The Freshman Year in Science and Engineering: Old Problems, New Perspectives for Research Universities

DOCUMENT RESUME

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AUTHOR Wineke, William R.; Certain, Phillip TITLE The Freshman Year in Science and Engineering: Old Problems, New Perspectives for Research Universities. Report of a Conference (Ann Arbor, Michigan, April 6-7, 1990). INSTITUTION Alliance for Undergraduate Education. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 90 NOTE 57p. AVAILABLE FROM Alliance for Undergraduate Education, 405 Old Main, University Park, PA, 16802 (free--limited availability). PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS College Faculty; *College Freshmen; *College Science; Educational Change; Higher Education; Integrated Curriculum; Literature Reviews; *Research Universities; Science Curriculum; *Science Education; Science Instruction; *Undergraduate Study

ABSTRACT The goal of the conference reported in this document was to initiate major revitalization of freshman science by bringing together individuals who have been working to improve introductory courses with research faculty who may or may not have been actively involved in the teaching of these courses. This report tries to capture the spirit and the commitment to action which developed at the conference. The following are some points that emerged as a consensus of the participants:(1) science education is such an important national problem that research universities must give it a high priority;(2) science education should accommodate itself to the students and not vice versa;(3) there is notable success and tremendous promise in the undergraduate and outreach programs at research universities, but the success needs to be communicated and moved from the "pilot plant" to the "full production" mode;(4) the walls of the university should come down in order to broaden access and to draw upon the resources of the K-12 system, industry, and the public;(5) the walls between the disciplines should come down to enhance collaboration on the curriculum. Brief summaries of the consensus findings are given in the body of the report. Three of the five appendixes, which make up more than half the document, consist of the following papers: "Student Understanding in Physics: What We Teach and What is Learned," by Lillian C. McDermott; "Improving Academic Performance in Mathematics", by Uri Treisman, and "America at the Crossroads: The Challenge of Science Education," by James J. Duderstadt. The fourth and longest appendix consists of 13 summaries of reports on science and engineering education appearing between 1983 and 1989. The final appendix is a list of participants. A conference schedule is included.(PR) ALLIANCE THE FRESHMAN FOR UNDERGRADUATE YEAR IN SCIENCE EDUCATION AND ENGINEERING Old Problems, New Perspectives for Research Universities

U 8. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Eghis document has been reproduced as received from the person L. organization originating it 0 Minor changes have been made to improve reproduction quality

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"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY A report of a conference sponsored by Anne K. Nelsen cr The Alliance for Undergraduate Education with support from The National Science Foundation

1.0 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE This is the report of the conference sponsored by the Alliance for Undergraduate Education with major support from the National Science Foundation through its Division for Under- graduate Science, Engineering, and Mathematics Education. It was held April 6-7, 1990, at The University of Michigan. The goal of the conference was to initiate major revitalization of freshman science by bringing together individuals who have been working to improve introductory courses with research faculty who may or may not have been actively involved in the teaching of these courses. Out of this will come both a statement of the problems and an agenda for revitalizing these courses. The conference consisted cfive plenary sessions, led by an invited speaker and a distinguished panel of scientists in each of the areas of mathematics, physics, chemistry, biology and engineering. In addition there were informal workshops to give participants practical strategies for improving introductory science education. University faculty and other interested persons attended the conference. Most of the participants were science faculty from research institutions. In addition, faculty from comprehensive universities and liberal arts colleges, as well as university administrators and government officials, attended. The list of participants is given in Appendix V. This report of the conference was written by William R. Wineke, medical reporter for the Wisconsin State Journal in Madison, and by the conference organizer, Professor Phillip Certain, Department of Chemistry, University of WisconsinMadison. The report strives to capture the spirit and the commitment to action which developed at the conference, but it does not attempt to be complete. Inaccuracies and omissions are the responsibility of the authors.

3 ALLIANCE THE FRESHMAN FOR UNDERGRADUATE YEAR IN SCIENCE EDUCATION AND ENGINEERING Old Problems, New Perspectives for Research Universities

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A report of a conference sponsored by The Alliance for Undergraduate Education with support from The National Science Foundation

4 SUMMARY

The following points emerged as a consensus of the participants at the conference. They are discussed in the text of the report.

Science education is such an important national problem that research universities must give it high priority.

Science education should accommodate itself to the students and not vice versa.

There are notable successes and tremendous promise in the undergraduate and outreach programs at research universities, but the successes need to be communicated and moved from the "pilot plant" to the "full production" mode.

The walls of the university should come down in order to broaden access and to draw upon the resources of the K-12 system, industry and the public.

The walls between the disciplines should come down to enhance collaboration on the curriculum.

Important questions should be asked and answered at the departmental level: What is important to know? What can be left out of introductory courses? What incentives do the faculty want to reward exemplary results in teaching?

Young faculty should be included in the process of change.

The health of scientificr?searchover the next several decades depends upon strong leadership in science and engineeringeducationat the federal level, especially within the National Science Foundation.

The Alliance for Undergraduate Education should create a strong science and engineering focus. TABLE OF CONTENTS

Schedule of the Conference 1 Report of the Conference Introduction 3 Consensus Findings I. The Centrality of Science Education 6 II. The Central Place of Students 7 III. Communicating Innovations in Science Education 9 IV. The Importance of Outreach 10 V. The Importance of Collaboration among the Disciplines 11 VI. The Freshman Year 12 VII. The Role of Junior Faculty 13 VIII. The Role of the National Science Foundation 14 IX. The Role of the Alliance for Undergraduate Education 15 Appendices: I. Student Understanding in Physics: What We Teach and What is Learned 17 II. Improving Academic Performance in Mathematics 19 III. America at the Crossroads: The Challenge of Science Edu:ation 21 IV. The State of Science and Mathematics Education in the United States 28 V. Conference Participants 46

6 SCHEDULE OF THE CONFERENCE

Thursday, April 5, 1990 6:30 Reception and Welcome Mary Ann Swain The University of Michigan Co-chair, Alliance for Undergraduate Education Phillip Certain University of Wisconsin-Madison Conference Chair 8:00 Keynote Address: Alliances: Myth, Reality and Expectations Bassam Shakhashiri Assistant Director for Science and Engineering Education National Science Foundation While serving as principal education officer of the NSF, he has continued to he active in the development of chemistry demonstrations and hands-on science.

Friday, April 6 8:15 Welcome Edward Alpers University of California, Los Angeles Co-chair, Alliance for Undergraduate Education 8:30 Mathematics Speaker: Uri Triesman, University of California, Berkeley Director of the Dana Center for Innovation in Mathematics and Science THE FRESHMAN Education at the University of California, Berkeley and Eugene Lang Professor of YEAR IN SCIENCE AND Mathematics Education and Social Change at Swarthmore College. He is noted ENGINEERING for his research in the dynamics of minority student performance. 1 Panelists: Donald Babbitt, University of California, Los Angeles Naomi Fisher, University of Illinois at Chicago Nelsen Markley, University of Maryland, College Park 10:15 Physics Speaker: Homer Neal, The University of Michigan Chairman of the Department of Physics, his research is in elementary particle physics. Panelists: Judy Franz, West Virginia University Lillian McDermott, University of Washington Eugen Merzbacher, University of North Carolina at Chapel Hill 1:15 p.m. Chemistry Speaker: Bradley Moore, University of California, Berkeley Dean of the College of Chemistry, his research focusses on reaction rate measurements and the fimdamentels that control molecular processes. Panelists: Theodore Brown, University of Illinois at Urbana-Champaign Daniel Kivelson, University of California, Los Angeles John Moore, University of Wisconsin-Madison Albert Thompson, Spelman College 3:00 Biology Speaker: Paul Williams, University of Wisconsin-Madison Professor of Plant Pathology and Director of the Center for Biology Education, he is the developer of Wisconsin FpstPlants, used worldwide in both research and teaching. Panelists:Robert Goldberg, University of California, Los Angeles William Jensen,The Ohio State University Lewis Kleinsmith, The University of Michigan 4:45 Engineering Speaker: Karl Pister, University of California, Berkeley Roy W. Carlson Processor of Engineering and Dean of the College of Engineering, his research is in the area of we; 'inks of solids and structures. Panelists: Ronald Barr, The University of Texas at Austin John Brighton, The Pennsylvania State University Denice Demon, University of Wisconsin-Madison 6:15 Reception and Banquet AddreSs: America at the Crossroads: The Challenge of Science Education James J. Duderstadt President of The University of Michigan and a noted author and researcher in the field of nuclear engineering.

Saturday, April 7 8:30 a.m. Workshops Improving Academic Performance in Biology Lewis Kleinsmith, The University of Michigan Improving Academic Performance in Mathematics Uri Treisman, University of California, Berkeley Students Understanding Physics: What We Teach and What Is Learned Lillian McDermott, University of Washington Freshman Chemistry Curriculum at UCLA Daniel Kivelson, University of California, Los Angeles Engineering Graphics Ronald Barr, University of Texas at Austin Funding Opportunities in Undergraduate Science and Engineering Robert Watson, National Science Foundation THE FRESHMAN Minority Access to Science Education YEAR IN Albert Thompson, Spelman College SCIENCE AND Phillip Certain, University of Wisconsin-Madison ENGINEERING Project Seraphim 2 John Moore, University of Wisconsin-Madison New Chemistry Curriculum at the University of Michigan Seyhan Ege and Brian Coppola, The University of Michigan Women in Science Cinda-Sue Davis, The University of Michigan FastPlants Paul Williams, University of Wisconsin-Madison The State of Science and Mathematics Education in the United States Peter Yankwich, The National Science Foundation 1:00 p.m. Closing Plenary Session: Where Do We Go From Here? Moderator: Phillip Certain, University of Wisconsin-Madison Mathematics: Richard Hill, Michigan State University Physics: Sidney Perkowitz, Emory University Chemistry: David Curtis, The University of Michigan Biology: Patricia Gensel, University of North Carolina at Chapel Hill Engineering: David Kauffman, University of New Mexico 3:00 End of conference INTRODUCTION

Three decades ago, when the Soviet Union students were to choose majors in science launched its "Sputnik" space satellite, the and engineering in the 1990s as did so shock of a perceived weakening of the traditionally, the nation would experi- United States' advantage in science and encebecause of the fewer students in the engineering so galvanized the American base populationa cumulative shortfall of public that it demanded radical change. 675,000 Bachelor of Science degrees by The resulting infusion of both material the year 2000. However, the percentage of resources and cultural support so strength- students choosing careers in science and ened the scientific community that, within engineering is not, in fact, holding constant 10 years, not only were Americans walking but is dropping precipitously. This is the on the moon, but the nar:on's laboratories "pipeline" problem. and classrooms were filled with bright When one looks at American demo- young menand a few bright young graphics, one other fact needs particular womenwho would form the backbone notice: the future pipeline of science and of the scientific establishment for the next technology in the United States cannot be 30 years. Much of tne scientific innovation limited to a largely homogeneous group of we take for granted today is the product white males. Women now pursue careers at of the study and research of these young roughly the same rate as men, but women scientists. do not enter scientific and engineering Society now faces a new crisis in sci- careers at the same rate as men. According ence and engineering, one far more grave to a recent report of the Task Force on than that faced in the 1950s, but, as yet, Women, Minorities, and the Handicapped there has been no new Sputnik to sound the in Science and Technology, women are alarm. The crisis is this: Those who have 51 percent of the population and 45 percent carried the load of scientific advance dur- of the workforce, but only 11 percent of THE FRESHMAN ing the past three decades are nearing re- all employed scientists and engineers. In YEAR IN tirement age, and the American educational 1986, 30 percent of science and engineer- SCIENCE AND system is producing far fewer scientists ing bachelor's degrees, 34 percent of ENGINEERING and engineers than it will need to maintain Ph.D.'s in the life sciences, 16 percent in 3 its technology and to continue the basic the physical sciences and 7 percent in engi- research that underpins the entire scientific neering went to women. and technological engine of the economy. Members of minority groups are in- It is also producing far fewer scientists and creasing as a percentage of the overall engineers than it will need to renew the American population, but a national study supply of faculty to teach the students of of scientific interest among underrepre. the next century. sented minorities shows that of 856,000 Professor Homer Neal, chairman of the high school sophomores in 1977, 86,000 Department of Physics of The University showed an interest in science and engineer- of Michigan, has frequently warned Con- ing studies. Of this group, only 13,000 gress and educators that, in spite of the have graduated from college with majors in importance of science and engineering to science and engineering, and a mere 450 our technology-based society, we have minority men and women of that 1977 pool fewer students majoring in science and of 856,000 high school sophomores are engineering than ever before. Due to expected to receive Ph.D. degrees in sci- simple demographics, we can expect the ence and engineering, according to Na- overall number of school-age children to tional Science Foundation estimates. Thus, decline in the years ahead. The decline in to refill the science and engineering pipe- those population groups which have tradi- line, science education at all levels must tionally been our source of science and address itself more effectively to an in- engineering students will be at an creasingly diverse population. even more dramatic rate. As important as the problem posed by a Those demographics include the follow- decreasing number of students seeking ing: By 1995, there will be 20 percent professions in science and engineering is fewer 18 year-olds than there were in the danger to the fabric of the American 1975; if the same percentage of college-age culture itself by citizens who, in Professor 9 issues of the science and engineering pipeline and of scientific literacy, as well as other important issues of undergraduate education, such as writing across the curriculum, assessment, and access for a diverse population. The founding universities of the Alli- ance are 12 of the largest institutions of higher education in the United States. Their combined undergraduate student bodies total more than 300,000. If effective change is to take place in the way the nation educates its young people, that change will begin with universities such as those represented by the Alliance. The present conference is not, of course, the first effort to address the issues of science education. The National Science Foundation's 1989 Directorate in Science and Engineering Education Directory of Awards lists almost 500 pages of innova- Neal's words, "not only don't know what tive teaching projects by faculties around they should about science, but don't even the country. It has been suggested, how- know that they don't know." This is the ever, that the science and engineering problem of scientific literacy. faculty at research universities are "not "One of the fundamental underpinnings yet on the playing field." This conference of our democracy is the premise of a is an initiative to enter the game in a force- broadly knowledgeable populace," Profes- ful way. THE FRESHMAN sor Neal notes. "If we the people are to The conference focused on the introduc- YEAR IN make the policy decisions about the directory courses in science and engineering, SCIENCE AND tions of this country, it is important that the "freshman year," because it is in these ENGINEERING those decisions be made on the basis of courses that universities have both the 4 knowledge, rather than through ignorance greatest opportunity of attracting young and superstition. Having a large fraction people into science and the greatest danger be scientifically illiterate is a cause for of repelling them from science. Presenta- concern. Many Americans have almost no tions ranged from discussions of a highly grasp of the fundamentals of physics, as- successful program to improve perfor- tronomy, biology, chemistry, nor, for that mance of minority students (and others) in matter, mathematics. And, what they think mathematics at the University of California they know about these fields is often at Berkeley, to the introduction of wrong. There is little embarrassment on "Mildred," a "great-great-great grand- their part that they know so little. Indeed, mother" brassica rapa plant cultivated by in some circles, it is even a mark of distinc- Professor Paul Williams, director of the tion to portray contempt for these fields." Center for Biology Education at the Uni- In addition to coping with indifference, versity of WisconsinMadison, who uses the nation must address the rebuilding of plant experiments to interest both college the scientific pipeline in a context quite and K-12 school students in the concepts different from the heady days of the early of biology. 1960s, before Love Canal, Three Mile Although the conference included sepa- Island, the Ozone Hole, and all the other rate sessions in mathematics, chemistry, disasters that have tarnished science in the biology, engineering, and physics, the con- minds of the public. And it must rebuild in sistency of the major concerns expressed the face of a staggering federal deficit. by participants was striking. These prob- It is within this context that the confer- lems include a fixed view of what should ence on "The Freshman Year in Science be in the introductory courses, an igno- and Engineering: Old Problems, New Per- rance among faculty about what is taught spectives for Research Universities" took in other disciplines, a lack of knowledge place. The Alliance for Undergraduate about the students and how they are assim- Education and the universities it represents ilating what they are being taught, an are committed to addressing seriously the "undesigned redundancy" in the educa-

1 0 ti.onal system that forces students to learn throughout the report, not in the sense of some introductory points over and over unanimity, but in the sense of a broad again in a succession of science programs, consensus among the participants at the a feeling of boredom among both faculty meeting. The consensus statements are and students, and a profound lack of curi- supported by extensive quotations of par- osity about science on the part of most ticipants' remarks. We apologize to the students. many participants whose contributions Of the new perspectives that emerged helped make the conference a success, but from the conference, two are perhaps the whose specific comments are not recorded most significant. The first is that the fac- in this report. ulty at research universities must assume We hope that the consensus that major responsibility for the state of science emerged from the conference will be a and engineering education in the United helpful guide in the effort to revitalize States, and must also accept responsibility science education in this nation and, more for its improvement. The second is that in specifically, in the nation's major research the process of change, the faculty must universities. Much of it applies to compre- change their attitude toward and approach hensive universities and to liberal arts col- to teaching, rather than expecting today's leges. In particular, the criticisms of the students to adapt themselves to old meth- content and methods of introductory sci- ods. This requires that the faculty know ence and mathematics courses apply their students better than they do now. It broadly throughout higher education. requires new strategies for active involve- Research universities have both unique ment in learning and for increasing access resources in undergraduate education and to women and minorities. This second unique problems in realizing the full poten- point immediately stimulates worries about tial of these resources. Undergraduates at quality and standards among many uni- research universities have a vast number versity faculty. This is not the point; of options to pursue in science and engi- excellence is not being sacrificed. The neering and the opportunity to share the effectiveness of old patterns of teaching excitement of research at the forefront of THE FRESHMAN and expectations about students are being knowledge. Yet all too often, the under- YEAR IN questioned, however. These and other graduates are only vaguely aware of these SCIENCE AND ENGINEERING points will be elaborated upon in the re- opportunities, and the faculty fail to share mainder of this report. the vibrancy of their professional lives with 5 Rather than record the detailed discus- the undergraduates. The proceedings of sions that took place at the conference, we this conference show that there is growing explain here the broad areas of consensus energy among the faculty of research uni- which emerged as a result of those discus- versities for addressing these problems and sions. The editorial "we" will be used bringing about fundamental change. I. THE CENTRALITY OF SCIENCE EDUCATION

Science education is Science research faculty have major re- The term 'professional" has become in such an important sponsibility for change in the nation's atti- some ways demeaned in our culture, refer- national problem that tudes toward and competence in science, ring as it does to anyone who takes pride in his or her craft. But, in the classic sense, a research universities engineering, and mathematics. This includes not on',/ change at the university professional is one who takes responsibil- must give it high level, but also change in K-12 education, in ity for the maintenance and standards of priority, the training of teachers, and in outreach the profession. We in academia must own and science literacy. The problem of scien- the problem of the pipeline and of scientific literacy is as important as, and is tific literacy. If we don't to take steps to HhlIHhlIlI tightly coupled to, the "pipeline problem." solve it, who will? Research faculty are important role models We cannot just limit ourselves to mak- for their students, many of whom go on to ing incremental improvements in classes at become teachers at all levels of the educa- our own universities. We must reach out to tional system, and for the general public, those in the elementary schools and high including school children. schools who teach science, to those in the Bassani Shakhashiri, assistant director mass media who influence the public, and of the Directorate for Science and Engi- to those in private industry who, with us, neering Education of the National Science have an occupational stake in the develop- Foundation, suggested in his keynote ad- ment of qualified scientists and engineers. dress that "for the nation to maintain its Faculty at research universities must international prominence, we need to have make a searching evaluation of the balance a steady supply of scientists and engineers in their professional lives between research coming through the pipeline," but Shakha- and undergraduate teaching. It is not a shiri also warned that "what is at stake is question of "either/or": it is a question of THE FRESHMAN not only the quality of life in the United balance. As James Duderstadt, nuclear YEAR IN States but the quality of life on the planet." engineer and president of The University SCIENCE AND When one looks at the problem in that of Michigan told the conferenc.: partici- ENGINEERING way, it becomes apparent that the basic pants: "It is time that we as science faculty 6 question facing university faculty is a gave far more attention to what we teach. philosophical one: What does it mean to be whom we teach, and how we teach." a professional in the twenty-first century?

