DOCUMENT RESUME ED 309 026 SE 050 639 TITLE Directory Of

Total Page:16

File Type:pdf, Size:1020Kb

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
Recommended publications
  • National Science Foundation Annual Report 1987
    National Science Foundation Annual Report 1987 About the National Science Foundation The National Science Foundation is an is helped by advisers, primarily from independent federal agency created by the scientific community, who serve on the National Science Foundation Act of formal committees or as ad hoc review­ 1950 (P.L. 81-507). Its aim is to promote ers of proposals. This advisory system, and advance scientific progress in the which focuses on both program direc­ United States. The idea of such a founda­ tion and specific proposals, involves tion was an outgrowth of the important more than 59,000 scientists and en­ contributions made by science and gineers a year NSF staff members who technology during World War II. From are experts in a certain field or area those first days, NSF has had a unique make final award decisions; applicants place in the federal government: it is get verbatim unsigned copies of peer responsible for the overall health of reviews and can appeal those decisions. science and engineering across all Awardees are wholly responsible for disciplines. In contrast, other federal doing their research and preparing the agencies support research focused on specific missions, such as health or ation does not assume responsiblity for defense. The Foundation is also commit­ such findings or their interpretation. ted to expanding the nation's supply of scientists, engineers, and science * * * * educators. NSF fiands research in all fields of NSF welcomes proposals on behalf of science and engineering. It does this all qualified scientists and engineers through grants and contracts to more and strongly encourages women, mi­ than 2000 colleges, universities, and norities, and persons with disabilities other research institutions in all parts to compete fully in its programs.
    [Show full text]
  • History Newsletter Article
    HISTORY NEWSLETTER Volume 52 (2020), Number 1 Scientist and Author Ainissa Ramirez: An Interview Read more about this article on page 29. A publication of the American Institute of Physics ABOUT THE NEWSLETTER This newsletter is a biannual publication of the Center for History of Physics, American Institute of Physics, 1 Physics Ellipse, College Park, MD 20740; phone: +1.301.209.3165; email: [email protected] or [email protected]. Editor: Gregory A. Good. The newsletter reports activities of the Center for History of Physics, Niels Bohr Library & Archives, and other information on work in the history of the physical sciences. Any opinions expressed herein do not necessarily represent the views of the American Institute of Physics or its Member Societies. This newsletter is available on request without charge, but we welcome donations (tax deductible) (www.aip.org/donate). The newsletter is posted on the web at www.aip.org/history-programs/history-newsletter. Staff Members Gregory A. Good, Director, Center for History of Physics Melanie Mueller, Director, Niels Bohr Library & Archives Joanna Behrman, Assistant Public Historian Chip Calhoun, Digital Archivist Nathan Cromer, Graphic & Web Designer Ryan Hearty, NASA Oral History Fellow Gabriel Henderson, Associate Historian Samantha Holland, AV/Media Archivist K. Jae, Manuscript Archivist Stephanie Jankowski, Senior Administrative Support Audrey Lengel, Digital Collections Manager Corinne Mona, Assistant Librarian Jon Phillips, Assistant Oral Historian Allison Rein, Associate Director of Library Collections
    [Show full text]
  • In the National Interest
    IN THE NATIONAL INTEREST THE FEDERAL GOVERNMENT IN THE REFORM OF K-12 MATH AND SCIENCE EDUCATION SEPTEMBER 1991 Reprinted MAY 1993 A Report of the CARNEGIE COMMISSION ON SCIENCE, TECHNOLOGY, AND GOVERNMENT The Carnegie Commission on Science, Technology, and Government was created in April 1988 by Carnegie Corporation of New York. It is committed to helping government institutions respond to the unprecedented advances in science and technology that are trans- forming the world. The Commission analyzes and assesses the factors that shape the relation- ship between science, technology, and government and is seeking ways to make this rela- tionship more effective. The Commission sponsors studies, conducts seminars, and establishes task forces to focus on specific issues. Through its reports, the Commission works to see that ideas for better use of science and technology in government are presented in a timely and intelligible manner. Additional copies of this report may be obtained from the Commission's headquarters. IN THE NATIONAL INTEREST THE FEDERAL GOVERNMENT IN THE REFORM OF K-12 MATH AND SCIENCE EDUCATION SEPTEMBER 1991 Reprinted MAY 1993 A Report of the CARNEGIE COMMISSION ON ScaBNCB, TECHNOLOGY, AND GOVERNMENT CONTENTS ACKNOWLEDGMENTS 5 EXECUTIVE SUMMARY 7 PART I: THE SOCIAL CONTEXT FOR A FEDERAL 15 REFORM EFFORT PART II: INADEQUACIES IN PRE-COLLEGE MATH AND 18 SCIENCE EDUCATION: A CHRONIC AND SERIOUS THREAT TO THE NATION'S FUTURE PART III: ASSUMPTIONS TO GUIDE FEDERAL STRATEGY AND 20 ORGANIZATION NATIONAL WILL AND NATIONAL SCOPE
