscal years. An introductory section reviews the goals of NSF's education program and the long-range goals of the Directorate for Science and Engineering Education. Data on fiscal appropriaticns are provided and the directorate staff and advisory committee are Identified. An index lists the awards alphabetically by state and specifies the institution, project director, and discipline addressed. Information on each award includes: (1) project director's name;(2) institution; (3) award number;(4) award amount; (5) time duration; (6) discipline area; and (7) project title and abstract. Appendices contain lists of graduate fellowship awards, minority graduate fellowship awards and postdoctoral fellowship awards from the North Atlantic Treaty Organization (NATO). (MVL) * Reproductions supplied by EDRS are the best chat can be made * * from the original document.. * *RR* * ItAlt******* ItARRA I Us osommaist of EDUCATION office of Educahoner Research and Improvement DUCA TIONAL REsourias mronwaioN CENTER CERICI Mrs dOCumeni nas been reoroduCed as tecerved from the oerSO Or OrPandeten Ongrnanng a 0 TAW Changes na.e been made to rmorchre reefed uchon gush's Poi nr s 01 .rew or ognon S SI a red rn this dOC rnent do nol necessarily 'epresent °env& OERP innia,on or Deist "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY I NSF H EtiCAMON WI MOM a The National Science Foundation has MD (Telephonic Device for the Deaf) capability. which enahles individuals with hearing impairment to communicate with the Division of Personnel and Management about NSF programs, employment, or general information. This number is (202) 357-7492. Other Publications of Interest : Program Announcements and Guidelines: Division of Materials Development, Research, and Informal Science Education NSF 88-29 Division of Teacher Preparation and Enhancement NSF 87-'0 Division of Research Career Development: Graduate Fellowships NSF 88-57 Minority Graduate Fellowships NSF 88-58 NATO Postdoctoral Fellowships in Science and Engineering NSF 88-67 Presidential Young Investigator Awards NSF 88-34 Young Scholars Program NSF 88-27 Office of Studies and Program Assessment NSF 88-69 Office of Undergraduate Science, Engineering, and Mathematics Education : Instrumentation and Laboratory Improves- :nt NSF 88.90 Career Access Opportunities in Science and Technology NSF 88-102 Undergraduate Faculty Enhancement Program NSF 88-33 Undergraduate Curriculum Development in Mathematics (Caicultisi NSF 88-83 Undergraduate Curriculum Development in Engineering NSF 88-84 Research Experiences for Undergraduates NSF 88-28 i 3 FOREWORD Three years ago, the National Science Foundation Directorate for Science and Engineering Education (SEE), published the first I" ina series of documents listing and summarizing awards to individuals and institutions participating in a national effort to imp7:ove the quality of education in science, mathematics, and engineering at all levels from the elementary grades through graduate school. It is a physical measure of progress that the current volume is more than twice the size of that first one and substantially larger than the second, which was published two years ago. This progress coincides with a renaissance of SEE that began in earnest less than five years ago. In that brief period,now obligations for Science and Engineering Education have more than trebled, from $54.4 million in fiscal 1984 to $171 million in the present fiscal year. Physical size of documents and magnitude of appropriations are only the roughest measures of a program's accomplishments. It takes more subtle evaluation to assess true progress in any effort.of this nature. The questions to be asked and answered are: What urgent national need is being addres.sed by the program in question? What steps are being taken to meet this need, and with what degree of success is it being met? The urgent national need we seek to fulfill is not just ensuring an adequate supply of scientists,engineers and technologists to maintain American eminence in an increasingly science-oriented world,but also the education ofa literate society, which pays for,and in the end enjoys, the fruits of discovery and progress. Scientific literacy --a reasonably broad understanding of scientific concepts and mathematical laws -- is as much a part of true literacy in today's world as the ability to read and writs. In reviewing the progress chronicled in the pages that follow, I am especially pleased that many projects targeted at pre-high school education are well under way. This is a bold venture, and a relatively new one. It recognizes the need to "catch'em young", to interest students at an early age in the wonder and challenge of science,and to keep that interest alive through elementary, middle, and high school years, and on into college. About half of the funding for this pre-college effort goes for high school programs, and about half for those in lower grades. .2 In response to recommendations made by the National Science Board in a 1986 Report on Undergraduate Science, Mathematics and Engineering Education,SEE has "expand[ed] and establish[ed] programs which assist the restoration of academic health to undergraduate education in the fields within the domain assigned to it." In three years time, the funding has grown (in current year dollars)from $5.3 million to $28 million for instrumentation and laboratory improvement, faculty enhancement, curriculum development,and career access opportunities for underrepresented groups. This growth in SEE's instruction- related activities has been exceeded by an even larger increase in funding of the research-related undergraduate programs distributed among the NSF's research directorates. The research- related undergraduate programs are not included in this publication. Given continuity of purpose through the final decade of this century,the American educational establishment can begin to close a brainpower gap between needs and resources that, left unattended, would result in a shortfall of some 450,000 bachelor of science degree holders by the year 2000. Current efforts cannot completely close the gap in that time frame; too few years remain to accomplish that daunting task. But it can be -- it is -- a beginning that must be brought to completion. 4A0040" Bassam Z. Shakhashiri Assistant Director for Science and Engineering Education 4 TABLE OF CONTENTS Introduction ii Fiscal Appropriations v Organization and Functions of SEE Directorate xiii Directorate Staff xxiv Directorate Advisory Committee xxvi. Index of Awards xxvii Award Abstracts 1-441 (Alphabetical by state and institution) Appendix A - Lint of Graduate Fellowship Awards Appendix B - List of Minority Graduate Fellowship Awards Appendix C - List of NATO Post-Doctoral Fellowship Awards 1) INTRODUCTION In the National Science Foundation Act of 1950 have been adopted and adapted widely in this (42 U.S.C. Sec. 1862. asamended) Congress country and abroad. Now, the growing worldwide authorizes and directs the Foundation "to importance of science and technology requires initiate and support science education that the Foundation greatly expand upon its programs at all levels in the mathematical. treditional pattern of concern for preprofes- physical. medical. biological. social. and sioral and professional education to consider othersciences andengineeringeducation the needs of the vast majority of students- - programs at all levels in the various fields of those who comprise tomorrow's citizenry at engineering." Since its inception the Founda- large. tionhasfunded a wide variety of projects designed to enhance the quality and effective- The Foundation is concerned for the quality ness of such education in schools. colleges. and effectiveness of the mathematics and and universities. science instruction received by all students. It designs broadlyunified educational Overall. the goals of NSF's education activi- programming to meet the needs of the school ties areto stimulateand leadnationwide population at the lowest educational levels. efforts that will strengthen and accelerate the and those of the citizenry atlarge. As transmission. adaptation. and utilization of talent for science and mathematics begins to knowledge from the engineering. mathematical. appear. and as studentsmake increasingly and scientific disciplines: that will attract strong self-identificat3.ons with and. later. talented youth to careers in those fields and commitments to careers in technicalfields. prepare them for sustained creative endeavor: NSF's programming
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