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BEST COPY AVAILABLE 12 II. THE CENTRAL PLACE OF STUDENTS

Research universities are in an excellent 17 years without knowing the numbers on Science education position to teach the "best and brightest" a radio dial were frequencies; no one ever should accommodate who are already motivated to pursue ca- mentioned that to me." itself to the students and reers in science. These arc the students Several speakers also warned that an not vice versa. typical of the 1960s, and faculty at research academic mind-set that developed in an era universities have a special mission to retain of increasing enrollments, w :len the faculty them in science.. They also have a special could concentrate on the most motivated mission to reach out to those well-prepared and committed students, may in today's 111111111111 entering students who for whatever reason culture serve to discourage the very stu- do not plan to pursue science majors, as dents, particularly women and minority well as to the general student without a students, that universities are attempting to good preparation who needs a grounding in recruit for science majors. science in order to lead a productive life in University science faculty in the United our democracy. States are no longer in a position to choose These students cannot be taught in the arrogantly among the best and brightest of style of the 1960s. however. Professor the nation's students who are already moti- Lillian McDermott, a physicist at the Uni- vated to pursue scientific careers. Professor versity of Washington, argued that the Sidney Perkowitz, Candler Professor of problem is not that the subject matter Physics at Emory University, said faculties taught is incorrect. The problem is that must ask themselves if "we really want our faculty members often don't realize that students to succeed?" He questioned the what their students are learning is different common admonition some faculty make on from what the faculty are teaching. (See the first day of class: " 'Look to your right; Appendix I for a detailed discussion of look to your left. At the end of the semes- this point.) ter, one of you won't be here.' Such faculty THE FRESHMAN "Most instructors think of students as take pride in the fact that some won't suc- YEAR IN SCIENCE AND mirror images of -:,iemselves. The point is ceed. Why do we do that?" ENGINEERING Professor Denton recalled receiving a that very few people in the classes we 7 teach are like ourselves. That doesn't mean form letter from an MIT professor who that they are not smart. It is just that their suggested she consider a field other than emphasis and their interest and their drive engineering because she had done poorly and their maturity may not be the same as on a single examination in a sophomore ours. It is very common for physics profes- course. That kind of cavalier attitude to- sors to get carried away and to assume that ward students in introductory courses their fascination with the subject is shared creates massive leaks in the scientific pipe- by the students." line, Professor Denton asserted. Denice Denton, assistant professor of Professor Uri Treisman, director of the electrical and computer engineering at the Dana Center for Innovation in Mathemat- University of Wisconsin-Madison and ics and Science Education at the University Presidential Young Investigator, graphi- of California, Berkeley, argued that "the cally described the influence of changing courses we're teaching were designed at a family structures: time of student surplus in the 1960s and "My mother was a single parent trying 1970s. The courses evolved to control the to raise three children. I didn't eat math- flow of students into the classroom. We ematics for breakfast. I ate pop tarts while always think it will be 1968 again and that watching Gilligan's Island. I'm a prototype we will have lots of students. But, now, we for the people you are teaching." have a situation where almost no one wants When she attended the Massachusetts to be a mathematician or a chemist or a Institute of Technology, that background physicist." (See Appendix II for a further caused her problems. "In my sophomore discussion of Treisman's research.) year. I took a signals and systems course at In years past, university attitudes that MIT. I found it sort of interesting, but I discouraged women and minorities from kept wondering what I was doing in it. I pursuing careers in science and engineer- failed to see the utility. That's because ing may have had ethical and moral impli- had no knowledge base. I managed to go cations in that the nation was missing the

1 '1 They come to the university and, in 10 weeks, their aspirations are buried." He suggested that failure in introductory science courses at the university level also tends to quell the thirst for learning of in- coming minority students in all areas and, perhaps, that of their siblings at home. "We began to see the enormous consequence to lots of people of failure in these introductory science courses. Kids who were put on a pedestal and who worked as hard as they could, who dreamed of becoming science people" had their aspirations buried in classes that didn't serve their needs. Professor Judith Franz, of the Depart- ment of Physics at West Virginia Univer- sity, noted that the differences between men and women in the classroom may be more differences of self-image than of productivity and insight of men and inherent ability. Women, she said, tend to women who had much to offer. As a prac- blame themselves if they do poorly on tical matter, however, the lecture halls and tests; men tend to blame the test. What that laboratories of the educational institutions difference in perception can lead to all too in the 1960s remained filled, and neither often is that women who do poorly on ini- government nor industry had major diffi- tial tests doubt their ability as potential culties in finding researchers to fill avail- scientists and leave tl,e field. able jobs. If science wishes to recruit and retain THE FRESHMAN Today, if women and minorities do not women students, Franz continued, senior YEAR IN choose to become researchers and tech- faculty will have to find ways to communi- SCIENCE AND nologists, the nation will suffer not only cate with them, to encourage them. "Take ENGINEERING ethically but materially. Dean Karl Pister, your women students very seriously," she 8 of the College of Engineering at the Uni- said. "If you treat them as professionals, versity of California, Berkeley, told confer- they will see themselves as professionals. ence participants that "we have got to get Give them encouragement. Show them that beyond the idea that women and minorities you respect women students." are educationally disadvantaged. That's not The process doesn't involve coddling the problem at all.' The problem, Pister women, Professor Franz continued. But, in continued, is not that women and minori- a discipline in which there are 4,500 male ties have inadequate preparation in science physics teachers and 100 female teachers, but that most students today enter college many of the unspoken assumptions about inadequately prepared. What makes the the advantages of a career in physics are education of women and minorities so geared toward men. important is that they constitute an increas- She said she believes the joys of a career ing proportion of the student body and the in science include a satisfaction that comes eventual work force. If education is to from solving problems, of gaining insights serve the students, then education must into how things work, of "being considered understand that women and ethnic minori- bright," of being part of a group of "smart ties make up a substantial part of the stu- people with a commitment to learning," of dent body and will do so in the future being part of a "great tradition," and of (Pister noted that 42 percent of students identifying with senior faculty members. in California's K-12 system are ethnic But women, as minority members of minorities). groups of male scientists, tend to ask them- Minority students show strong intuest selves questions like "Am I good enough?" in careers in science and engineering when and "Do I really want to compete?" They queried at a high school level, Professor need encouragement to answer these ques- Treisman said. "Minority students dispro- tions with a "yes," Professor Franz portionately want to be science students. asserted. HI. COMMUNICATING INNOVATIONS IN SCIENCE EDUCATION

The communication infrastructure that is siasm from a lot children, teachers, and There are notable so effective in research is not highly devel- parents." This enthusiasm can be translated successes and oped in teaching and outreach. There is a into more science majors, a more scientifi- tremendous promise in growing energy among research faculty to cally literate public, and stronger public the undergraduate and become involved in science education, and support for research. outreach programs at individual commitment is a prerequisite for Professor Williams also noted that "ev- research universities, systemic change. But the individual efforts ery experience in teaching is an experiment need to he communicated and built upon. in itself," a concept to remember as one but the successes need The concern of the. Alliance is that stty3ies the possibilities of improving the to be communicated teaching projects, many of them notable way science is taught. and moved from the successes, remain isolated efforts. They are "pilot plant" to the "full isolated too often within the universities production" mode. that sponsored them, and they are isolated too often within fields of study. A project that develops important concepts about the teaching of mathematics may have equal application to the teaching of chemistry but chemistry faculties may never learn of it. These successes too often remain isolated incidents. The results of innovations in teaching need to be communicated not only within the university, but to the general public. "We communicate science to ourselves t very well," agreed Bassam Shakhashiri. THE FRESHMAN "But we don't communicate science to the YEAR IN rest of the population." SCIENCE AND ENGINEERING "Everyone who is a scientist gets up in S the morning anticipating the excitement of 9 what's coming," suggested Professor Wil- liams. "If we can develop an informational system that shares that excitement as deeply into society as possible, we will reap the rewards and benefits of the enthu- It IV. THE IMPORTANCE OF OUTREACH

The walls of the Professor Naomi Fisher, of the University university should come of Illinois at Chicago, noted that "to a great down in order to extent, the majors in mathematics are made broaden access and at the pre-college level. What can happen in college is that students can be dissuaded to draw upon the from their decision. But it is unlikely under resources of the K-12 present conditions that you can take a stu- system, industry, and dent who has not already started on that the public. path and somehow suddenly give him or her this wonderful, exciting charge to go into mathematics. So we are dependent on 111111111111 what happens at the pre-college level to create the population from which we will get future mathematicians and people working in mathematically related fields. ill Not only are we dependent on the precollege level, but we also have a great impact on what happens at the pre-college level especially through teaching math to future elementary and high school The public does have reason for con- teachers." cern, Moore continued. It can look at the The walls between scientists and mem- toxic waste dump at Love Canal or read bers of the general public must come about the hazards of the "ozone hole" down. Bradley Moore, dean of the College caused by released gases on earth and see THE FRESHMAN of Chemistry at the University of Califor- evidence for concern. What is needed, YEAR IN nia, Berkeley, suggests that education of SCIENCE AND however, is an educated public, one that the public must be a first priority if science ENGINEERING can differentiate between those areas .wishes to maintain the support it needs. 10 where serious changes must be made to Public concern, both legitimate and misin- protect the environment and public health formed, has greatly limited research into and those areas where there is no real risk. applications of technology, and public "Obviously, we have to educate science concern threatens to handicap basic re- and engineering majors. But to educate search as well, he warned. these people in a society that doesn't ap- "As a chemist, when I look at the state preciate or support their activities is really of public attitudes toward chemistry, I am not going to be productive. Most of our concerned. Toxic waste has become a syn- universities don't do a good job of educat- onym for chemistry. The regulatory environment for industry and research reflects ing our own students who are not scientists or engineers. We need to be concerned more paranoia than fact and logic or sen- about science teachers, K-12 teachers, sible evaluation of risk." whom we rely on to supply us with intelli- gent, well-trained students."

16 V. THE IMPORTANCE OF COLLABORATION AMONG THE DISCIPLINES

The sciences today share common en- career outside the sciences altogether. Stu- The walls between the emies: curricuia that no longer engage the dents are typically interested in problems disciplines should come students or the faculty, a student body that of modem society, and these problems down to enhance has lost its ability to be curious, faculty often have multifaceted scientific and tech- collaboration on the who have become disenchanted with teach- nological components. Discipline-specific curriculum. ing large lecture sections. These problems introductory courses are well suited for cut across the disciplines, and their solu- already committed majors, but they are tions will be applicable across the disci- not able to tap the richness available in a plines as well. full discussion of issues dealing with the 11111111111[111 One advantage of any conference of this environment, health, or technological type is that it introduces interesting people innovation. to each other. The demands on faculty time The inevitable conclusion is that several are such that eminent scholars in chemistry doorways into science need to be built, and can work a few buildings, or even a few the one for the majority of students will floors, away from eminent scholars in require the contributions of engineers, physics or in astronomy, and yet never mathematicians, and physical and biologi- learn what each is doing. cal scientists. Other disciplines will also be Dean Pister said, "I cannot remember a needed. If better teaching methods are single occasion at Berkeley at which there needed, university schools of education was an intentional effort made to engage must have some insights in that process. engineers, chemists, physicists, and math- Academic psychologists have learned ematicians to evaluate and redesign a much about motivating young people. The freshman year course." schools of communication have spent de- The walls must come down. The student cades learning the skills of marketing that who fails to choose a career in botany is can now be tapped to develop ways of THE FRESHMAN not more likely to choose a career in chem- interesting youth in science. YEAR IN istry. He or she is more likely to choose a SCIENCE AND ENGINEERING

1 !111111/1/11 I

17 BEST COPY AVAILALE VI. THE FRESHMAN YEAR

important questions "People have a fixed view of what is in the this mission has changed. The prestige and should be asked and introductory courses," says Professor rewards and support for both the institution answered at the Nelson Markley. chairman of the Depart- and the individual have changed, and there departmental level: ment of Mathematics at the University of has been an inevitable change in academic faculty life." What is important to Maryland. "We are insularand, I suspect, it's not just in mathematics.- This means that the energy for innova- know? What can be left Dean Pister spoke of an "undesigned tions in introductory courses often is not out of introductory redundancy" in the educational system that present in research-oriented departments. courses? What forces students to learn some introductory Since the faculty at the departmental level incentives do the points over and over in a succession of have primary responsibility for the balance faculty want to reward science programs yet does not expose those in their professional lives, a prerequisite exemplary results in students to the excitemert of the sciences. for generating the necessary energy and teaching? "The motivation of students is at great risk commitment is a thorough examination of in the present system of class organiza- what is really important for the health of tion," he said. their profession. Dean Moore argued that many universi- No longer can faculty claim that the HIM II HI I ties are going in the wrong direction in policies of university administrators seem regard to their freshman students, provid- to encourage only research. President ing them with laboratories that are "old, Duderstadt stated: "Perhaps it is time that dirty, unsafe, and certainly unacceptable by science departments move away from the any industrial standard." Still other univer- perspective of their role as a talent filter. sities "have faced up to the problems of the designed to separate out only the most freshman chemistry lab and have canceled talented and motivated students, and de- it. I really think that's a very long step in velop an entirely different perspective by THE FRESHMAN the wrong direction." actually encouraging students to pursue the YIAR IN Participants in the conference also sciences. Perhaps deans, chairs, faculty, SCIENCE AND agreed that the balance between undergrad- and particularly students should be asking ENGINEERING uate teaching and graduate and faculty hard questions, not simply about the re- 12 research remains a concern of education. search reputation of a department, but be- Dean Pister noted that "the pervasiveness yond that about its record in student of the pressure to do research has eroded recruitment. defection, and persistence support for undergraduate teaching pro- rates. Perhaps we need a fundamental grams. Research universities share a com- change in attitude. Why not aim at en- mon mission, the discovery and dissemina- abling the largest possible number of stu- tion of knowledge through teaching, dents to succeed in introductory courses research and public service. While this rather than focusing on separating budding mission hasn't changed in the last century, Nobel laureates from the herd?" (A com- the relative importance of faculty time plete copy of President Duderstadt's re- devoted to the fulfillment of each part of marks is in Appendix III.) , I

awip.

-..

111.7-;..,ff VII. THE ROLE OF JUNIOR FACULTY

The tenure system is an effective socializa- research universities nor that teaching Young faculty should tion process; a young faculty member who freshmen should be a task relegated only to be included in the has been told for six years to put innova- junior faculty. It is a task for the acr.demy process of change. tions in teaching near the bottom of the as a whole. But it is also true that the aca- professional agenda cannot he expected to demic system is a system of values, and the value it highly after tenure is achieved. values it reflects will be those of the people There is much energy and creativity among at the top andin faculty circlesthe 111111111111 young faculty, postdoctoral fellows and people at the top are those who grant ten- graduate students for innovation in teach- ure. If tenure is based on research, and ing and for public outreach, but it often teaching is given only lip service in the does not survive the tenure process. process, then teaching will not be a high Professor Denton was the only invited priority among younger faculty, many of speaker at the conference on the Freshman whom have a natural bent for teaching and Year in Science and Engineering who has chose academic careers, in part, because of not already attained tenure. "There'': one their love of teaching. thing that you all have that I don't have, But, as Professor Neal explained, "There and that is tenure," she noted. "Everyone in is an unfortunate belief among many fac- this room has alluded to the fact that, at ulty that their colleagues who desire to research universities, only research counts. teach the large introductory courses are Teaching and service are not only irrel- either extraordinarily committed to teach- evant but discouraged for the most part." ing or are unable to do much else. More- She suggested that junior faculty ca:, over, the argument goes, if they are in the add greatly to the interest of new students. former category, they will soon be in the "We come with enthusiasm for teaching latter. In a setting where research-related but you do a good job of thwarting it with items are at the top of everyone's list, it THE FRESHMAN your tenure system. Junior people are will be only infrequently that some teach- YEAR IN SCIENCE AND smart and will do whatever you people tell ing-related itemswhich, incidentally, ENGINEERING us you want. If you emphasize teaching, may rank number two on everyone's list 13 we'll do it better. If you generate us in your will be taken care of. It is precisely for this image or in this image that you've said is reason that strong leadership from univer- the best image, to do only research, we're sity administrations is required. Somehow, not going to change after we get tenure." departments have to be shown that it is in That is certainly not to say that research their best interest to pay careful attention is not a top priority for junior faculty at to instructional matters."

19 VIII. THE ROLE OF THE NSF

The health of scientific There is inevitable tension between teach- should be played by the NSF because of its researchover the next ing and research at our nation's research record of working effectively with univer- several decades depends universities, and the balance between these sity faculty in building the nation's scien- upon strong leadership 'n two vital activities needs to be adjusted. tific infrastructure. University faculty typically look to the science and engineering We commend the NSF for establishing NSF for support of basic research, and they the Division of Undergraduate Mathemat- educationat the federal are not reticent in demanding increased ics, Science and Engineering Education level, especially within funding of research. A principal mission of within the Science and Engineering Educa- the National Science the NSF, however, is also to support edu- tion Directorate, and we support the Con- Foundation. cation, since it is not possible to sustain a gress and the executive branch in their viable research base without strong educa- initiatives to increase funding. We are dis- tional programs at all levels. Thus, the NSF appointed, however, by the signal that has "MIMI has an essential leadership role to play in been sent to the science community by the helping our universities examine their role postponement of the initiative in introduc- in science and engineering education. tory science curriculum development. We In the final analysis, the question of urge that the initiative be fully funded. We improving science and engineering educa- are distressed by the early problems that tion is a question of priorities set at many have been encountered in implementing levels. If the nation is to have a scientifi- the laboratory equipment program for the cally literate population and be assured of universities. We strongly support this pro- an excellent scientific workforce, a na- gram and hope that the problems will be tional consensus must be built from the resolved quickly. elementary schools through university There is a remarkable precedent for science and engineering departments. Sup- increased federal investment in science THE FRESHMAN port for change must develop in university education. The national effort launched YEAR IN administrations, state legislatures, and the after Sputnik created three decades of al- SCIENCE AND ENGINEERING public. All that is true. most mind-boggling advances in science, It is also true that all those efforts will 14 all made possible by a steady flow of have little impact if the improvement of young menand, again, a few young science and engineering education is not a womeninto the classrooms and laborato- priority of the federal government. The ries of the nation's colleges and universi- federal government has exerted tremen- ties and then into the laboratories and dous influence in building the research factories of American industry. agenda and infrastructure of our research Today, we do not have the challenge of universities. It must new use its influence a Sputnik to galvanize public support for to nurture a readjustment in the balance science and engineering education, and the between teaching and research. economic challenge from Europe and the The National Science Foundation, the Pacific Rim has rot yet provided a compel- Department of Education, the Department ling alternative. The nation needs effective of Defense, and the Departments of Agri- and visionary voices for excellent science culture, Commerce, and Labor all have a and engineering education within the con- role to play in determining the future of text of excellent basic research. The NSF is science education. But the central role the natural forum for these voices.