    [Show full text]
  • National Science Foundation, Washington, DC Directorate
    DOCUMENT RESUME ED 282 723 SE 048 146 TITLE Directory of Awards. FY 1986. INSTITUTION National Science Foundation, Washington, D.C. Directorate for Science and Engineering Education. PUB DATE Apr 87 NOTE 326p. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Awards; *College Science; *Demonstration Programz; Elementary School Science; Elementary Secondary Education; Fellowships; Graduate Study; *Grants; Higher Education; *Science Curriculum; Science Education; *Science Programs; Secondary School Science; Teacher Education IDENTIFIERS *National Science Foundation ABSTRACT The National Science Foundation (NSF) provides awards for education and research in the sciences, mathematics, and engineering. This publication contains information on fiscalyear 1986 awards. 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 appropriationsare provided and the directorate staff and advisory committeeare 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 NATO postdoctoral fellowship awards. (ML) ***********************************************************************
    [Show full text]
  • A Unique Health Care System for Vermont
    The Vermont Option: Achieving Affordable Universal Health Care Submitted by WILLIAM C. HSIAO, PhD, FSA K.T. Li Professor of Economics Harvard University STEVEN KAPPEL, MPA Principal Policy Integrity, LLC JONATHAN GRUBER, PhD Professor of Economics Massachusetts Institute of Technology and a team of health policy analysts June 21, 2010 TABLE OF CONTENTS Introduction ................................................................................................................................................... 2 Bidder Qualifications .................................................................................................................................... 3 I. Background .......................................................................................................................................... .. 4 I.1 Financing .......................................................................................................................................... 5 I.2 Payment ........................................................................................................................................... .. 8 I.3 Organization .................................................................................................................................... .. 9 I.4 Regulation ....................................................................................................................................... 1 0 II. Goals and Strategies ............................................................................................................................
    [Show full text]
  • National Science Foundation-Annual Report 1986
    DOCUMENT RESUME ED 284 736 SE 048 281 AUTHOR Finkbeiner, Ann TITLE National SciecTe Founda ion - Annual Report 1986. INSTITUTION National Scier.ce Founda ion, Washington, D.C. REPORT'NO NSF-87-1 PUB DATE 86 NOTE 108p.; Colored photographs may not reproduce well. For the 1985 report, see ED 271 326. AVAILABLE FROMSuperintendent of Documents, U. S. Government Printillg Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) -- Reports - Descriptive(141) EDRS PRICE MF01/PCO5 Plus Postage. DESCRIPTORS *College Science; *Elementary School Science; Elementary Secondary Education; Engineering Education; *Federal Aid; *Federal Government; Higher Education; *Research and Development; Research Universities; Science and Society; Science Education; Science Instruction; Scientific and Technical Information; *Secondary School Science; Technological Advancement IDENTIFIERS *National Science Foundation ABSTRACT The National Science Foundation (NSF) provides grants through_its program divisions, which represent the various disciplines and fields of science and engineering. This report provides a synopsis of NSF grant awards and activities for 1986. The first two sections of the document highlight some of the current areas of.NSF sponsored research and development, along with some crucial issues to be considered in the future. The next chapter focuses on: (I) centers and instrumentation; (2) meeting the future personnel_needs of science and engineering; (3) precollege education and associated personnel issues; (4) international science and engineering; -(5) polar programs; and (6) natural disasters. Subsequent sections of the book describe NSF award.recipients, introduce various NSF employees who have responsibilities for specific program areas, and outline NSF operations and its organizational structure. Appendices include a listing of NSF staff and National Science Board members, financial and patent reports for fiscal year 1986, and the membership of NSF advisory committees.