20 IX. THE ROLE OF THE ALLIANCE FOR UNDERGRADUATE EDUCATION

The conference participants were enthusi- Shakhashiri argued that "the problem, as The Alliance for astic about the opportunity to meet with I see it, is not one of financial resources. Undergraduate colleagues from other research universities The problem as I see it is one of intellec- Education should create to share experiences. There was also a tual development in the custodians of a strong science and strong desire to stop talking and to take ac- knowledge in science, in mathematics, to engineering focus. tion to improve science and engineering show up ofhe playing field to do what education. Suggestions of the conference must be done." participants for how the Alliance can help President Duderstadt agreed. "Our chal- in this process include setting up communi- lenge for the decade ahead is to take the IIIIIIIIIIII cation and information networks among steps necessary to build a new knowledge- the disciplines; promoting collaborative based society which will be competitive in working groups on curriculum, teaching a world marketplace. I believe we can meet methods, and other principles of education; this challenge. But it is also clear that to do encouraging science faculty, education fac- so will require will and sacrifice by us all. ulty, and K-12 interaction; establishing a It will require renewed commitment to that Commission on the Freshman Year in Sci- most fundamental of all characteristics in ence and Engineering Education, to report the new economic order: quality. And it in three years; establishing a speaker/work- will take renewed investment in that most shop corps as a resource for universities; critical resource for our future: our system and giving visibility to exemplary teaching. of public education." Except as noted briefly in Finding VIII above, this report has spent little time looking at what "others" should do to improve science education. Those of us who dedicate our lives to teaching bear the ultimate THE FRESHMAN responsibility for rescuing that profession YEAR IN and building its standards. SCIENCE AND "The question I have for you to think ENGINEERING about very seriously is a question of readi- 15 ness," Bassam Shakhashiri challenged the conference during his keynote address. "Are you prepared to take on the responsibility of attending to the problems of undergraduate science education, of precollege mathematics education? Is the academy ready to take on that responsibility? Do we have the beginnings of a coherent national plan to bring about fundamental changes in the way we train scientists at the undergraduate level, in the ways we recruit talent at the pre-collegiate level?" APPENDIX I. Student Understanding in Physics: What We Teach and What Is Learned

Professor Lillian C. McDermott Department of Physics University of Washington

Projesso, Lillian McDermott is Professor of Physics at'the University of Washington, with a special interest in how students learn physics. Iler workshop described a research project to determine the relationship betiveen what physics instructors teach and what students in their classes actually learn.

Professor McDermott described a research project recognize the necessity of the lens for forming an cmducted by the Physics Education Group at the image. For them, the purpose of the lens was to invert University of Washington. An important objective is the image." to determine the relationship between what physics Apparently the sr4dents had failed to understand a instructors teach and what students in their classes very basic concept and had developed a serious actually learn. She noted that all teachers hope that misconception instead. "No professor ever told them they are teaching in a way that will help students the function of a lens was to invert the image. This is understand major principles in the discipline. "What something they taught themselves, regardless of what we are trying to do is to subject to scholarly inquiry they were being taught by the professor." what it is the students learn. We are trying to do that The students participating in this study who had the way you would try to find facts in any other area." been taught the relevant material could apply the thin What the researchers do is In interview students in lens formula to solve standard numerical problems. some depth about their understanding of concepts However, results from the performance of the encountered in the study of various topics in students on several interview tasks indicated that they introductory physics. During an interview, a student did not have a meaningful understanding of the basic is shown a simple demonstration and asked to make a principles expressed by the formula. They did not prediction about what will happen if a specified seem to recognize that the location of the object THE FRESHMAN change is made in the system. The student must determines a unique location for the image nor that YEAR IN explain the reasoning used to make the prediction in light from each object point is focused by the lens to a SCIENCE AND terms of the relevant physical concepts. single image point (approximately). An instructor ENGINEERING "Everyone who teaches physics thinks that being who was grading problems on a short-answer quiz able to make connections to the real world is might determine that the students had learned the 17 important. Many instructors assume that while subject matter when, in fact, they had not really students arc studying the formalism of physics they understood the underlying concepts at all. arc also learning how to make these connections. The investigation described is only one of several There is considerable evidence, however, that this is that have produced similar results. This situation not the case. Our group is especially interested in leads to some obvious questions for science instruc- examining how well students are able to relate tors. "One question that physicists must address is concepts and principles to observations of actual 'How should we spend our time in the introductory objects and events." physics course'?' Should we be sure that students Professor McDermott used an example from have been presented with many concepts so that those geometrical optics to illustrate how a typical who have taken the course and may not take another investigation is carried out. In one research task. the physics course have at least been exposed to the ideas demonstration consisted of a clear brightly lit bulb, a (maybe correctly, maybe incorrectly), or should we converging lens, and a screen, all mounted one after place our emphasis on helping students achieve a the other so that an inverted image of the bulb sound understanding of basic concepts and on helping filament appeared on the screen. The student was them develop ability in scientific reasoning? We asked to predict what would happen if the lens were cannot even begin to answer this question without removed. Interviews were conducted with 80 some knowledge of what students are actually volunteers enrolled in introductory physics, most of learning." whom would receive a grade of A or B in the course. One of the characteristics of science instruction at Before studying geometrical optics, fewer than half the university level is the faculty's perception of the were able to answer the question correctly. Of those student. "Most instructors think of qudents as mirror students who had completed the relevant material in images of themselves. They believe that students the physics course, only about half could correctly think the way they do. The point is that very few predict that without the lens there would be no image. people in the classes we teach are like ourselves. That "A common error made by many of the students doesn't mean that they arc not smart. It is just that was to claim that if the lens were removed the image their emphasis and their interest and their drive and would be right side up. From the results obtained on their maturity may not be the same as ours. It is very this task and several others, it appeared that many of common for physics professors to get carried away the students thought that light from an object comes in and to assume that their fascination with the subject is a straight line to thescreen, where it forms an image, shared by the students." with or without a lens. These students failed to 22 The need to look at what happens to students come for individual help during office hours, you during instruction was emphasized. It was pointed should try to listen rather than talk.It is much more out that the type of formal investigation described is effective not to answer student questions directly but only one of the ways in which we can gain insight to ask questions to guide them to find their own an- into how students think. Another is through informal swers. Only if you listen to students can you find out research that you can do as an instructor. By asking what is puzzling them." qualitative questi,ins and insisting on explanations, "There is an inevitable consequence to incorporat- you can learn a great deal more about student difficul- ing the suggestions that have been made into the way ties than by asking questions that students can answer we teach. If we teach for understanding, we've got to by routine application of algorithms. "When students go more slowly."

THE FRESHMAN YEAR IN SCIENCE AND ENGINEERING 18

23 APPENDIX H. Improving Academic Perfom%ance in Mathematics

Professor Uri Treisman Dana Center for Innovation in Mathematics and Science Education University of California, Berkeley

Professor Uri Treisman is also Eugene Lange Professor Mathematics Education and Social Change at Swarthmore College. His workshop dealt with programs developed at Berkeley to help minority students succeed. Although the work at Berkeley was pioneering, Treisman noted that there are other notable programs, particularly that at the University of Texas at Austin. The fallowing is an excerpt from his workshop,

Historically, the work at Berkeley started from isolation, to build an undergraduate student life. We some investigations trying to understand why the were impressed by the fact that we didn't know what black students were doing so dismally. There were the good students did. But, what was nice, there was a very strongly held views about the nature of the rich enough setting that it didn't matter too much problem and these views turned out to be wrong. what they did. So, we made an adjunct section, There was deep institutional belief that the problems roughly half minority, in which the students worked were not within our control, that there was really only 6, 8, 10 hours a week extra on challenging math I not a small handful of students who did well at math, and remediation; students hate remediation I. The idea was that small differences in motivation would matter in to make it non-political, recruit the students into an competitive classes. There were beliefs about family honors section, figure out empirically what you had to backgrounds that were very interesting because none do to help the students excel. of us had ever met the families. There was the great These programs have to be laboratories to improve liberal dream that it has nothing to do with ethnicity at instruction for everyone. The minority students are all and that the problem is really income. becoming the majority, so we can't design programs Later our ideas changed. Motivation wasn't the that are just remedial programs for isolated groups of factor, nor was family income. The kids from the 24 students. inner city had paid a very heavy price to get where The special programs don't work for everyone, but THE FRESHMAN they were. The kids from the suburbs were almost at Berkeley they seem to help about two-thirds of the YEAR IN indistinguishable in their ideas about education from students involved. They work best when designed for SCIENCE AND the white kids. Academic preparationwe really freshmen. Freshman instruction is so abysmal that it ENGINEERING have overwhelming data now from lots of places that wasn't hard, with 8 or 10 extra hours a week, to help the strongest blacks have the most difficulty. The kids the minority students do better than class average and 19 who come in as the strongest do very poorly. The to do at least a full grade, sometimes two full grades, students we have are not the products of school better than the average of the blacks. systems; they are the products of families that have The thing that became obsolete about c:'r minority organized themselves for success. The families of program was that it wasn't connected to departmental kids who were successful were public school teachers, instruction and, as minority population grew, it civil service workers, military and postal workers. became impossible to support this. In 1987, we made There was a negative correlation with money. an abrupt change. Rather than having these adjunct What we found is that the blue collar whites and sections, the idea was to have some of the big lectures the farm kids were getting massacred. They didn't taught in strengthened versions with earlier exams, have a clue as to what was going on. When we looked harder exams, more homework. In the discussion at the blacks, we found the principal problem was sections, the idea was to intensify instruction. We they were leading two separate lives. They had a recruited a dozen minority studentsthe sections had study life and a personal life and they really didn't 24 studentsabout 12 minorities and about 6 white intermix them. So, the blacks would do our course and Asian kids and we left 6 slots open for students in exactly like in high school. They confused the course the lectures as a whole. with going to college. They would do their homework The students don't compete with each other. The religiously. They would spend six to eight hours a regular sections determine the curveso all the week on homework. They'd prepare for tests and students in the special sections can get As. The idea is they'd get Cs,Ds, and Fs. that the students come into the section and they are We contrasted these students with the Cantonese going to do richer work. There is unabashed advocacy students who would put in 14 hours a week outside of for mathematics. They know we are going to try to class. They would work 8 to 10 hours alone and then recruit them as math majors. In some of the sections, they would get togetherthey would usually make a there are two-week projects. Students give four hours mealand then they would sit down and work a month of public service to mathematics (usually, together. that means they adopt a high school). The black students were only connected to college These students hang out together after school, through the courses. If something went wrong, they even if they are commuters. They put in as many as were out-of-there quickly, or they would change to 100 extra hours over their normal study. If possible, economics or one of the social sciences. they take a minimum full-time load. The idea is to We decided never to just do things for minorities make their first year intensive, mastery oriented, even only. That would be a purely political act. We decided if they have fewer classes. We want them to get As. that the principal problem was to break down this They can't build on four Cs.

24 There is a cost. The graduate student works with to qualify. We know thai mixing the students and one section, rather than two and, even so, their work interconnection is essential, is a little harder. But graduate students compete for In recruiting students for the programs, it is the sections. important to recruit from strength. Don't recruit We don't run the program just for minorities, but it students for "remedial" programs. Recruit them for is an affirmative action program. We arc favoring the what is perceived as an honors program. The minority minorities and we are favcring the blue collar and students who enroll in a major research university are, rural whites. But a quarter of the slots are open to generally, exceptional students and see themselves students by competition, so all students have a chance that way.

THE FRESHMAN YEAR IN SCIENCE AND ENGINEERING 20 APPENDIX III. America at the Crossroads: The Challenge of Science Education

James J. Duderstadt

Introduction I have suggested that these changes would demand The subject you have asked me to talk about this change as well in the institutions that serve our evening, science education,as been very much on societyincluding, in particular, our university. I my mind these days. Like many of you, I have shared have even suggested that we should view the 1990s the growing public concern about the overall quality as a time to meet the challenge and the opportunity of education in our country. For example, last week in to re-invent the university, to design a university a special supplement to the Sunday edition of the Nen. of the twenty-first century. In fact, I an) convinced York Times entitled "Science Under Scrutiny," a that if we do not try to shape our own destiny in number of alarming facts were noted: the years to conic, it will be shaped for us by I. In international comparisons, the United States external forces and interests. high school seniors ranked fourteenth among Of course, I am not claiming to have the answers fourteen nations in science achievement. about what it will mean to re-invent the university. 2. College science enrollments have declined by Quite the contrary! What I have to offer are rather more than a factor of two over the last two sonic questions, observations, and speculations about decades. the issues of renewal and revitalization in our teaching, research, and service missions. In this way I 3. Of those who enter college intending to major in hope to trigger a dialogue across our campus over the 40 percent drop out after their first course coming year that will engage us all in thinking and and more than 60 percent drop out before discussing the future and our place in it. graduating with a degree in science. On sonic occasions later this year I plan to say 4. Foreign nationals now comprise 60 percent of more about these matters, including our relations with engineering and mathematics doctorates and over other societal institutions; the changing nature of THt FRESI -P 50 percent of physical science doctorates. undergraduate education; the role of the liberal arts; and our fundamental missions of research, graduate YEAR IN In recent years I have been formally involved in and professional education, and service. This evening SCIENCE AND these matters as a member of the National Science I intend to raise some questions about intellectual ENGINEERING Board. In fact I currently serve as a member of the renewal of undergraduate education. Here I will focus 21 NSB standing committee on Education and Human my remarks on a number of issues relating to the Resources, I also served on a special subcommittee a manner in which we approach science education, both few years ago chaired by one of our colleagues, as preparation for a career in the basic or applied Professor Homer Neal, which was charged with sciences, as well as from the perspective of science as evaluating the state of undergraduate science a critical component of liberal learning necessary for education in the bruited States. Our findings, which life in the twenty-first century. were made public in w:.At is referred to as the Neal Report, concluded that there was overwhelming evidence that undergraduate education in science, The Age of Knowledge mathematics, and engineering was simply not fulfilling its mission. To quote the report: Let me begin, however, by first reading some of the handwriting on the wall, by commenting briefly on Serious problems, especially problems of qual- the rapidly changing world in which we live and the ity, have developed during the past decade in kind of future for which we must prepare. Looking the infrastructure of college-level education in back over history, one can identify certain abrupt the United States in mathematics, engineering, changesdiscontinuities in the nature, the very fabric and the sciences. A deterioration of college sci- of our civilization: the Renaissance, the Age of ence, mathematics, and engineering education Discovery, the Industrial Revolution. There are many is a grave, long-term national threat. who contend that our society is once again undergo- My concerns about the quality of science ing such a dramatic shift in fundamental perspective education in America also relate directly to a number and structure. of the themes of change I have suggested to the Today we are evolving rapidly into a new post- University in recent months: industrial, knowledge-based society, just as over a 1. The changing nature of our population as we century ago, our agrarian society evolved through the become ever more diverse and pluralistic: Industrial Revolution. We are experiencing a transition in which intellectual capital, i.e., brain 2. The changing nature of our ties to other nations rower, is replacing financial and physical capital as and other peoples, as the United States becomes a the key to our strength, prosperity, and social well- world nation; and being. As Erich Bloch, Director of the National 3. The changing nature of our social, cultural, Science Foundation, puts it, we have entered a new economic, and intellectual activities as we evolve age, an "age of knowledge in a global economy." And from a resource and labor-intensive society to a in this age the major forces behind economic and knowledge-intensive society. social change are science and technology themselves. 26 Of course, we know that technology has been Clouds on the Horizon transforming our society at an ever acceleratirg rate. The Pipeline Problem We are living in a time in which the application of knowledge through technology is pervasive in all The unprecedented explosion of knowledge we are human affairs. Indeed, technological innovation, experiencing means that we will be relying increas- achieved by applying new knowledge created through ingly on a well-educated and trained work force to basic research, has been responsible for the dominant maintain our competitive position in the world, our part of all U.S. productivity gains since the Second standard of living at home, and our social stability. World War. It is clear that the technologies of Previous economic transformations in America, such transportation and communication have made as the introduction of modern agriculture and the possible the integrated world economy which now industrial revolution, were associated with major characterizes our society. Tremendous new industries public investment in infrastructure such as railroads or have been created by new knowledge. Electronics is electrical networks or highways. Today the equivalent the obvious example of the past several decades and infrastructure will be an educated population. It seems perhaps biotechnology will be the example in the clear that education will be the pivotal factor in years ahead. These and other new industries all determining the direction of the economic transition depend on knowledgeand the people who create in this country and its effect on our citizens. and apply itas their most critical resource. Yet here we face very serious difficulties ahead But of course, knowledge is highly mobile; it is because we are simply not euucating enough new not tied to geographical regions nor to political people to keep our economy competitive. Further, structures. The knowledge revolution today is there are serious signs that the education of the happening world wide, and it is happening very present American workforce is simply inadequate to rapidly. The intimate relationship between technologi- meet the demands of the next century. This challenge cal evolution and economic development is widely has become known as the "pipeline problem" since it understood in all developed nations. As more involves the full spectrum of education, from pre- countries understand that knowledge is now the school through K-I2, through higher education, critical resource for economic prosperity, more are through graduate and professional education, to making serious investments in their science and lifelong education and science literacy. technology base. In this sense then, our nation is being challenged in the knowledge business not only by Europe and Asia, but increasing.y by Latin K-12 Education: A Nation at Risk America and Africa as well. We no longer have a Last December I attended a conference of the top corner on the market. The field is leveling out. scientists, government officials, and corporate leaders THE FRESHMAN from around the world. At this meeting, a senior YEAR IN The Challenge of Change executive of Nissan reported that, after an extended SCIENCE AND visit to the United States, a number of senior Japanese ENGINEERING officials were asked to assess America's greatest But beyond the changing economic order, today we strengths and weaknesses. The group unanimously 22 are also entering a period of great intellectual change responded that America's greatest strength was its and ferment. New ideas and concepts are exploding system of higher education, particularly our research forth at ever-increasing rates. We have seen that each universities. Our greatest weakness was considered to advance can call into question fundamental premises. be our system of primary and secondary public Think about the recent instances in which a new education. concept has blown apart our traditional views of the By any measure, K-I2 education is in serious field. For example, in my own field of physics, the trouble. We are indeed "a nation at risk." Our nineteenth century view of our world gave way to educational system simply has not responded to the Einstein's theory of relativity and quantum mechan- challenges of the age of knowledge. In the face of a ics. Our understanding of the molecular foundations veritable explosion of knowledge, it is clear that both of life is changing dramatically the very nature of the the knowledge and skills of the graduates of our biomedical sciences. Examples abound today of primary and secondary education systems continue to striking new discoveries triggering potential revolu- deteriorate. At every level of education American tions of similar magnitude in the nature of our children rank near the bottom in their knowledge and scientific knowledge. Disciplinary boundaries are skill levels in science and mathematics when crumbling. Technology is extending the reach of compared to peers in other advanced nations. science to the edge of the universe and the beginning By any reasonable standard, it is clear that we are of time. in serious trouble. For example, in tests of composi- It is clear that if we are to harness the power of tion ability, only 20 percent of high school seniors this knowledge explosion for the good of man, the were able to write an adequate letter. Only 12 percent capacity for intellectual change and renewal will be of of these students could reorder a group of six fractions critical importance to our institutions and to us as by size. Astonishingly, only 5 percent of high school individuals. As the pace of creating new knowledge graduates were entering college ready to begin accelerates, we are entering a period in which college-level science and mathematics courses. These permanence and stability are less important than and many other measures demonstrate quite forcibly flexibility and creativity. This is a period in which the that only 15 to 20 percent of our children are reaching only certainty will 'le the presence of continual an intellectual level that will enable them to function change. And the ability to relish, stimulate, and in the everyday world, and onl', 5 percent will be manage change will be one of the most important capable of further education in science at the college skills we can give our students. level without remedial instruction. In some ways, so much change and instability is daunting. But we should take heart, because as Alfred North Whitehead said, "The great ages are unstable ages." 27 The Aging of America dropped from 11.5 percent to 5.8 percent over the past twenty years. The proportional change by field is par- As the Japanese businessmen noted, the "good news" ticularly striking: is that our colleges and universities continue to be the envy of the world. But here, too, we face major Mathematics: 4.6%>0.6% challenges. Physical Sciences: 3.3%>1.5% Of particular concern are projected demographic Biological Sciences*: 3.7%>3.7% trends. The dominant factor controlling the supply of Engineering: 12%>8.6% scientists and engineers is the size of the college age Computer Science: 8.8%>2.7% population. As we slide down the backside of the * (although over two-thirds of these are pre-med post-war baby boom, the number of students of majors) college age is declining rapidly. From 1976 through the mid-1990s, a 20 percent to In sharp contrast to the dismal losses in the sciences, 25 percent decline in the number of high school Green found that student interest in undergraduate graduates is expected. Assuming that the fraction of business majors has now increased from 10.5 percent these graduates choosing to enter science and engi- to 23.6 percent. neering stays the same, and assuming constant de- These studies also revealed that the earlier patterns mand for scientists and engineers (both very conser- that saw prospective secondary school science and vative assumptions), the National Science Foundation mathematics teachers pursuing undergraduate majors now estimates that there will be a cumulative shortfall in these discipli- 's have essentially disappeared. Very of almost 700,000 scientists and engineers by the turn few aspiring science and mathematics majors plan of the century. To put it another way, just to compen- careers as high school teachers. sate for the demographic decline, the fraction of stu- Green's alarming data are augmented by addi- dents choosing science and engineering majors will tional studies indicating that over one-half of those have to increase by over 40 percent to maintain even freshmen selecting science majors either change their the present number of graduates. minds during entry-level courses; drop out at a later point; or reluctantly complete their programs rather A Nation of Minorities than "waste" investments of time, energy, and money. Students increasingly view entr -level courses in But the composition of the college age population is science as either inaccessible or unrewarding. It seems also changing, even as it declines in magnitude. In clear that many freshmen who have come to science 1966, 44 percent of college freshmen were women. well prepared and expecting to major in science Today the number is 52 percent. In addition, by the disappear after the freshman year due to their turn of the century, roughly one-third of college age performance or frustration with entry-level courses. students will be people of color. If present trends Recent studies at the University of Michigan THE FRESHMAN continue, by the year 2020, 30 percent of college age exhibit similar trends. If we track the number of upper YEAR IN students will be African Americans and Hispanic class concentrators in science majors over the last SCIENCE AND Americans, students who have not traditionally had twenty years, we find the following changes (1969 ENGINEERING the encouragement or the opportunity to pursue to 1989): 23 science and engineering careers. The most striking recognition is that during the Mathematics: 281 > 160 1990s, almost 90 percent of the new people entering Physics: 97 > 61 our labor force will be women, minorities, and Geology: 31 > 13 immigrants. This means that the fastest growing pool Biology:essentially stable but with 65 percent of young adults is comprised of minorities who have indicating pre-med majors traditionally had the lowest participation rate in college, the highest drop-out rate in high school, and Further, a recent survey conducted by the Women the least likelihood of studying science and mathemat- in Science Program found that of 420 seniors graduat- ics. In fact, although blacks and Hispanics presently ing in 1987, 35 percent of women and 24 percent of account for 20 percent of our population, they account men initially interested in science later decided for less than 2 percent of our scientists and engineers. against it due to problems with entry level courses. Of Women account for only 15 percent of scientists and these, 85 percent reported that they had taken courses engineers. It seems that at all the key decision points which had discouraged them from continuing the during a student's career, from K-12 to undergraduate study of science. Even among those who remained in to graduate and professional schools, minorities and the major, 65 percent reported that their entry-level women fall away from the science, mathematics, and courses had seriously discouraged them. engineering pipeline at a steeper rate than the rest of our population. Science Literacy

Declining Student Interest In our world today we are witnessing an unprecedented explosion of knowledge. Indeed, in some There is yet another factor that intensifies concerns fields the doubling time for new knowledge is roughly about the nation's supply of educated scientists and five years. In some r^pidly evolving engineering engineers, and this has to do with the dramatic decline fields, in fact, graduates find their knowledge almost in student interest in science majors. For a number of obsolete by the time they finish their degree program. years Kenneth Green and his colleagues at UCLA And yet, in the face of such an extraordinary have been performing longitudinal studies of fresh- growth in knowledge, public ignorance is truly extra- man interest in undergraduate majors. These studies ordinary. A recent NSF survey indicated that only 18 reveal that the overall proportion of freshmen plan- percent of those asked said that they knew how a tele- ning on majoring in mathematics and science has phone works, and when questioned, only 9 percent gave the right answer. Yet, more than 50 percent of 2S those surveyed indicated that they believed that we Some Observations and Questions were being visited by aliens from outer space. In another survey, it was found that only 3 percent of high Entry-Level Science and Mathematics Instruction school graduates could pass a simple test on science literacy. Further 12 percent of college graduates and As we have noted, there is an alarming loss of only 18 percent of Ph.D.'s could pass this test! students in the early college years due to difficult Of comparable concern is the fact that many courses, bad teaching, and declining interest. Indeed, people, including many highly educated people, are 40 percent of those entering college intending to not only ignorant of science but are actually hostile to major in science drop out after entry-level courses. it. In a sense, we are rapidly becoming a nation of Fully 60 percent will drop out before completing a illiterates in science and technology, no longer able to major. In fact, we see in science courses and science comprehend, control, nor cope with the technology curricula, perhaps the ultimate example of the modern that is governing our lives. university's focus on the selection rather than the development of human talent; we focus on "weeding The De-emphasis of Science Instruction in out" rather than "adding value." Every year thousands Undergraduate Education of academically talented and highly motivated students enroll in college with the intent of majoring Those of us in universities have to accept some in scienceand then drop out. responsibility for this frightening situation. Through A recent survey by the University of Michigan our undergraduate curriculum, we prepare our Women in Science program identified several of the graduates to cope with a world of scientific rnd key rerlsons for this attrition: (1) the poor quality of technological change, compensating in part for the teaching in introductory courses; (2) the overall deficiencies of our K-12 education system. Yet, today classroom attitude; (3) the impact of stereotypical in American universities we have ceased insisting on a attitudes towards women and minorities among balanced education for our students. We have failed to professors, TAs, and fellow students; and (4) the lack provide them with the foundation necessary to cope of role models in introductory science instruction. But successfully with the increasing pace of scientific and the problems are far deeper than this, being tightly technical change. Amazingly, most colleges require intertwined with the corporate culture of science only two or three semesters of courses in science and education which has arisen in research-based mathematics for non-science majors, and these are departments for the past several decades. generally watered down courses at that. In many universities science departments have It wasn't always this way. In 1850, almost 150 developed an almost perverse attitude of taking pride years ago, Harvard required all of its undergraduates in the number of students who flunk out of introduc- THE FRESHMAN to take 25 percent of their curriculum in mathematics tory science courses. Perhaps this was inevitable in YEAR IN and science, including physics, zoology. chemistry, view of the heavy service teaching obligation of most SCIENCE AND and biology. Indeed, the Harvard curriculum included science faculty. Departments of chemistry, physics, ENGINEERING a course in science or mathematics in every semester and mathematics were assigned not only the responsi- of study. By contrast, today for non-science majors, bility for the science content of general education 24 Harvard requires only two one-semester courses one requirements, but also the specialized science in the physical sciences and one in the natural sci- instruction of other disciplines, such as engineering ences. Stanford similarly requires only three one- and medicine. quarter coursesone in science, one in mathematics, Whatever the reason, the difficulty of introductory and one in computers (which is essentially a word courses in chemistry and physics has been legendary. processing course). In fact, organic chemistry is generally regarded as not simply a career-shaping, but in fact, a career-stopping Conclusions experience for a great many pre-med students. At times there seems to be an almost informal competi- It seems clear that if we look at the combined effects tion to see which science classes can achieve the of demographics with student preferences and educa- lowest grades or lowest mean GPAs, which can tional trends in our universities, we have a time bomb eliminate the most students from the field. on our hands. We are not only educating too few Instead of focusing on selectivity in this way, scientists and engineers to sustain the strength and perhaps we should question instead the viability of prosperity of our nation, but we are producing a gen- any program that loses one-half or more of its eration of Americans who are scientifically illiterate. potential clients. This is particularly alarming in the These students will suffer from a life-long estrange- face of the fact that the sciences generally tend to ment from the very knowledge that will govern their attract a disproportionate number of academically lives in the years ahead. able and motivated students. Kenneth Green observes Time is running out. It seems clear that we have that "if undergraduate science departments were run two major and urgent challenges to address: like for-profit businessesthat is, without substantial institutional subsidymost programs would be I. We must move immediately to plug up the bankrupt, largely because of their capacity (some say, leaks in the education pipeline so that more stu- basic inclination) to alienate potential clients." dents manage to make it through the gauntlet Perhaps it is time that science departments move posed by majors in science and mathematics. away from the perspective of their role as a "talent 2. Over the longer terip, it is clear that we must filter" designed to separate out only the most talented reform the education systemthat is, com- and motivated students, and instead develop an pletely rebuild the pipelineto respond to the entirely different perspective by actually encouraging changing world in which we live. students to pursue the sciences. Perhaps deans, chairs, In our colleges and universities it is time that we as faculty, and particularly students should be asking science faculty gave far more attention to what we hard questions, not simply about the research teach, whom we teach, and how we teach. reputation of a department, but about its record in 2J student recruitment, defection, and persistence rates. tion in the academy, a century during which humanist Perhaps we need a fundamental change in attitude. and scientific cultures drifted further apart. Why not aim to enable the largest possible number of Yet one cannot deny the importance of the natural students to succeed in introductory science courses sciences to a liberal education. Like the arts, the rather than focusing on separating budding Nobel humanities, and the social sciences, the natural laureates from the herd? sciences are an expression of uur human culture. To be ignorant or alienated from the sciences is to lose touch with a part of ourselves and our civilization. The Quality of Science Teaching Especially when science and technology so dominate The fact that more than 50 percent of entering our lives, how can we afford to leave its development freshmen intending to major in the sciences fail to and application to a few "experts "? It seems to me complete the B.S. program in these fields is a major imperative that we begin to redesign the liberal arts problem. It is compounded by the number of future curriculum to once again include a very substantial teachers, lawyers, politicians, and citizens who are mathematics and science component, if we want to rendered permanently allergic to these fields by provide a liberal education appropriate for the twenty- unfortunate en counters with introductory courses. first century. There must be an integration, not of the Surveys indicate that the majority of students find that arts and the sciences, but rather the arts with the introductory level courses, whether geared to majors sciences. or to students satisfying general education requirements. fail to educate them about the subject, let alone stimulate and involve them. Students report that the Some General Recommendations courses are largely irrelevant to their lives and the effort required far exceeds the benefit reaped. Perhaps Each generation must face the challenge of determin- their view is short-sighted. But there is no arguing ing for itself and for its age what the core of a liberal with the fact that entry-level courses are not encourag- education should be. In most colleges today there is ing and enabling large numbers of students to little faculty consensus about the purposes or continue further study and careers in science. appropriate context of an undergraduate education, There are other more fundamental problems. The either in general or in the sciences. An important first higher levels of intellectual abstraction required by step is to bring together the science faculty with their modern science have led to an intensification of the colleagues in the humanities and social sciences to introductory curriculum. All too frequently courses determine the role of the sciences in a liberal demand that students master abstractions before they education. have developed adequate experience and understand- I believe both students and faculty have a common interest in trying to reconceptualize and revitalize ing of the phenomena characterized by the abstrac- THE FRESHMAN entry-level science courses and core sequences. There tions. Further, introductory science instruction rarely YEAR IN is a real irony here, since most scientists truly enjoy takes into account the differences in intellectual and SCIENCE AND teaching. Yet. as a result of the present reward struc- emotional maturation of students. Instead, all students ENGINEERING are forced to move at the same pace and follow the ture, few are fortunate enough to be able to devote a same method. significant portion of their time, energy, and creativity 25 to teaching. There is simply not the time nor the opportunity for the innovation and creativity that is The Science Major the key to learning. We need to ask how we can The high attrition observed among prospective under- redesign entry-level courses to enlarge the window of graduate science majors suggests that it may be time access into the sciences. Can this be accomplished by to re-think our basic concept of the undergraduate ma- rewarding our most talented faculty for creative jor. Science majors are typically structured as narrow, teaching and by rethinking methods, structures, and rigidly sequenced, and intensively hierarchical pro- context? grams with little flexibility. One of the key problems in introductory science is Ironically, this narrow approach to science educa- our continued dependence upon the lecture format. tion contrasts sharply with the strong intellectual pres- This is probably the !east effective way to facilitate sures that are connecting the classical disciplines learning in the sciences. Studies show that scientific mathematics, physics, chemistry, and biologywith understanding develops best when students become the applied sciences, engineering and medicine. How- active partners in learning, when they are encouraged ever, in sharp contrast with the overlapping intellec- to see science in its human context, and when they tual nature of modem research, science instruction can refine their interpretations through collaboration continues to suffer from hardening of the disciplinary with peers and mentors. arteries with ever-increasing specialization, excessive It also is essential that the very best faculty be abstraction divorced from context, and a distinct state brought into the design and teaching of entry level of disciplinary inertia. Our present department struc- courses in an effort to convince more students to ture itself, characterized by limited communication pursue majors in the sciences. Here I have a particular and coordination and strong possessiveness for stu- axe to grind with the customary practice of assigning dents, continues to move away from the interdepen- introductory courses to new faculty members. It dent nature of the sciences. would seem that since new faculty are most up-to- date with research practices in their narrow field of interest, they would be most appropriately assigned Science as a Component of the Liberal Arts first to teach advanced graduate seminars. Then, as their teaching skills mature and their perspective It is clear that mathematics and science instruction has broadens, they could be assigned to lower level largely disappeared from the general requirements of courses. Only the most distinguished and capable the undergraduate curriculum. Perhaps this was faculty should be assigned the challengeand the inevitable during a century of intellectual fragmenta- 30 7EST COPY AVAILAKE privilegeof teaching the most introductory science would be an excellent preparation for the age of courses, so key in nurturing the interests of prospec- knowledge which will characterize our society in the tive science majors. years ahead. I believe that some major pedagogical changes are Let me be quite clear here that I do not have in necessary. We should rely far more heavily on learn- mind a watered-down science major--e.g., "physics ing through doing, on understanding the underlying for poets." Rather, I am suggesting rigorous science principles and methods of science, and on using majors of a somewhat broader and more interrelated hands-on experiences rather than simply encouraging nature. Perhaps in these majors one would defer con- our students to accumulate facts and passively accept sideration of the most up-to-date and highly special- the opinion of others. We might also make far more ized research materials in favor of a broader perspec- use of novel teaching techniques, such as the use of tive of the discipline. But rigor and depth would be "peer" teaching assistants (that is, outstanding under- comparable to that of the "career track" major. graduates who have recently completed the same course sequence). Furthermore, we have barely begun Major/Minor Curriculum Options to exploit the possibilities of new instructional technology in fautitating both teaching effectiveness and In years past it was common to encourage or even learning capacity. require students to pursue intensive studies in both The tightly sequenced majors now characterizing "major" and "minor" areas. For example, the physics most science disciplines should have more flexibility major might have a minor in English literature, or the to allow students the opportunity to both interrelate English major might have a minor in astronomy. and perhaps even shift among science majors as their Perhaps we should once again encourage our best interests change. At the same time, I am convinced we undergraduates to pursue two majorsor at least a must reduce tensions in the science majors, which are major and a minorin widely separated fields of simply too intense and do not allow adequate opportu- study. People capable of bridging scientific cultures nity for a liberal education. The undergraduate cur- and social and humanistic fields and concerns will be riculum should be viewed as a network of roads with valued leaders in our future. many points of entry and many points of crossover. Students should be able to exercise many more options to broaden their academic programs and shift The Science Content to other majors. Since the curriculum of most science of the Liberal Arts Curriculum majors is already seriously overburdened, the expo- We are doing great disservice to our undergraduates nential increase of new knowledge and skills can only and to society by allowing them to leave the univer- be incorporated by reforming existing content, not by sity scientifically illiterate. The fact is that the natural making majors even more intense. But, of course, sciences are a critical part of the liberal arts education THE FRESHMAN here we run into a major challenge within the acad- demanded by our age. Unfortunately, few of our YEAR IN emy because of strong faculty resistance to removing graduates leave our institutions today with a truly SCIENCE AND or changing course content, no matter how obsolete or liberal education. Indeed, many of our faculty have ENGINEERING irrelevant. not had the opportunity to benefit from a liberal 26 Both the explosion and the evolution of scientific education from this broader perspective. knowledge demand a life-time commitment to formal A century ago it was felt that at least 25 percent of learning if professionals are to stay current. This the undergraduate curriculum of a liberal education should be built into the redesign of the undergraduate should consist of science and mathematics. Is it not curriculum. At the recent Sigma Xi Conference on appropriate to question whether, in this age that is in- Science Education at Wingspread, the participants creasingly dominated by science and technology. a concluded that "the fundamental goals of undergradu- similar content is needed by our students today? In ate science education for all students should be the fact, one might note that if "technical" institutions development of a knowledge base and intellectual such as MIT and Caltech demand that their science skills that enable them to engage in lifelong science students take at least 25 percent of their studies in lib- learning and to be able to apply their scientific knowl- eral arts, perhaps liberal arts colleges should require edge to personal, professional. and civil endeavors." that humanists invest 20 to 25 percent of their studies in the sciences, at least leading them up a gentle slope More Specific Recommendations to higher levels of scientific understanding. A Science "Liberal Arts" Major Transition Majors Perhaps as science faculty we need to take a broader view of the science major itself and cease assuming Our present approach to science education is essen- that every student majoring in our field intends to tially a filtering process, a highly critical and hierar- become a professional scientist. After all, most history chical sequence of courses which pile. one upon majors do not intend to become historians; most another, thereby making it very difficult for students philosophy majors do not intend to become philoso- to change directions as their interests or abilities ma- phers. But we assume that all physics majors will ture. Of course, the party line is that science instruc- become physicists, all chemistry majors will become tion must, of necessity, be highly vertical in nature. chemists, and so forth. Hence we design highly Unlike literature or social sciencewhich are more specialized and intensive majors with this in mind. extensive than intensive in naturewe maintain that What about a physics or a chemistry or a math- the highly vertical subjects of science are difficult to ematics major for students intending to continue their learn after college. Hence, we suggest to students that studies in other professions such as business, law, unless they learn the language of science and math- teaching, or politics? Indeed, it seems that a liberal ematics early, they arc likely to find science inacces- education with a strong concentration in the sciences sible later in their education or professional lives.

31 But recent studies of learning suggest that as It is clear that the ties between the quality of life in students acquire more intellectual maturity, the this country and the educational skills of our people learning process assumes more of a parallel, non- are strong. It is also clear, unfortunately, that unless linear nature. True learning consists of mastering a there is a revolution in the way we promote learning, subject simultaneously from a variety of perspectives, the nation's economic standards will follow those of rather than proceeding in a sequential fashion to the test scores of our students. higher and higher levels of understanding. In my frequent interactions with leaders of the Hence, perhaps we should rethink how to build public and private sector throughout this nation, I programs of science instruction for students of greater detect an increasing sense of pessimism about our intellectual maturity, even if their particular back- nation's will and capacity to take the actions ground is in sharply differing areas such as humani- necessary to prepare for this future. There is an ties or social sciences. Perhaps it is possible to design increasing sense that American industry can no longer an educational programalthough perhaps using depend on domestic knowledge resources, that is, non-traditional instructional methodsat the upper upon a well-educated labor force or an adequate class or graduate level that would allow students with supply of scientists, engineers, and other profession- degrees in social sciences or humanities to make the als. This arises because of three factors: transition into further graduate studies and careers in 1. There is increasing pessimism that the science. staggering problems facing K-l2 education can be overcome on the timescale necessary to preserve LifelongEducation our economic strength.