    [Show full text]
  • National Science Foundation - Annual Report 1985
    DOCUMENT RESUME LE 271 326 SE 046 682 TITLE National Science Foundation - Annual Report 1985. Thirty-Fifth Annual Report for Fiscal Year 1985. INSTITUTION National Science Foundation, Washington, D.C. REPORT NO NSF-86-1 PUB DATE 85 NOTE 75p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Reports General (140) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTOkS Annual Reports; Awards; College Science; Computers; Engineering Education; *Federal Programs; *Foundation Programs; Higher Education; Policy; *Program Descriptions; Research and Development Centers; Research Projects; Science Education; *Scientific Research IDENTIFIERS *National Science Board; *National Science Foundation ABSTRACT The 35th Annual Report of the National Science Foundation (NSF) describes recent achievements of NSF sponsored research in viral structure, semiconductors, genetic engineering, Mayan culture, astronomy, physiology, paleontology, robotics, physics, material science and pollution. Major 1985 initiatives included: (1) establishing six university Engineering Research Centers; (2) four Supercomputer Centers; (3) College Science Instrumentation Program; (4) Precollege Science Education Programs; (5) National Science Week; (6) Presidential Young Investigator Awards; (7) Interagency Arctic Research Policy Committee; (8) Office of Biotechnology Coordination; (9) increased mathematics support by 15 percent; and (1) procedures for reporting on science in other countries. Reviewed are several examples of cutting-edge
    [Show full text]
  • Experiments in Education Spring 2003
    MIT OpenCourseWare http://ocw.mit.edu SP.291 / ESG.SP291 Learning Seminar: Experiments in Education Spring 2003 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. My Years in the M.I.T Experimental Study Group Some Old Facts and New Myths by George E. Valley, Jr., VIII, ’35 Contents Thank You Introduction What Some People Think About Adolescents Detecting Future Technologists Alienation The Engineering Schools The Archetype in the Palais Bourbon Common Criticisms Criticisms of Effectiveness Convergent-Divergent Low Effeciency A General Impression The Genesis of the Experimental Study Group Experimental Colleges How the Elder Learners and Edna Came To Be The European Universities The Cambridge University Tradition The O.I.A. The First Recruitment The Name Is Invented and Meetings Are Held The Report of January 1, 1969 Why I Insisted On Running The E.S.G. Recruiting Divergent Freshmen The Experimental Study Group The First Year How Professor Mark Levensky Saw It How Melinda Bird Saw It How Richard Edelman Saw It The First Year As I Remember It The Students The Faculty Feelies and Thinkies The Second Year The Third Year The Fourth Year The Fifth Year Glop, etc. Discipline The E.S.G. Academic Program Chemistry Physics Mathematics Humanities What Do They Do? What the E.S.G. Has Meant to Me Thank You People who’ve been around the E.S.G. long enough to remember the days when I drafted the annual report, will remember that the last part of the operation, after we’d all hashed it over for weeks, was for me to take the manuscript home so my wife, the former Shea LaBont´e, VIII, ’35, could edit out all the ambiguities.
    [Show full text]