Perhaps we should simply conclude that our conven- 2. Further, despite the fact that most other nations tional perspective of science education as a four-year regard higher education as America's greatest undergraduate majoror even as an eight to ten year strength, there is little sign that this view is shared graduate programis obsolete in a world in which either by our elected political leaders or the public the growth of knowledge increases at exponential at large. Indeed, it has become fashionable to rates. The explosive increase of scientific knowledge attack our universities, even as we continue to and the uncertainty about what knowledge will be seriously underfund them. required to comprehend future issues make it 3. "Transnational" companies seek resources, impossible for any student to acquire the knowledge whether they be labor, processes, or knowledge, in an undergraduate education necessary for a wherever they can get themhighest quality and lifetime. Instead, might we not be better off by lowest price. The rapid growth of these companies considering science education as a lifetime commit- suggests that outsourcing of knowledge to other ment to formal learning and use the undergraduate parts of the world will become increasingly THE FRESHMAN experience to prepare our students for this future? common as the quality of American education YEAR IN Then, if we begin with the assumption that our deteriorates. SCIENCE AND students would continue to study throughout their This is truly a frightening prospect. Industry has ENGINEERING professional careers, we could redesign our under- already outsourced labor and manufacturing. Can our 27 graduate programs to make them far less specialized nation afford to lose its competitive capacity to and far more suited to a world of change. produce and apply knowledge as well? We simply must face the facts. We are not going to be prosperous if all we do is mow one another's America at the Crossroads lawns or worse yet, arrange leveraged-buyouts of each other's companies financed by junk bonds. We Today our nation faces serious challenges that will have to bring something to the table of the interna- clearly determine its future prosperity and well-being: tional marketplace. We have to generate our wealth the challenge of pluralism, the challenge of participa- through our people, through their knowledge and their tion in a global community, the challenge of the age skills. of knowledge, and the challenge of change itself. As I, for one at least, do not share the pessimism of we approach a new century, America is undergoing a many of my colleagues. I believe we can meet the profound and difficult transition to a new economic challenge of the knowledge-based and global society and social order. Our prosperous industrial economy, that is our future. But it is also clear that to do so will an economy that allowed us to build the world's great require will and sacrifice by us all. It will require institutions, including some of its finest universities, is renewed commitment to that most fundamental of all rapidly disappearing. Our challenge for the decade characteristics in the new economic order, quality. ahead is to take the steps necessary to build a new And it will take renewed investment in that most knowledge-based society which will be competitive in critical resource for our future, our system of public a world marketplace. education. Let there be no mistake about it. This will not be an easy transition. The outcome is still very much in doubt.

32 APPENDIX IV. The State of Science and Mathematics Education in the United States

Brief Summaries of Thirteen Reports Appearing Between 1983 and 1989

Prepared in the Office of the Assistant Director for Science and Engineering Education, National Science Foundation October 20, 1989

EXPLANATORY NOTE: For some rears, there has been a steady stream of reports dealing with the state of all or part of the science and mathematics education enterprise in the United States. By now they number in the hundreds, but only a few attract attention that is sustained. While it may he timely and seem efficient to concentrate one's attention on the most recent issuances in the stream, to do so risks the establishment of a view without a contest. In this longer-than-anyone-wanted-or-expected-it-to-be document there are collected semi-analytical sununa. ries of a select few of such reports. The examples chosen are of three kinds: Policy-Oriented Studies; Studies of Student Achievement; and Blueprints for Curriculum Reform. All have had or will have lasting influence.

CONTENTS

THE FRESHMAN Part I. Policy-Oriented Studies THE MATHEMATICS REPORT CARD, June 1988 YEAR IN Report of Mathematics Achievement in the 1986 SCIENCE AND A NATION AT RISK, April 1983 National Assessment of Educational Progress. ENGINEERING Report of The National Commission on Excellence in 28 Education (created by Secretary of Education T. H. A WORLD OF DIFFERENCES, January 1989 Bell in August 1981). Report of an International Assessment of Mathemat- ics and Science. EDUCATING AMERICANS FOR THE 21ST CENTURY, September 1983 SCIENCE ACHIEVEMENT IN SEVENTEEN Report of The National Science Board Commission COUNTRIES, 1988 on Pre-college Education in Mathematics, Science Report of preliminary results from a 1983-86, multi and Technology created by the Board in 1982). nation study by the International Association for the Evaluation of Educational Achievement. TURNING POINTS, June 1989 Report of the Task Force on Education of Young Part III. Blueprints for Curriculum Reform Adolescents, Carnegie Council on Adolescent Development. SCIENCE FOR ALL AMERICANS (PROJECT 2061), 1989 OPPORTUNITIES FOR STRATEGIC INVEST- Report of the first of three phases of a decade-long K- MENT IN K-12 SCIENCE EDUCATION, May 1987 12 science curriculum reform project undertaken by Options for the National Science Foundation; A report the American Association for the Advancement of by the staff of SRI International. Science (AAAS).

TOMORROW, October 1984 CURRICULUM AND EVALUATION STAN- Report of the Task Force for the Study of Chemistry DARDS FOR SCHOOL MATHEMATICS, March Education in the United States; American Chemical 1989 Society. Report of the Working Groups of the Commission on Standards for School Mathematics of the National TO SECURE OUR FUTURE, March 1989 Council of Teachers of Mathematics (NCTM). The Federal Role in Education. Report of the National Center on Education and the Economy. EVERYBODY COUNTS, 1989 A Report to the Nation on the Future of Mathematics Part II. Studies of Student Achievement Educationby the Mathematical Sciences Education Board (MSEB), Board on Mathematical Sciences THE SCIENCE REPORT CARD, September 1988 (BMS), and Committee on the Mathematical Sciences Report of Science Achievement in the 1986 National in the Year 2000, of the National Research Council Assessment of Educational Progress. (NRC). Part I Policy-Oriented Studies

A Nation at Risk teachers in designing teacher preparation programs April 1983 and in supervising teachers during their probationary years.

Report of The National Commission on Excellence E. LEADERSHIP AND FISCAL SUPPORT: " . in Education (created by Secretary of Education T. that citizens across the Nation hold educators and elected officials responsible for providing the H. Bell in August 1981). leadership necessary to achieve these reforms, and that citizens provide the fiscal support and stability Charged to: Assess the quality of teaching and required to bring about the reforms we propose." learning in US public and private schools, colleges and universities; compare American schools and colleges with those of other advanced nations; study Educating Americans the relationship between college admissions requirements and student achievement in high school; for the 21st Century identify educational programs which result in notable September 1983 student success in college; assess the degree to which major social and educational changes in the last Report of The National Science Board quarter century have affected student achievement; Commission on Pre-college Education in and define problems which must be faced and Mathematics, Science and Technology (created by overcome "if we are successfully to pursue the course the Board in 1982). of excellence in education." Findings for science and mathematics: Only 31 Charged to: " ... define a national agenda for percent of graduates complete intermediate algebra, 6 improving elementary and secondary education in percent (introductory) calculus; in many other mathematics, science, and technology, . .. including industrialized nations, courses in mathematics an action plan defining the appropriate roles for (beyond arithmetic), biology, chemistry, physics, and federal, state, and local governments, professional and geography start in grade 6 and are required of all scientific societies, and the private sector in dealing studentsthe time spent (class hours) on these with currently perceived problems in precollege subjects is about three times that spent by even the education." most science-oriented US students; 35 states require Findings: "By 1995, the Nation must provide, for all THE FRESHMAN only 1 year of mathematics, and 36 require only I its youth, a level of mathematics, science and YEAR IN year of science for a diploma; too few experienced technology education that is the finest in the world." " teachers and scholars are involved in writing SCIENCE AND ... sweeping and drastic change (are required): in the ENGINEERING textbooks; the shortage of teachers in mathematics breadth of student participation, in our methods and and science is particulary severe; half of the newly quality of teaching, in the preparation and motivation 29 employed mathematics (and) science teachers are not of our children, in the content of our courses, and in qualified to teach those subjects. our standards of achievement. We propose to initiate Recommendations: this difficult change through a strategy of ( I) building a strong and lasting national commitment to quality A. CONTENT: .. that high school graduation mathematics, science and technology education for all requirements be strengthened and that at a minimum, students; (2) providing earlier and increased exposure all students seeking a diploma be required [to take) to these fields: (3) providing a system for measuring the following curriculum during their 4 years of high student achievement and participation; (4) retraining school: ... (h) 3 years of mathematics; (c) 3 years of current teachers, retaining excellent teachers and science :... and (e) one-half year of computer attracting new teachers of the highest quality and the science." strongest commitment; (5) improving the quality and B. STANDARDS AND EXPECTATIONS:... that usefulness of the courses that are taught; (6) establish- schools, colleges, and universities adopt more ing exemplary programslandmarks of excellence rigorous and measurable standards, and higher in every community to foster a new standard of expectations, for academic performance and student academic excellence; (7) utilizing all available conduct, and that 4-year colleges and universities resources, including the new information technologies raise their requirements for admission." and informal education; and (8) establishing a C. TIME: "... that significantly more time be devoted procedure to determine the costs of required improve- to learning (more effective use of the existing school ments and how to pay for them. day, a longer school day, or a lengthened school year) Recommendations: LEADERSHIP: "The President should immediately D. TEACHING: ( I ) High educational standards for appoint a National Education Council, reporting those preparing to teach; (2) salaries [that are directly to him, to identify national educational goals, increased.] ... professionally competitive, market- to recommend and monitor the plan of action, to sensitive, and performance-based; (3) an 11-month ensure that participation and progress are measured, contract; (4) career ladders; (5) substantial (employ- and to report regularly to the American people on the ment of) nonschool personnel resources to help [meet) standards and achievements of their schools." the shortage of mathematics and science teachers; (6) (52.75M annually) incentives to attract outstanding students to the "The States should establish Governor's Councils teaching profession; and (7) involvement of master to stimulate change, develop state educational goals, and monitor progress. Local school boards should

34 foster partnerships with business, government and Teacher training should incorporate the use of academic to encourage, aid and support in solving the calculators and computers in mathematics and science academic and financial problems of their schools. instruction. "The Federal government should finance and "Liberal arts colleges and academic departments maintain a national mechanism to measure student need to assume a much greater role in training achievement and participation in a manner that allows elementary and secondary teachers. Basic education national, state and local evaluation and comparison of courses should be revised to incorporate current educational progress." ($5M annually) findings in the behavioral and social sciences. FOCUS ON ALL STUDENTS: "The nation should "In the short run, the pool of those presently reaffirm its commitment to full opportunity and full qualified and teaching must be enlarged. State and achievement by all." local school systems should draw upon the staffs of industry, universities, the military, and other QUALITY TEACHING AND EARLIER AND government departments, and retired scientists to INCREASED EXPOSURE: "Top priority must be provide sources of qualified teaching assistance. placed on retraining, obtaining and retaining teachers Local systems should take actions to facilitate the of high quality, ... and providing them with a work entry and classroom training of such special teachers. environment in which they can be effective. Top "School systems should explore means to adjust priority must be placed on providing earlier, increased compensation in order to compete for and retain high and more effective instruction in mathematics, science quality teachers in fields like mathematics, science and technology in grades K-6. Considerably more and technology. Compensation calculations must time should be devoted to mathematics, science and include consideration of intangible benefits such as technology throughout the elementary and secondary the length of the work year, promotion potential, and grades." similar factors. MODELS FOR CHANGE: "The Federal Govern- "State and local governments should provide ment should encourage and finance, in part, the means for teachers to move up a salary and status establishment of exemplary programs in mathematics, ladder without leaving the classroom. Local school science and technology in every community, which systems, military and other government entities, and would serve as examples and catalysts for upgrading the private sector should all explore ways to extend all schools." (For 1000 secondary and 1000 elemen- the employment year while providing supplementary tary schools, initially, $276M annually.) "The income and revitalizing experience. Department of Education and the National Science "Professional societies, school, States and the Foundation should support and facilitate the dissemi- Nation should finds ways to recognize the perfor- nation of information to help build this network of mance and value of the excellent teacher." exemplary programs." "We must take action to make the classroom a THE FRESHMAN "State governments should promote and local place where teachers can teach and children can YEAR IN learnan exciting place with more opportunity for SCIENCE AND school districts should establish such programs as a major strategy toward upgrading schools." student-teacher interaction. We must build a profes- ENGINEERING sional environment that will attract and hold talented 30 SOLUTIONS TO THE TEACHING DILEMMA: and well trained teachers, despite the allure of the "State governments should develop teacher training private sector. State and local governments should and retraining programs in cooperation with colleges work to improve the teaching environment." and universities. The potential of science museums as sites for such programs should be encouraged and IMPROVING WHAT IS TAUGHT AND supported. LEARNED: "Local school districts should revise "It is a Federal responsibility to assure that ... their elementary school schedules to provide appropriate retraining is available. In-service and consistent and sustained attention to mathematics, summer training programs should be established with science and technology: a minimum of 60 minutes per Federal support." (For Federal initiatives, $349M day of mathematics and 30 minutes per day of science annually.) "For the long term, teacher training 11 the in grades K-6: a full year of mathematics and science States should continue as an ongoing process." in grades 7 and 8. "Every State should establish at least one regional "Every State should establish rigorous standards training and resource center where teachers can obtain for high school graduation, and local school districts supporting services such as computer instruction and should provide rigorous standards for grade promo- software and curriculum evaluation. tion. We should curtail the process of social promo- "The National Science Foundation should provide tion. All secondary school students should be required seed money to develop training programs using the to take at least three years of mathematics and of new information technologies." ($30M) science and technology, including one year of algebra "States should adopt rigorous certification and one semester of computer science. All secondary standards, but not standards which create artificial schools should offer advanced science and mathemat- barriers to entry of qualified individuals into teaching. ics courses. This requirement should be in place by "Elementary mathematics and science teachers September 1, 1985. should have a strong liberal arts background, college "College and universities should phase in higher training in mathematics and the biological and mathematics and science entrance requirements, physical sciences, a limited number of effective including 4 years of high school mathematics, education courses, and practice teaching under a including a second year of algebra, coursework qualified teacher. Secondary school mathematics and covering probability and statistics, 4 years of high science teachers should have a full major in college school science, including physics and chemistry, and mathematics and science, a limited number of one semester of computer science. effective education courses, and practice teaching "Specific school personnel should be obligated to under a qualified teacher. Both elementary and inform students of these rigorous requirements. secondary teachers should be computer literate. School districts and community colleges should 35 cooperate in assisting students whose preparation is Turning Points inadequate to allow them to take the next steps in their June 1989 education. "The National Science Foundation should take a leadership role in promoting curriculum evaluation Report of the Task Force on Education of Young and development for mathematics, science and Adolescents, Carnegie Council on Adolescent technology. It should work closely with classroom Development. teachers, technical experts from business and government, school boards and educational research- A task force composed of distinguished persons from ers, as well as with professional societies. Representa- education, business, research, health, philanthropy, tives of publishers and higher education associations and government studied the situation and problems of should become involved as the work proceeds, to the young adolescent in the United States today, encourage development and transfer of these ideas to particularly in relation to the role of the middle grades actual material for the classroom." ($52M annually) school. Most of the task force's findings and "The National Science Foundation should set up a recommendations apply to science and mathematics process to evaluate existing curricula, identify good education. The task force envisioned a 15-year-old curricula, disseminate information. act as a clearing- well served in the middle years of schooling as being: house and promote the development of guidelines for "An intellectually reflective person; a person enroute new curricula as necessary." to a lifetime of meaningful work; a good citizen; a "The Federal Government should support research caring and ethical individual; and, a healthy person." into the processes of teaching and learning at both the Findings: Fateful Choices for Young Adolescents basic level and the level of classroom application." and the Nation ($10.5M annually) "By age 15, millions of American youth are at risk NEW INFORMATION TECHNOLOGIES: "The of reaching adulthood unable to meet adequately the National Science Foundation should lead in evaluat- requirements of the workplace, the commitments of ing progress in the application of new technologies, relationships in families and with peers, and the supporting prototype demonstrations, disseminating responsibilities of participation in a multicultural information, and supporting research on integration of society and of citizenship in a democracy. These educational technologies with the curriculum. These young people often suffer from underdeveloped plans should not interfere with private initiatives now intellectual abilities, indifference to good health, and underway." ($36M annually) cynicism about the values that American society "States should establish regional computer centers embodies." for teacher education and encourage the use of "During early adolescence, many youth enter a period of trial and error ... growth and development computers in the classroom for both teaching and THE FRESHMAN administration. Top executives in the computer, [are] more rapid than in any other phase of life except YEAR IN communications, and information retrieval and infancy." While they become biologically mature at SCIENCE AND earlier ages, many young adolescents remain transfer industries should develop plans which, in a ENGINEERING good, economical, and quick way, enable school intellectually and emotionally immature. 31 systems to use the technology. The national and state "Young adolescents increasingly look outward education councils and school boards should work from the home to gain an understanding of themselves with school districts and schoors to develop plans for and their circumstances." implementing these technologies in the classroom." "The sense of community that once existed in urban neighborhoods and in some rural towns has INFORMAL EDUCATION: "Youth organizations, eroded." "In these times of rapid change, when young museums, broadcasters and other agents of informal people face unprecedented choices and pressures, education should endeavor to make the environment adult guidance is all too often withdrawn." for informal learning as rich as possible. "Surrounded only by their equally confused peers, "Science broadcasts warrant continued and too many [young people] make poor decisions with substantial Federal support as well as corporate and harmful or lethal consequences." other private support." ($13M annually) "Federal "During early adolescence, all youth are caught in regulation of commercial stations should include a a vortex of new risks." "Many problem behaviors of required period of educational programming for young adolescents appear to be interrelated." "The children. risks that all young people face are compounded for "The Federal government should provide those who are poor, members of racial or ethnic supplementary support to encourage a rich spectrum minorities, or recent immigrants." of community and educational activities by science "It is estimated that the future of about 7 million museums." ($25M annually) "Business and broad- youth one in four adolescents is in serious casters should help to promote and publicize the jeopardy." "Another 7 million may be at moderate efforts of institutions like science museums and public risk ..." "But even among those at little or no risk of broadcasting. Local business groups and organiza- damaging behaviors, the pervasiveness of intellectual tions with related interests should work with museums underdevelopment strikes at the heart of our nation's to supplement and encourage their activities and to future prosperity. American 13-year-olds, for create new programs to let children see science and example, are now on average far behind their technology in the real world." counterparts in other industrialized nations in mathematics and science achievement." "Most distressing is the fact that the critical reasoning skills of many American young adolescents are extremely deficient." "Middle grade schools have been virtually ignored in discussions of educational reform in the past decade. Yet they are central not only to channeling

36 every young adolescent into the mainstream of life in community resources to enrich the instructional American communities, but also to making vast program and opportunities for constructive after- improvements in academic and personal outcomes for school activities." all youth." "A volatile mismatch exists between the organization and curriculum of middle grade schools. A Plan for Action and the intellectual, emotional, and interpersonal Building a Future for Young Adolescents in needs of young adolescents," "The ability of young America adolescents to cope is often further jeopardized by a middle grade curriculum that assumes a need for an "All sectors of the society must be mobilized to build intellectual moratorium during early adolescence." a national consensus to make transformation of Recommendations: Transforming the Education of middle grade schools a reality" Young Adolescents "The Task Force calls upon the education sector to "The Task Force calls for middle grade schools start changing middle grade schools now." "We urge that: superintendents and boards of education to give "Create small communities for learning where teachers and principals the authority to make essential stable, close, mutually respectful relationships with changes, and work collaboratively to evaluate student adults and peers are considered fundamental for outcomes effectively. intellectual development and personal growth. The "We ask leaders in higher education to focus key elements of these communities are schools- immediately on changes needed in the preparation of within-schools or houses, students and teachers middle grade teachers and in ways of collaborating grouped together as teams, and small group advisories with middle schools to support their reform. that ensure that every student is known well by at "We urge health educators and health care least one adult. professionals to join with schools to ensure students' "Teach a core academic program that results in access to needed services and to the knowledge and students who are literate, including in the sciences, skills that can prevent health-damaging behaviors. and who know how to think critically, lead a healthy "We call upon youth-serving and community life, behave ethically, and assume the responsibilities organizations ... to develop or strengthen their of citizenship in a pluralistic society. Youth service to partnerships with middle grade schools. promote values for citizenship is an essential part of "We call upon states to convene statewide task the core academic program." I"The core middle grade forces to review this report and systematically curriculum can be organized around integrating examine its implications for their communities and themes that young people find relevant to their own schools. We ask states to consider new mechanisms lives." "In the transformed middle grade school, tests for providing the incentives that will be required to bring about local collaboration between schools and THE FRESHMAN will more closely resemble real learning tasks.") community agencies. YEAR IN "Ensure success for all students through elimina- "We urge the President and other national leaders SCIENCE AND tion of tracking by achievement level and promotion to study the recommendations of this report with a ENGINEERING of cooperative learning, flexibility in arranging instructional time, and adequate resources (time. view to establishing a comprehensive federal policy 32 space, equipment, and materials) for teachers. for youth development, including funds for research "Empower teachers and administrators to make and demonstration projects; support for pre- and in- decisions about the experiences of middle grade service teacher education; full funding for successful students through creative control by teachers over the existing prognuns for middle grade students ... ; and, instructional program linked to greater responsibilities along with states and local school districts, relief from for students' perfomiance, governance committees compliance with nonessential regulations that inhibit that assist the principal in designing and coordinating experimentation within individual schools willing to school-wide programs, and autonomy and leadership test the ideas contain in this report. within sub-schools or houses to create environments "We call upon the private and philanthropic tailored to enhance the intellectual and emotional sectors, including foundations, to continue to support development of all youth. new ideas and expand their effons in the implementa- "Staff middle schools with teachers who are expert tion of policies designed to render early adolescence a at teaching young adolescents and who have been fruitful period for every young person. The Task specially prepared for assignment to the middle Force recommends the establishment of a national grades. forum, with regional equivalents, to monitor the "Improve academic performance through fostering development of new approaches and share informa- the health and fitness of young adolescents, by tion with those interested in transforming middle providing a health coordinator in every middle grade grade schools. We also recommend the creation of school, access to health care and counseling services, trusts, supported through private and public funds, to and a health-promoting school environment. support experiments in middle grade innovations in "Reengage families in the education of young state and communities. adolescents by giving families meaningful roles in "We call upon parents to become involved in school governance, communicating with families defining goals, monitoring their children's studies, about the school program and student's progress, and and evaluating the progress of the entire school. We offering families opportunities to support the learning urge parents to bring pressure for change in education, process at home and at the school. health care, and school-community partnerships. We "Connect schools with communities, which urge parents, and other tax-payers. to support public together share responsibility for each middle grade schools and to demand from schools far better student's success, through identifying service performance than schools now deliver." opportunities in the community, establishing partnerships and collaborations to ensure students' access to health and social services, and using

37 Opportunities for Strategic Investment Strategic investment. The report describes two "overarching strategies" that the Foundation could in K-12 Science Education consider. [Neither of these is recommended specifi- May 1987 cally for the Foundation; rather, NSF is urged to adopt some definite strategy, which might be one of these Options for the National Science Foundation; a two, a combination of them, or another equally report by the staff of SRI International. definite alternative, "to guide the choice and implementation of initiatives so they are mutually Identification:In 1984, the Congress included in the supportive.") appropriations bill for the National Science Founda- An incremental improvement strategy "empha- tion (NSF) a requirement for "a contract to develop a sizes upgrading current formal and informal educa- science education plan and management structure for tional systems, primarily through investments that the Foundation." As part of its response to this achieve widespread impacts in the short term." mandate, NSF awarded a contract to SRI International A fundamental change strategy "aims at exploring in March 1986 "to assess initiatives available to NSF the possibilities, extending the state of the art, and to address problems and opportunities in science searching for new approaches that can radically education." improve education over the long term. The definitions of these contrasted strategies are The study was a broad examination of the role Scope: fleshed-out by brief descriptions of four kinds of of the Foundation in efforts to improve K-12 science educational investments that might be made under and mathematics education. It considered the range of each of them: Investments in improving content and opportunities available to NSF. and the Foundation's approach; Investments aimed at strengthening education goals, priorities, strategies, and options. professional resources; Investments aimed at systems Findings:NSF Mission. "At the K-I2 level, NSF can upgrading; and Related core function investments. best serve the scientific and engineering enterprise. The report then develops estimates for the two and the society as a whole, by promoting the strategies of the resources necessary for full imple- development of a broad pool of competent and mentation of sets of initiatives of the four kinds. To interested science learners through the age of 18." avoid burdensome detail, and so as not to suggest To optimize its efforts in pursuit of this mission. year-to-year budget shifts, the estimates were NSF must "Identify targets of opportunity; Support presented for a five-}car period. core functions; and Invest strategically." Opportunities:The report identifies ten opportunities Estimated Resources Over 5 Years Strategy (5 in Millions) for NSF "to guide the search for appropriate content Incremental Fundamental and approach, improve professional capacities, and Kind of Investment Improvement Change THEFRESHMAN influence key institutions in the education infrastruc- Improving content and approach S 80-106M5150.195M YEAR IN ture." They arc: Strengthening professional resources 5279-324M5159-192M SCIENCE AND I. To rcconceptualize K -12 mathematics curricula Systems upgrading S175 -220M 592 -125M ENGINEERING and associated instructional approaches. Related core functions 5120-144M5179-227M 33 2. To rethink the approach to, and settings for, Five-year Totals S654-800M5580-739M elementary science education; and, to reconceptualize the content of middle and high Strategic Capacity.The study found that NSF's school science education. Directorate for Science and Engineering Education 3. To match science and mathematics education to (SEE) "has (.olved rapidly since its reinstatement (in diversity in the student population. 1983) and is ds:veloping a capacity for investing strategically in K-12 science education. The Educa- 4. To bolster the support cadre serving tion Directorate needs to continue that evolution with mathematics and science teachers. the full support of the Foundation as a whole." ... 5. To help attract and prepare the next generation "NSF as a whole, not SEE alone, will need to of well-qualified teachers. exercise leadership in the scientific community on behalf of K-12 science education if it wishes to 6. To strengthen the informal science education establish a more effective strategic presence in this community. area." 7. To improve and expand mathematics and science education publishing capabilities. 8. To improve science and mathematics testing Tomorrow and assessment. October 1984 9. To provide content-related professional leadership in state science and mathematics Report of the Task Force for the Study of education reform. Chemistry Education in the United States, 10. To expand informal science learning resources American Chemical Society. and enhance their contribution to school programs. Identification:A task force created by the American Core functions:"As a base for strategic investment Chemical Society and comprising 23 chemical and as a resource to the science education community, scientists from universities, colleges, schools, NSF needs, on an ongoing basis, to: (1) promote government, and industry, studied chemistry effective professional interchange, (2) build the base education in the United States during 1983-84. It of information and knowledge about science considered the state and problems of chemistry education, and (3) maintain support for innovation. "" education at every level from kindergarten through (T)hese core functions (are) the underpinnings for all improvement efforts." 38 postdoctoral. Most of the task force's findings and improvement and support of science education at recommendations apply broadly to science and all levels. mathematics education, not just to chemistry. To the American Chemical Society: Findings: "Misunderstanding of science is wide- Creation of a 5-year plan to improve chemistry spread and the public understanding of science is education nationwide in the high schools. poor. Too little science is taught in the elementary Consideration of how best to characterize schools, possibly because too few teachers are well opportunities in chemistry and the expectations of qualified to teach it. Neither programs to assist employers, identify necessary curriculum and improvement of teacher qualifications nor good resource elements: and utilize results of research to teaching are readily available. improve chemistry education. Too few teachers of chemistry in high schools are Expansion of efforts to provide information on well grounded in the subject; those that are are spread chemistry and chemical affairs to Congressional too thin, have too few mechanisms available for and administrative decision-makers. maintaining and improving their qualifications, and are too easily wooed away to more satisfying and more remunerative employment. To Secure Our Future Laboratory exercises are slowly disappearing from March 1989 general chemistry education in both high schools and colleges. College chemistry for nonmajors has yet to find an The Federal Role in Education, a report t,t* the appropriate character; that for majors is beset with National Center on Education and the Economy. unanswered questions about curriculum content, Identification: The National Center on Education wad especially as it relates to future professional employ- the Economy is a not-for-profit corporation "created ment. to develop proposals for building the world class Applications of both info-illation technology and education and training system the United States must discoveries about learning are occurring haphazardly. Demand forand supply ofwell-educated have if it is to have a world class economy." Members of the Board of Directors of the Center are leaders chemists are poorly related to each other. Arbitrary from corporations, foundations, higher education, harriers to entry and progress in the profession public school systems, and state government. continue to be reported. The report accepts the widely acknowledged Industry does much to aid science education, but general findings of other studies as regards the should do much more." condition of elementary and secondary education in THE FRESHMAN Recommendations: "The highest priority recommen- the United States, and sets forth a detailed action plan. YEAR IN dations of the Task Force are: A strong underlying theme of the report is that "the SCIENCE AND To the United States Government: current structure of federal programs has become part ENGINEERING of the problem rather than of the solution." 34 Vigorous and large expansion of National Science Foundation and other Federal programs to upgrade Argument: "[It] is important to produce enormous the quality of science instruction through direct gains in the skills of our people... (but' we do ru, service to teachers. propose large increases in federal funding for education ... Education, like private industry, can Expansion of Federal support of research and improve by restructuring operations following some development in the use of computers and other very simple principles. First, go for quality and build information technologies in science education. it in the first time whenever possible. Second, reward Expansion of Federal support for research in success in producing quality. Third, when a system science education. for real accountability is in place. let the people on the Establishment of Federally supported Regional firing line figure out how to get the job done, and get Science Centers as focal points for improvement of rid of as much of the bureaucracy and as many of the precollege science education, intervening rules and regulations as possible." To State agencies and curriculum bodies: Goal: "We believe that only the President is in a Raising of teacher certification standards in science position to establish a nc .. American consensus on and mathematics, in both elementary and secondary the need to build a world class system for education schools, and national adherence to such standards. and training." "Only the President can set a goal for the nation: Americans are going to be the best in the Increase in the amount and level of science and world at educating and training our people, whatever mathematics taught to all students. it takes! The country must be challenged to make sure Improvements in teacher compensation and in that by the year 2000, the United States conditions of employment. will overtake Singapore, now first in 12th grade To Scientific Societies: biology, from our current ranking of dead last in a Formation of a National Council on Education in ranking of 13 countries. Science and Technology to coordinate and oversee will overtake Canada and Norway, where 24-25 national educational efforts, with emphases on percent of 18 year olds take physics and chemistry public understanding of science and on precollege for two years each, compared to less than one education. percent in the United States. To the Chemical Industry: will overtake Japan and Korea, now tied for first in general science for 10 year olds, from our current Strengthening and expansion of activities that bring rank of number eight. the resources of the chemical industry to bear on will overtake Japan in the mastery of mathematics skills, which will require that our high school 39 graduates master more math than our college system and giving much more authority to school graduates do now. staffs than they have ever had before to decide how to will provide those of our high school graduates not meet the needs of the students." going directly to college with apprenticeship skills "Strategies must he devised for greatly improving equal to or even better than those of their West teacher preparation and upgrading teacher licensure. German counterparts. Standards for student performance that reflect ... higher order thinking skills must be developed and will overtake the functional literacy rates of our methods of measuring student progress against those leading competitors in Europe and Asia, now standards must be devised for use at local levels. New around 90%, from our current rate of about 70%. accountability and incentive systems need to be will [have] European and Asian managers cooling designed and tested, Radically different approaches to here to find out how to train their workers ... organizing schools and districts, arranging for funds instead of our sending to Europe and Asia to find flows, monitoring system performance (etc.] must be out how to train workers for high levels of designed and implemented. New conceptions of productivity. school administration and management must be will triple expenditures by American firms on the devised and people trained to make them work." education and training of their workers, to equal the "The aim of federal policy should be to create the expenditures now made by their most able foreign conditions under which local people have strong competitors." incentives to meet the needs of students and maxi- mum freedom to figure out how to produce those "The challenge is to provide an elite education for results." everyone." Components of the restructuring program. Missions. To meet that challenge, the report proposes four missions; ( I ) Assure that every child starts school I. High Performance Schools ... "[The program] healthy and intellectually prepared; (2) Dedicate the would permit participants to combine funds provided country to restructuring elementary and secondary by [specific federal programs]." "School districts education for high performance; (3) Make our schools involved in this program would be expected to engage a showcase for the contributions that information in major efforts to restructure their schools for high technology can make to learning; (4) Provide a performance ... push decisions down to the school second chance to every Ameriean now in the level, ... give individual schools much more workforce to get the skills they will need to contribute discretion over the way funds are spent, new salary effectively in an information-based economy." and staffing systems that will enable them to attract "America needs to be reassured that the federal and hold first rate teachers reduce bureaucracy to government does not propose to take over responsibil- a minimum and [establish( new accountability ity for education." "The essential precondition for systems that provide real rewards to school staffs that THE FRESHMAN having the best education system in the world is are able to produce substantial progress for their YEAR IN national determination." "The way to begin is to get students." SCIENCE AND ENGINEERING the incentives right, to make sure that there are 2. A School to Work Transition [program] "would appropriate rewards for success and real conse- permit participants to combine funds from [several 35 quences for failure." specific federal programs] focussing on dropout Recommendations. [The recommendations of the prevention to break down current institutional report appear in detailed descriptions of each of the barriers by providing strong incentives for the four missions noted above.] community to come together and provide coordinated service delivery systems. Participants would ( I ) PREVENT DAMAGE TO YOUNG CHILDREN ... involve school people and employers in the provision "Investment in quality child care and early of job development, job counseling, and high level childhood development pays handsome dividends in academic and vocational skills in one integrated school and later in life. A broad consensus has program ... agree to common academic and developed for a greatly expanded federal role in this occupational competency standards... and common area, which we support." "The legislation should performance standards." place a premium on encouraging states and localities to combine federal, state, and local resources for full 3. A Social Service Integration [program] "would time day care, preschool child development centers permit a community to develop integrated strategies and before and after school care programs. In older for the use of fun" . that now go separately from state for such coherent strategies to emerge it will be and federal sources perniit and encourage essential to strengthen the role of the state government development of bold new solutions to the problems in the Headstart Program." "[It] is also imperative to faced by low income communities which would find a way to produce high national standards for day be expected to commit to negotiated standards for care centers and for the professionals who run them." client outcomes." (2) RESTRUCTURE THE SCHOOLS FOR HIGH 4. A State Assistance Initiative [would] "recognize the PERFORMANCE leadership the states have displayed... and allow "In the first instance, the object is to fill our them some flexibility in usinf the assistance they now schools with first rate teachers and administrators who receive for federal program administration to develop themselves have [higher order thinking] skills and are and implement policies needvd to support school capable of developing them in their students." restructuring. [It] would provide funds enabling states "Secondly. it requires setting up performance oriented to plan, design, implement and evaluate new policy systems in which the goals for students are clearly systems that show substantial promise of greatly specified, and rewards go to schools in which students increasing the productivity of the state delivery make substantial progress toward those goals. Finally, system for education... [The] states would also be it requires greatly reducing the bureaucracy in the eligible for modest financial assistance to help them put in place the key elements required at the state level to make restructuring programs for the 40 professionalization of teaching work, including 3. Build a National Communications Highway for improved programs of teacher preparation; new Education. "The administration should announce as recruitment, licensing and induction systems for soon as possible its commitment to engage the talents teachers and principals; new accountability systems o. the military and the high technology busir...:ss (including public choice plans and performance community in the construction of a national incentive plans); and new leadership development communications network that could be used by programs for key personnel at all levels of the state students of all ages for the delivery and exchange of and local structure." television and computer-based instruction and information." 5. "More Emphasis on Statistical and Educational Research [is necessary] if the restructuring program is 4.Create a Laboratory of Networked Demonstration going to succeed. ]Work is needed on] the attainment Schools. "At the same time a new program should be of people in the workforce.... assessment of what announced, creating a network of schools around the college students know and are able to do ... country that will be laboratories and demonstration [comparison of the] educational attainments of its sites for the application of advanced information school children, college students, and members of its technologies to education." workforce with those of other countries on a regular 5. Design a National Program to Teach Teachers basis." "It is essfrital that valid, reliable and Technology. "[The] states should be used to design a affordable asse ,nients of a whole range of higher national program to train teachers to use these new order thinking skins be devised and made available to technologies effectively." the states and the schools as soon as possible, [along with] good measures of teacher performance.. ." (4) PROVIDE OUR WORKERS THE SKILLS THEY NEED TO COMPETE (3) MAKE THE UNITED STATES PREEMINENT IN SCIENCE, MATHEMATICS AND TECHNOL- 1. Adult Literacy, though a personal misfortune, is a OGY threat to the nation's standard of living. "Attention must be paid to strengthening the second chance 1. Declare a Goal. "The President should declare a system for those who did not get a basic education in goal of' matching the mathematics and science school and who are, as a result, living on the performance of students in all other countries by a economic and social margins of our society." date certain and create a cabinet council to devise a national strategy for doing that, in concert with the 2. Higher Levels of Workforce Training. "Some science community and the science education nations with which we compete have long established community." corporate cultures that support high levels of private expenditures to address some of these problems for 2. Develop New Curriculum Resources. IA] new some of the members of the workforce. Others rely on THE FRESHMAN science, mathematics, and technology curriculum various forms of tax abatements to finance these YEAR IN development effort should be announced, designed to functions where others rely on taxes to raise very SCIENCE AND engage the country's most talented mathematicians, substantial revenues for direct government ENGINEERING scientists, engineers and teachers in a determined expenditures for the same purposes. We should 36 effort to produce curriculum materials and teaching explore all of these options and construct a policy for materials that will support the teaching of challenging the United States that suits our needs and cultural and technical curricula not just to a small elite, but to the political character." vast majority of American students. This program should be complemented by an even larger effort to improve radically the quality of mathematics and science teachers and teaching, especially in the elementary grades."

41 Part H. Studies of Student Achievement

The Science Report Card As to ethnicity-related score trends: "Although substantially larger gains by black and hispanic September 1988 students (in 1986) served to narrow their performance gaps relative to white students, the remaining Report of Science Achievement in the 1986 disparities are a serious concern. Minority students at National Assessment of Educational Progress. ages 13 and 17 still appear to perform. on average, at least four years behind their majority counterparts." Identification: NAEP is an ongoing, congressionally- ... trends in scienceproficiency suggest that a mandated project established to determine and report majority of 17-year-olds are poorly equipped for the status and trends over time of educational informed citizenship and productive performance in achievement. Beginning in 1969. NAEP has assessed the workplace, let alone postsecondary studies in 9-. 13-, and 17-year-olds attending public and private science." schools. Assessments of science achievement were "Because elementary science instruction tends to made in 1969-70, 1972-73. 1976-77. 1981-82. and be weak, many students ... are inadequately prepared 1985-86.) for middle-school science. The failure they experience Content: Each science assessment comprises a range in middle school may convince these young people of open-ended and multiple-choice questions that they are incapable of learning science. thus measuring performance on sets of objectives contributing to the low enrollment in high-school developed by nationally-representative panels of science courses. Unless conditions in the nation's science specialists, educators, and concerned citizens. schools change radically. it is unlikely that today's S- The questions range across the life sciences. chemis- and 13-year-olds will perform much better as 17-year- try, physics. earth and space science, and history of olds tomorrow." science; involve contexts such as the scientific, Conclusions.... improvements in average personal. societal, and technological: and cognitive performance seen in the 1986 assessment were largely areas such as knowledge use, and integration. A small the result of students' increased knowledge about fraction of the questions is carried from assessment to science rather than increased skills in scientific assessment in order to anchor the results across time. reasoning. Scores and Trends: (Scores are rounded to whole "The need for greater availability of classroom numbers; 95% confidence interval is approximately laboratory facilities is undeniable... a substantial plus-or-minus 1: range is 0 - 500. Averages may be percentage of teachers do not have access to adequate interpreted as follows: "150 - Knows everyday laboratories. science equipment, supplies. and other THE FRESHMAN science facts; 200 Understands simple scientific resources needed for teaching science. Perhaps even YEAR IN principles: 250 - Applies basic scientific information; more crucial than greater access to laboratory SCIENCE AND 300 - Analyzes scientific procedures and data; 350 - facilities are the more fundamental, but less obvious. ENGINEERING changes associated with teaching and curriculum" ... Integrates specialized scientific information, ") 37 e.g.. "to teach an array of disciplines over a period of years. maintaining continuity across the grades." 19701973197719821986 .. both the content and structureof our school Age 9. All 225 220220 221 224 science curricula are generally incongruent with the Age 13. All 255 250 247 250 251 ideals of the scientific enterprise.... our nation is Age 17. All 305 296 290 283 289 producing a generation of students who lack the intellectual skills necessary to assess the validity of evidence or the logic of arguments, and who are At every age, scores of male students are slightly misinformed about the nature of scientific endeavors." higher than those of females. The differences in 1986, for example. were: Age 9. 6 points; Age 13.9 points: Age 17. 13 points (the 95% error in these figures is about 2 points). At every age. black and hispanic The Mathematics Report Card students have lower scores than white students. The differences for black students in 1986. for example. June 1988 were: Age 9. 36 points: Age 13. 37 points: Age 17, 45 points (the 95% error in these figures is about 3 Report of Mathematics Achievement in the 1986 points). National Assessment of Educational Progress. Findings: Age 9: The slight decline of the early 70s has been reversed and "the average proficiency of 9- Identification: NAEP is an ongoing. congressionally- year -olds in 1986 returned to that of the first science mandated project established to determine and report assessment in 1970." Age 13: Trend similar to that at the status and trends over time of educational Age 9, "although . .. performance appears to have achievement. Beginning in 1969, NAEP has assessed declined more and recovered less.- Age 17: The 9-, 13-, and l7- year -olds attending public and private steady decline from 1970 appears to end in 1982, with schools. Assessments of mathematics achievement significant less-than-catch-up improvement in 1986. were made in 1972-73, 1977-78, 1981-82, and 1985- As to gender-related score trends: "The perfor- 86.) mance gap between males and females at age 9 has Content: Each mathematics assessment comprises a increased somewhat across time:" that at age 13 has range of open-ended and multiple-choice questions more than doubled; that at age 17 has decreased measuring performance on sets of objectives slightly. developed by nationally-representative panels of science specialists, educators, and concerned citizens. The questions cover a range of content (e.g., numbers

42 and operations, mea,,iirement, geometry, and algebra) Conclusions: "Achieving a higher-quality mathemat- and process areas (e.g., knowledge, skills, applica- ics curriculum ... will require new materials, tions, and problem solving). A small fraction of the effective instructional methods, and improved means questions is carried from assessment to assessment in of evaluating student performance." "No longer can order to anchor the results across time. society afford to view mathematics as a subject for a Scores and Trends: (Scores are rounded to whole chosen few or as a domain solely composed of numbers; 95% confidence interval is approximately arithmetic skills. Students must come to see it as a plus-or-minus 1; range is 0 500. Averages may be way of thinking, communication, and resolving interpreted as follows: "150 Simple arithmetic problems. Until American schools move toward these facts; 200 Beginning skills and understanding; 250 more ambitious goals in mathematics instruction, Basic operations and beginning problem solving; there is little hope that current levels of achievement 300 Moderately complex procedures and reason- will show any appreciable gain." ing; 350 Multi-step problem solving and algebra.") A World of Differences 1973 1978 1982 1986 January 1989 Age 9, All 219 219 219 222 Age 13, All 266 264 269 269 Report of an International Assessment of Age 17, All 304 300 299 302 Mathematics and Science.

At age 9, scores of female students are slightly Identification: This is a pair of multi- "ational studies higher than those of males, except in the most recent based on test items drawn from the Mathematics and assessment. The differences in 1986, for example, Science components of the 1985-86 National were: Age 9.0 points; Age 13, 2 points; Age 17, 5 Assessment of Educational Progress (see the previous points (the 95% error in these figures is about 2 two summaries). The students (several thousand from points). At every age, black and hispanic students each population) were all 13-year-olds attending both have lower scores than white students. The differ- public and private elementary, middle, and secondary ences for black students in 1986, for example, were: schools. Student populations were sampled in the Age 9, 20 points; Age 13, 24 points; Age 17, 19 United States, United Kingdom, Spain, Korea, British points (the 95% error in these figures is about 3 Columbia, and Ireland; (F)French- and (E)English- points). speaking students were tested separately in New Findings: Age 9: There was a slight improvement in Brunswick, Ontario, and Quebec. performance on the 1986 assessment. Age 13: A Content: Back-translations of all items from other THE FRESHMAN slight decline in the 70s was more than overcome in languages were compared with the English originals YEAR IN 1981-82, but not further in 1985-86. Age 17: The in establishing the accuracy of translation. Units of SCIENCE AND modest decline through 1981-82 may have been measurement, names of children, and species of plants ENGINEERING ended, but not erased, by slight improvement in 1985- and animals were changed to reflect local usage. 38 86. As to gender-related score trends: "The slight Part performance superiority at age 9 of females with I: Mathematics respect to males disappeared in the 1985-86 assess- Scores: Adjusted scores, relative to an hypothetical ment, while that at age 13 disappeared in 1975-76. ideal or perfect "level" of 1000, are interpreted thus: Among 17-year-olds, the 8 point superiority of males 300 - Performs simple addition and subtraction; 400 - was halved in 1977-78 and has remained at that size. Use basic operations to solve simple problems; 500 As to ethnicity-related score trends: Except for Use intermediate level mathematics skills to solve hispanic 9-year-olds, both black and hispanic students two-step problems; 600 - Understand measurement have shown significant improvements in performance and geometry concepts and solve more complex since 1977-78, though the gains are not steady. problems; 700 - Understand and apply more advanced Although these substantial gains by black and mathematical concepts. hispanic students served to narrow their performance gaps relative to white students, the remaining Findings: Average scores for all students break into disparities are a serious concern. Minority students at four groups (one is Korea alone); differences between ages 13 and 17 still appear to perform, on average, at groups are statistically significant, differences within least four years behind their majority counterparts. groups are not: Most of the improvement shown appears to have "resulted from increased performance in low-level Entity Average skills." "The highest level of performance ... reflects Korea 568 only moderately complex skills and understandings." Quebec(F) 543 " .. the curriculum appears to be dominated by British Columbia 540 paper-and-pencil drills on basic computation. Little Queensland(E) 536 evidence appears of any widespread use of calcula- New Brunswick(E) 529 tors, computers, or mathematics projects." "There is Ontario(E) 516 little concern with students' "understanding of New Brunswick(F) 514 concepts and development of higher-order thinking Spain 512 skills. "" ... students' enjoyment of and confidence in United Kingdom 510 mathematics appear to wane as they progress through Ireland 504 their schooling. Most perceive that the subject is Ontario(F) 482 composed mainly of rule memorization, and expect to United States 474 have little use for mathematical skills in their future work lives." 43 Only for Korea and Spain was a significant difference Male students outperform female students in all found between the average performance of male and populations, but the difference is not statistically female students. significant in the United States and United Kingdom. The following data show the percentages of The differences are far greater in science than in selected populations performing at or above the 400 mathematics (see previous summary). to 700 Levels of the scale; the highest, median. and The following data show the percentages of selected lowest scoring populations are shown. populations performing at or above the 400 to 700 Levels of the scale; the highest, median, and lowest LevelHighest Median Lowest scoring populations are shown. 400 97% Quebec 95% Korea 78% U.S. Br. Columbia Level Highest Median Lowest New Brnswk. 400 95% Br. Col. 90% New Bmswk.(E) 76% Ireland 500 78% Korea 58% Ontario(E) 40% U.S. 89% United Kingdom New Bmswk(F) 500 73% Korea 58% Ontario(E) 35% Ontario(F) 600 40% Korea 16% Ontario(E) 9% U.S. NewBmswk(F) 12% New Bmswk(F) 600 33% Korea 15% Quebec 7%. N.Bmswk(F) New Bmswk(E) 700 5% Kor.-% 2% to 1%. ten 0% Ontario(F) 4% Br. Col.2% to 1%, ten 1% Ontario(F) populations 700 populations NewBmswk(F)

There is virtually no correlation between entity There is poor correlation between entity average average score and the distribution of time over score and the distribution of time over some class- various classroom activities (e.g., listening to teacher room activities (e.g., reading the textbook, solving explanations, working problems alone, working written science problems, watching a science film or problems in small groups, getting or giving help). TV program), but modest positive correlation with In most populations, increased homework respect to experiment-related activities (watching correlates with higher average score. but the effect teacher demonstrations, doing experiments alone or does not explain the entity-to-entity differences. with other students). The spread of average scores on the six groups of Increased homework correlates with higher topical questions is about the same, relatively, as that average score in only half the populations, but that set of the overall score. The following are the highest, includes the top four. lowest, and U.S. average percents correct in each The spread of average scores on the six groups of area: topical questions is about the same, relatively, as that of the overall score. The following are the highest, Topic HighestLowestU.S. lowest, and U.S. averagepercents correct in each THE FRESHMAN area: YEAR IN Numbers and operations 78% 62% 62% SCIENCE AND Relations, functions, algebra 80% 60% 60% ENGINEERING Geometry 73% 48% 50% Topic Highest Lowest U.S. 39 Measurement 72% 43% 43% Life sciences 73%* 58% 64% Data organization & interpretation 75% 50% 57% Physics 65%* 53% 53% Logic and problem solving 79%* 60% 67% Chemistry 6517c* 48%51% * United Kingdom. Korea highest on all other topics. Earth and space sciences 74% 56%63% Nature of science 67% 54% 56% Part II: Science * Korea. British Columbia highest on other topics.

Scores: Adjusted scores, relative to an hypothetical ideal or perfect "level" of 1000, are interpreted thus: 300Know everyday science facts; 400Under- stand and apply simple scientific principle; 500Use Science Achievement in Seventeen scientific procedures and analyze scientific data; Countries 600Understand and apply intermediate scientific knowledge and principles; 700Integrate scientific 1988 information and experimental evidence. Findings: Average scores for all students break into Report of preliminary results from a 1983-86, three groups; differences between groups are statis multi-nation study by the International tically significant, differences within groups are not: Association for the Evaluation of Educational Achievement. Entity Average Identification: The report present preliminary results British Columbia 551 from 17 countries in the 24-nation, 1983-86 survey of Korea 550 science achievement by students at three levels in United Kingdom 520 each school system: 10-year-old level ("Grade 5 "): Quebec(E) 515 14-year-old level ("Grade 9"); and the final year of Ontario(E) 515 secondary school ("Grade 12"). Quebec(F) 513 Content: The tests comprised items appropriate to New Brunswick(E) 511 each grade level from a comprehensive set covering Spain 504 57 agreed, common topical areas in earth and space United States 479 sciences, biology, chemistry. and physics. Examina- Ireland 469 tion of individual national and regional curricula Ontario(F) 468 coupled with extensive preliminary testing assured New Brunswick(F) 468 44 high validity of the final tests. The Grade 5 and Grade England 55.7 9 level tests were administered to whole school Italy 55.7 populations; the Grade 12 level tests were adminis- Thailand 55.0 tered to "specialists"-students who, in their final Singapore 55.0 year of school, were enrolled in their second year of United States 55.0 study of Physics, Chemistry, or Biology (in the U.S., Hong Kong 54.7 this group comprises those enrolled in "Advanced Philippines 38.3 Placement" courses). Sample: The application unit was the individual Thirty percent of U.S. schools had mean scores school. The numbers of school participating in each lower than the lowest mean score reported from country ranged from 64 in Sweden, through 123 in the Hungary. Thirty percent of the variance of U.S. mean U.S., to 463 in the Philippines. Numbers of students scores is between schools, while 70 percent is tested in each country ranged widely. The ranges were between students within schools; that is, variation in Grade 5, 1305-16851 (U.S. 2822); Grade 9, 1420- science achievement at Grade 9 is more school- 10874 (U.S. 2519); G-ide 12Physics, 398-6025 dependent in the U.S. than at Grade 5. but still largely (U.S. 537); Chemistry, 143-6018 (U.S. 659); Biology, student-dependent. 147-5960 (U.S. 659). U.S. students scored about 13 percentage points higher on life science items than on physical science Findings, Grade 5. The mean percent correct on the items. Twenty items on the test were identical with 24-item test is listed here: items used in a 1970 assessment; U.S. students performed less well on these in 1986 than in 1970. Japan 64.2 The U.S. ranked 7th among 17 nations in 19;0, Korea 64.2 compared with 15th among 17 in 1986. Finland 63.8 On a set of items common to both tests, Grade 9 Sweden 61.3 student scores averaged 19 percentage points higher Hungary 60.0 than those of Grade 5 students. Canada (Eng.spkng.) 57.1 Male students scored higher than female students Italy 55.8 in all countries, as they did in 1970. The average UnitedStates 55.0 difference was 5.3 percentage points (down from 7.0 Australia 53.8 in 1970) and ranged from 2.1 percentage points Norway 52.9 (Hungary), through 6.1 (U.S.) to 7.7 (Netherlands). Poland 49.6 England 48.8 Findings. Grade 12: Physics. The mean percent Singapore 46.7 correct on the test (26 items in the U.S.. 30 elsewhere) THE FRESHMAN Hong Kong 46.7 is listed here: YEAR IN Philippines 39.6 SCIENCE AND Hong Kong (Form 7) 69.9 ENGINEERING Hong Kong (Form 6) 59.3 Thirty-eight percent of U.S. schools had mean England 40 58.3 scores lower than the lowest mean score reported Japan 56.1 from Japan. Fourteen percent of the variance of U.S. Singapore 54.9 mean scores is between schools, while 86 percent is Norway 52.8 between students within schools; that is, variation in Poland 51.5 science achievement at Grade 5 is much less school- Australia 48.5 dependent in the U.S. than it is student-dependent. United States 45.5 U.S. students scored about 8 percentage points Sweden 44.8 higher on physical science items than on life science Canada (Eng.spkng.) 39.6 items. Twenty-one items on the test were identical Finland 31.0 with items used in a 1970 assessment; U.S. students Italy 28.0 performed on these about the same in 1986 as in 1970. Eighty-nine percent of U.S. schools had mean Male students scored higher than female students scores lower than the lowest mean score reported in all countries. The average difference was 3.6 from Hong Kong (Form 7). Thirty-eight percent of percentage points and ranged from 0.8 percentage the variance of U.S. mean scores is between schools, point (Philippines), through 5.0 (U.S.) to 7.6 while 62 percent is between students within schools; (Norway). that is, variation in achievement in second-year Findings, Grade 9. The mean percent correct on the Physics in the U.S. is due almost as much to differ- 30-item test is listed here: ences between schools as it is to differences between students. Further, school-to-school differences in Hungary 72.3 science education increase substantially with grade Japan 67.3 level. Netherlands 66.0 On a comparable test administered in 1983 to U.S. Canada ( Eng.spkng) 62.0 first-year Physics students, the average score was 34 Finland 61.7 percent. Sweden 61.3 Male students scored higher than female students Poland 60.3 in all countries. The average difference was 5.8 Korea 60.3 percentage points and ranged from 0.6 percentage Norway 59.7 point (England), through 6.6 (U.S.) to 8.8 (Nether- Australia 59.3 lands). Findings, Grade 12: Chemistry. The mean percent Findings, Grade 12: Biology. The mean percent correct on the test (25 itcrns in the U.S., 30 elsewhere) correct on the test (25 items in the U.S., 30 elsewhere) is listed here: is listed here:

Hong Kong (Form 7) 77.0 Singapore 66.8 England 69.3 England 63.4 Singapore 66.1 Hungary 59.7 Hong Kong (Form 6) 64.4 Poland 56.9 Japan 51.9 Hong Kong (Form 7) 55.8 Hungary 47.7 Norway 54.8 Australia 46.6 Hong Kong (Form 6) 50.8 Poland 44.6 Finland 48.9 Norway 41.9 Sweden 48.5 Sweden 40.0 Australia 48.2 Italy 38.0 Japan 46.2 United States 37.7 Canada (Eng.spkng.) 45.9 Canada (Eng.spkng.) 36.9 Italy 42.3 Finland 27.2 United States 37.9

Forty-eight percent of U.S. schools had mean Ninety-eight percent of U.S. schools had mean scores lower than the lowest mean score reported scores lower than the lowest mean score reported from Hong Kong (Form 7). Forty-nine percent of the from Singapore. Forty percent of the variance of U.S. variance of U.S. mean scores is between schools, mean scores is between schools. while 60 percent is while 51 percent is between students within schools; between students within schools; that is, variation in that is, variation in achievement in second-year achievement in second-year Biology in the U.S. is due Chemistry in the U.S. is due just as much to differ- almost as much to differences between schools as it is ences between schools as it is to differences between to differences between students. students. Male students scored higher than female students Male students scored higher than female students except in Hong Kong (Form 7) and Sweden; in in all countries. The average difference was 5.4 Australia their average scores were indistinguishable. percentage points and ranged from 0.6 percentage The average difference was 3.4 percentage points and point (Sweden), through 6.3 (U.S.) to 10.4 (Nether- ranged from 2.6 percentage points (Sweden), through lands). 5.2 (U.S.) to 7.4 (Singapore). Among U.S. students in Grade 12, females who THE FRESHMAN were taught physics and chemistry by male teachers YEAR IN performed better on the average than those taught by SCIENCE AND female teachers; both male and female students in ENGINEERING biology performed better on the average if their teachers were female. 41 Part III. Blueprints for Curriculum Reform

Science for All Americans Fcr example, the report of the Biological and Health (Project 2061) Sciences Panel comprises the following sections: Rationale; A Conceptual Framework for Biology; 1989 Human Biology; The Evolution of Diverse Life- Forms; Environmental Biology; and Human Ecology. Report of the first of three phases of a decade-long The National Council: A 26-person National K -12 science curriculum reform project Council on Science and Technology Education was undertaken by the American Association for the formed by the AAAS. Its distinguished members Advancement of Science (AAAS). included scientists and technologists from many disciplines, educators, and public officials. Identification: "Science for All Americans" is a The basic question posed to the Council was: "Out report on the first of three phases in a major kinder- of all the possibilities, what knowledge, skills, and garten-through-high-school resynthesis of the school habits of mind associated with science, mathematics, science curriculum. Its driving concern is for the and technology should all Americans have by the time improvement of the ability and capacity of the they leave school?" The answer was to be constrained educational "system" to send forth future citizens who as follows Consider the question from base zero; are "science literate." Consider possibilities across all of science, mathemat- Project Structure: Phase I (completed) "has ics, and technology; Come up with learning goals that established a conceptual base for reform by defining are modest enough to make sense for all students; the knowledge, skills, and attitudes all students should Study the reports of the scientific panels carefully and acquire as a consequence of their total school take into account other viewpoints as well." experience from kindergarten through high school. The bulk of the subject report, some 120 pages, That conceptual base consists of recommendations consists of the Council's recommendations in essay presented in Science for All Americans and the form. The material is organized into four categories: reports of five discipline-oriented panels. The Scientific Endeavorthe nature of In Phase II (underway), "teams of educators and science, mathematics, and technology as scientists are transforming these (summary and panel) human enterprises (The Nature of Science: The reports into blueprints for action ... to produce a Nature of Mathematics; The Nature of variety of alternative curriculum models that school Technology'; districts and states can use as they undertake to reform THE FRESHMAN the teaching of science, mathematics, and technology. Scientific Views of the Worldbasic YEAR IN Phase II will also specify the characteristics of knowledge about the world as currently seen SCIENCE AND reforms needed in other areas ... teacher education, from the perspective of science and ENGINEERING testing policies and practices, new materials and mathematics as shaped by technology (The 42 modern technologies, the organization of schooling, Physical Setting; The Living Environment; The state and local policies, and research. Human Organism; Human Society; The "In Phase III, the project will collaborate with Designed World; The Mathematical World); scientific societies, educational associations and Perspectives on Sciencewhat people should institutions, and other groups ... in a nationwide understand about some of the great episodes in effort to turn the Phase II blueprints into educational the history of the scientific endeavor and about practice." some crosscutting themes that can serve as Disciplinary Panels: The basic work of Phase I was tools for thinking about how the world works done by five discipline-oriented panels, "each (Historical Perspectives; Common Themes); composed of 8-10 scientists, mathematicians, and engineers, physicians, and others known to be Scientific Habits of Mindthe habits of mind accomplished in their fields and disciplines and to be that are essential for scientific literacy (Habits fully conversant with the role of science, mathemat- of Mind). ics, and technology in the lives of people." All panels were charged to answer a single basic A final Part of the report discusses the relationships of question: What is the (name of discipline) component the work of Phase Ito that contemplated by Phases II of scientific literacy? The answer was required to be and III under the label "Bridges to the Future" conditioned as follows: Focus on scientific/math- (Effective Learning and Teaching; Reforming Education; Next Steps). ematical significance; Apply considerations of human significance; Begin with a clean slate; Ignore the limitations of present-day education; Identify only a small core of essential knowledge and skills; Keep in mind the target populationall students. The five panels dealt with: Biological and Health Sciences; Mathematics; Physical and Information Sciences and Engineering; Social and Behavioral Sciences; Technology. Panel reports (which are available as supplements to the full report) describe the (name of discipline) component of scientific literacy through brief essays in 30 to 50 pages of small type.

47 Curriculum and Evaluation Standards Grades 5-8: for School Mathematics I.Mathematics as Problem Solving 2.Mathematics as Communication March 1989 3.Mathematics as Reasoning 4.Mathematical Connections Report of the Working Groups of the Commission 5. Number and Number Relationships on Standards for School Mathematics of the 6. Number Systems and Number Theo! National Council of Teachers of Mathematics 7. Computation and Estimation (NCTM). 8.Patterns and Functions 9.Algebra Identificaehn: NCTM in 1986 charged its Commis- 10. Statistics sion of Standards for School Mathematics with two II. Probability tasks: (1) to "Create a coherent vision of what it 12. Geometry means to be mathematically literate in a world that 13. Measurement relies on calculators and computers to carry out mathematical procedures, and in a world where Grades 9-12: mathematics is rapidly growing and is extensively I.Mathematics as Problem Solving being applied in diverse fields."; and (2) to "Create a 2.Mathematics as Communication set of standards to guide revision of the school 3.Mathematics as Reasoning mathematics curriculum and associated evaluation 4.Mathematical Connections toward this vision." This report is the result of the 5.Algebra effort to discharge that pair of tasks. 6.Functions Scope: The report is a detailed blueprint of an up-to- 7. Geometry from a Syntheic Perspective date school mathematics curriculum extending from 8. Geometry from an Algebraic Perspective kindergarten through grade 12, including appropriate 9. Trigonometry 10. Statistics assessment/evaluation strategies. It "presents criteria to be used to judge the quality of the mathematics 11. Probability 12. Discrete Mathematics curriculum and methods of evaluation. The standards 13. Conceptual Underpinnings of Calculus should be viewed as facilitators of reform, rather than as a set of directives... [They] give direction toward a 14. Mathematical Structure set of national expectations while allowing and Content: Evaluation Standards. encouraging local initiatives." After introductory comments on the critical relation- Approximately 160 pages of the report are devoted ships between the contents of the curriculum and of to presentation of detailed curriculum standards for K- the instruments employed to test achievement by THE FRESHMAN 12 school mathematics; the following 60 pages those who are learning through the curriculum, YEAR IN provide similarly detailed descriptions of the fourteen standards for evaluation and assessment are SCIENCE AND evaluation standards for testing student achievement described in detail. ENGINEERING in formal educational exercises based on the curriculum standards. 43 I.Alignment Content: Curriculum Standards. The curriculum 2.Multiple Sources of Information standards are presented in three clusters: Grades K-4, 3,Appropriate Assessment Methods and Uses Grades 5-8, and Grades 9-12. After introductory 4.Mathematical Power discussion of the needs for and directions of change to 5.Pioblem Solving be recommended, and of the assumptions of the 6.Communication working groups, the content for each cluster is stated 7.Reasoning in 13-14 formal standards. The breadth and sophisti- 8.Mathematical Concepts cation of the standards are to be seen in their titles, 9.Mathematical Procedures which follow. 10.Mathematical Disposition 11.Indicators for Program Evaluation I2. Grades K-4: Curriculum and Instructional Resources 13.Instruction 1. Mathematics as Problem Solving 14.Evaluation Team 2.Mathematics as Communication 3.Mathematics as Reasoning 4.Mathematical Connections Implementation: The final section of the report is a 5.Estimation brief description of the steps necessary to implement 6. Number Sense and Numeration the "framework for curriculum development" it 7.Concepts of Whole Number Operations presents. The subsections deal with the following 8.Whole Number Computation areas, all of which must be addressed if the desired 9. Geometry and Spatial Sense curriculum reform is to be achieved: Curriculum 10. Measurement Development; Textbooks and Other Materials; Tests; 1I. Statistics and Probability Instruction; Teacher In-Service Programs; Teacher 12. Fractions and Decimals Education; Technology; Students with Different 13. Patterns and Relationships Needs and Interests; Equity; Working Conditions; and Research.

!EST CCPY MAKE 48 Everybody Counts singular focus on a significant common core of 1989 mathematics for all students. "The teaching of mathematics is shifting from an authoritarian model based on 'transmission of A Report to the Nation on the Future of knowledge' to a student-centered practice Mathematics Educationby the Mathematical featuring 'stimulation of learning.' Sciences Education Board (MSEB), Board on Mathematical Sciences (BMS), and Committee on "Public attitudes about mathematics are the Mathematical Sciences in the Year 2000, of the shifting from indifference and hostility to National Research Council (NRC). recognition of the important role that mathematics plays in today's society. Identification: "The Mathematical Sciences "The teaching of mathematics is shifting from Education Board was established in 1985 to provide a preoccupation with inculcating routine skills to continuing national overview and assessment developing broad-based mathematical power.** capability for mathematics education and is concerned with excellence in mathematics education at all levels. "The teaching of mathematics is shifting from MSEB reports directly to the Governing Board of the emphasis on preparation for future courses to NRC." greater emphasis on topics that are relevant to The Board on Mathematical Sciences is a part of students' present and future needs. the Commission on Physical Sciences, Mathematics, "The teaching of mathematics is shifting from and Resources, within the National Research Council. primary emphasis on paper-and-pencil The objectives of the BMS are "to maintain aware- calculations to full use of calculators and ness and active concern for the health of the math- computers. ematical science and to serve as the focal point in the "The public perception of mathematics is shifting Research Council for issues connected with research from that of a fixed body of arbitrary rules to a in the mathematics sciences." vigorous active science of patterns." The Committee on the Mathematical Sciences in the Year 2000 was appointed at the beginning of Each of these Transitions is then elaborated by 1988. It is a joint project of the MSEB and BMS, and means of additional, detailed findings. As an example, is "to provide a national agenda for revitalizing the detail for Transition 4 (** above) is quoted in its mathematical sciences education in U.S. colleges and entirety. universities." "Mathematical power requires that students be This report presents the results of three years' able to discern relations, reason logically, and use effort by the MSEB. Contributions to this work were a broad spectrum of mathematical methods to THE FRESHMAN made by "classroom teachers; college and university solve a wide variety of non-routine problems. The YEAR IN faculty and administrators; research mathematicians repertoire of skills which now undergird SCIENCE AND and statisticians; scientists and engineers; mathemat- mathematical power includes not only some ENGINEERING ics supervisors; principals; school superintendents; traditional paper -arid- pencil skills, but also many 44 chief state school officers; school board members; broader and more powerful capabilities. Today's members of state and local governments; and leaders students must be able to: of parent groups, business, and industry"by more than 70 persons, in all. "Perform mental calculations with proficiency; Characteristics: Unlike others, this report "examines Decide when an exact answer is needed and mathematics education as all one system, from when an estimate is more appropriate; kindergarten through graduate school; it treats all the Know which mathematical operations are major components of the system, from curricula, appropriate in particular contexts; teachings, and assessment to human resources and Use a calculator correctly, confidently, and national needs; it does not merely identify problems, but also charts a general course for the future, appropriately; outlining a national strategy for pursuing that course; Estimate orders of magnitude to confirm and, it is not the final report of a commission, but the mental or calculator results; beginning of a process through which teachers, state Use tables, graphs, spreadsheets, and statistical and local authorities, and the varied constituencies of techniques to organize, interpret, and present mathematics education can draw together in a numerical information; sustained revitalization effort." Judge the validity of quantitative results Content: In 80 pages, the report examines aspects of, obtained by others; and the problems and opportunities in, the universe of mathematics education, under these headings: Use computer software for mathematical tasks; Opportunity: tapping the power of mathematics; Formulate specific questions from vague Human resources: investing in intellectual capital problems; (and) Mathematics: searching for patterns; Curriculum: Select effective problem-solving strategies." developing mathematical power; Teaching: learning through involvement; and Change: mobilizing for Recommendations: Many of the very large number curriculum reform. of detailed statements organized under the seven Transitions have the force of recommendations. In Findings: The general findings of the study are addition, the final chapter of the report, Action: encapsulated in seven statements of "Transitions": moving into the 21st century, provides additional "The focus of school mathematics is shifting recommendation in the following guises: descriptions from a dualistic mission (minimal mathematics for of National Goals, ways of Reaching Consensus, a the majority, advanced mathematics for a few) to a National Strategy, specific Support Structures, and of 4 the elements of Leadership in various sectors. As "Congress: examples, the elements cf leadership for three Stress education as an essential investment. constituencies are quoted below: Support mathematics education at all levels. "Students: Reward effective programs. Study mathematics every school year. (The other constituencies addressed in this final Discover the mathematics that is all around us. section are: Teachers; Parents; Principals; Superinten- Use mathematics in other classes and in daily life. dents; Community Organizations; State School Study a broad variety of mathematical subjects." Officers; College and University Faculty; College and "School Boards: University Administrators; Business and Industry; Establish appropriate standards for mathematics. State Legislators; Governors; and The President.) Align assessment with curricular goals. Support innovation and professional development.

THE FRESHMAN YEAR IN SCIENCE AND ENGINEERING 45 APPENDIX V Participants

Robert D. Adams John E. Bauman William E. Brown Wayne A. Christiansen Associate Dean Professor Associate Professor Professor The University of Kansas University of Missouri Carnegie Mellon University University of North Carolina Dean's Office-L S & A Chemistry Department Dept. Biological Sciences Physics & Astronomy 206 Strong Hall 123 Chemistry Bldg. 4400 Fifth Avenue Department Lawrence, KS 66045.21(X) Columbia, MO 65211 Pittsburgh, PA 15213 260 Phillips Hal1/039A/CB#3255 Inorganic Chemistry Biochemistry, Biology Chapel Hill, NC 27514 John J. Alexander Astrophysics Professor William F. Beckwith Peter J. Bruns University of Cincinnati Dir, Freshman Engr. Program Director, Div. Biological Sci John E. Christopher Department of Chemistry Clemson University Cornell University Assoc. Prof/Assoc. Dean A & S Cincinnati, OH 45220-0172 Freshman Engineering Division of Biological Science University of Kentucky Inorganic Chemistry Clemson, SC 29634-0901 169 Biotechnology Building Department of Physics Mechanical Engineering Ithaca, NY 14853 177 Chem-Physics Building Martha Aliaga Lexington, KY 40506 Adj. Assistant Professor Joseph J. Bellina Dan Budny Physics The University of Michigan Professor Assistant Professor Dept. of Statistics/CSP St. Mary's College Purdue University Jon Clardy 1018 Angell Hall Dept. Chemistry & Physics Dept. of Freshmen Engineering Professor & Chairman Ann Arbor, MI 48109-1003 Notre Dame, IN 46556 209 ENAD Cornell University Mathematics Physics West Lafayette, IN 47907 Department of Chemistry Baker Lab Sally Allen Allan L. Bieber D. Allan Cadenhead Ithaca, NY 14853-1301 Associate Dean for Facilities Professor Associate Dean Chemistry The University of Michigan Arizona State University SUNY at Buffalo Dean's Office Department of Chemistry FNSM Dean's Office Robert E. Cleland 2501 LS&A Tempe, AZ 85287-1604 411 Capen Hall Director, Biology Program Ann Arbor, MI 48109-1382 Biochemisty Buffalo, NY 14260 University of Washington Biology Botany/Biology Department Edward Bimbaum George Cain Biology Program, KB-05 Edward A. Alpers Professor Professor Seattle, WA 98195 Dean of Honors & New Mexico State University University of Iowa BiologylBotany Undergraduate Programs Department of Chemistry Department of Biology UCLA Las Cruces, NM 88003 Iowa City, IA 52242 John Cogdell College of Letters & Science Chemistry Biology (Parasitology) Assoc. Prof./Undcrgrad Advisor 405 Hilgard, ,t-316 Murphy Hall University of Texas-Austin Linda Blockus James D. Carr Los Angeles, CA 90024-1430 Dept. Electrical & Comp. Engr. Academic Advisor History Professor & Gen Chem Coord. Austin, TX 78712 University of Missouri University of Nebraska-Lincoln Electrical Engineering Donald G. Babbitt Dept. Biological Sciences Department of Chemistry Professor 106 Tucker Hall 227 Hamilton Hall Scott Collins UCLA Columbia. MO 65211 Lincoln, NE 68588-0304 Assistant Professor Mathematics Department Biology) Higher Education Analytical Chemistry University of Oklahoma Los Angeles, CA 90024 Department of Botany David M. Bressoud John L. Caruso Mathematics 770 VanVieet Oval Professor Professor Norman, OK 73019 John T. Baldwin The Pennsylvania State Univ. University of Cincinnati Ecology Professor Department of Mathematics Dept. Biological Sciences,ML 6 University of Illinois-Chicago McAllister Building Cincinnati, OH 45221 Kay Conner Dept. Mathematics, Statistics University Park, PA 16802 Botany-Plant Physiology Academic Advisor Box 4348 Mathematics Purdue University Phillip Certain Chicago, IL 60690 Department of Chemistry John A. Brighton Professor Mathematics West Lafayette, IN 47907 Dean University of Wisconsin Chemistry Ronald Barr The Pennsylvania State Univ. Chemistry Department Professor Engineering Dept. Madison, WI 53706 Brian P. Coppola University of Texas-Austin 101 Hammond Buiiding Chemistry Lecturer Mechanical Engineering Dept. University Pk, PA 16802 The University of Michigan Colston Chandler Austin, TX 78712 Engineering Department of Chemistry Professor Engineering Ann Arbor, MI 48109-1055 T.L. Brown University of New Mexico Organic ChentistrylChent Ed Lawrence Bartell Director, Beckman Institute Dept. Physics & Astronomy Professor University of Illinois-Urbana 800 Yale Blvd., NE James L. Comette The University of Michigan Beckman Institute Albuquerque, NM 87131 Professor Chemistry Department 405 N. Mathews Physics Iowa State University Ann Arbor, MI 48 I 09-1055 Urbana, IL 61801 Mathematics Department Chemistry Chemistry 482 Carver Hall Ames, IA 50011 Mathematics 46 51 James I. Craig J. Narl Davidson Raymond DuVarney Naomi Fisher Professor Assoc. Director, Mech. Engr. Associate Professor Assoc. Dir, MER Network Georgia Instit. of Technology Georgia Instil. of Technology Emory University The University of Chicago Dept. of Aerospace Engineering School of Mechanical Engr. Department of Physics Dept. Math/Computer Education Atlanta, GA 30332-0150 JS Coon Building Atlanta, GA 30322 M/C 249, Pox 4348 Engineering Atlanta, GA 30332-0405 Physics Chicago, IL 60680 Mechanical Engineering Mathematics Education John W. Crane James J. Duderstadt Professor Cinda Davis President F.J. Flah1/41 Washington State University Director, Women in Science The University of Michigan Chairman, t Sept. Mathematics Zoology Department The University of Michigan 2068 Fleming Oregon State University Science 3.12 Center for Education of Women Ann Arbor, MI 48109-1340 Mather:1,1.1:es Department Pullman, WA 99164-4236 350 S. Thayer Nuclear Engineering Kidder 368 Ann Arbor, MI 48104-1608 Corvallis, OR 97331-46(15 Thomas M. Dunn James Crowfoot BiochentistrylChentistry Differential GeontetrylAlgelwas Dean Professor The University of Michigan Carroll W. De Kock The University of Michigan Judy Franz School of Natural Resources Professor and Chair Department of Chemistry Professor 3516 Dana Bldg. Oregon State University 1403D Dept. of Chemistry Department of Physics Ann Arbor, MI 48109-1115 Department of Chemistry Ann Arbor, MI 48109-1055 West Virginia University Gilbert Hall 153 Physical Chemistry Morgantown, WV 26506 Ann R. Crowther Corvallis, OR 97331-4003 Condensed Matter Physics Assistant Dean Inorganic. Chemistry Seyhan N. Ege The University of Georgia Professor Wade A. Freeman Franklin College of Arts & Sci Leo S. De...)ski The University of Michigan Assistant Head, Chemistry Dept 113 New College Professor Department of Chemistry University of Illinois-Chicago Athens, GA30602 University of Kentucky Ann Arbor, MI 48109-1055 Box 4348 Public Administration Dept. Biological Sciences Chemistry Chicago, IL 60680 101 Morgan Bldg. Chemistry David D. Cudaback Lexington, KY 40506 Fred Eiserling W. Denney Freeston Assoc. Research Astro & Lect. Biology-Neurobiology Dean of Life Sciences/Prof. University of California UCLA Associate Dean Astronomy Denice Denton College of Letters & Science Georgia Instit. of Technology Astronomy Department Assistant Professor 1312 Murphy Hall College of Engineering Berkeley, CA 94720 The University of Wisconsin Los Angeles, CA 90024 Atlanta, GA 30332-0360 Interstellar Astronomy Dept. Elec. & Computer Engr. Microbiology Mechanical Engineering Madison, WI Joe G. Eisley Olga Gadzala M. David Curtis Electrical & Computer Engr. Professor & Chairman Professor Assistant Professor The University of Michigan Warren D. Dolphin The University of Michigan St. Mary's College Department of Chemistry Professor of Zoology Dept. Aerospace Engineering Science-Biology Dept. Ann Arbor, MI 48109-1055 Iowa State University Ann Arbor, MI 48109-2140 Orchard Lake, MI 48033 Chemistry Dept. of Biology Aerospace Engineering Biology 201 Bessey Hall Michael S. Gaires Richard Cyr Ames, IA 50011 Arthur B. Ellis Professor Professor Assistant Professor Biology The Pennsylvania State Univ. University of Wisconsin University of Kansas Biology Department Crail! J. Donahue Department of Chemistry Department of Biology 208 Mueller Lab Associate Professor 1101 University Avenue 3038 Haworth Hall University Park, PA16802 Univ. of Michigan-Dearborn Madison, WI 53706 Lawrence, KS 66045 Plant Cell & Develop Biology Natural Sciences Department Chemistry Biology 4901 Evergreen Mary Dauenhauer Dearborn, MI 48128 Brian D. Fabes Terry Gallagher Professor The University of Michigan Instructor Chemistry The University of Georgia University of Arizona News & Information Services Department of Mathematics Josef F. Dorfrneister Materials Science & Engr. 412 Maynard 438 Graduate Studies Building Professor Mines 131 Ann Arbor, MI 48109-1399 Athens, GA 30602 The University of Kansas Tucson, AZ 85721 Mathematics Mathematics Department Materials Science Patricia G. Gcnsel 217 Strong Hall Associate Professor Jan L. Dauve Lawrence, KS 66045 Dorian Feldman University of North Carolina Director of Student Affairs Mathematics Professor Biology Department University of Missouri Michigan State University CB #3280, UNC-CH College of Agriculture Miles J. Dresser Statistics Department Chapel Hill, NC 27599-3280 2-64 Agriculture Building Associate Professor A432 Wells Hall BiologylBotanylPaleontology Columbia, MO 65211 Washington State University E. Lansing, MI 48824 Resident Instruction Department of Physics Statistics Graeme C. Gerrans Box 2814 Professor John David Pullman, WA 99164 John F. Fink University of Virginia Chair, Div. Biological Science Assistant Professor Chemistry Department Physics University of Missouri Univ. of Michigan-Dearborn Charlottesville, VA 22901 Dept. Biological Sciences Mathematics Department Chemical Education 105 Tucker Hall University Mall Columbia, MO 65211 Dearborn, MI 48128-1491 Biology Mathematics 52 47 James A. Gessaman Marian Chu Hallada Peter Hinman Steve Kahn Professor Lecturer & Gen Sci Chem Professor Associate Prof/Dir Undegrad Pr Utah state University Coord. The University of Michigan Wayne State University Biology Department The University of Michigan Mathematics Department Mathematics Department Logan, UT 84322 Chemistry Department 4009 Angell Hall Detroit, MI 48202 Animal Physiology 4025 Chemistry Ann Arbor, MI 48109-1003 Mathematics/Topology Ann Arbor, MI 48109-1055 Mathematics Peter Gillis Chemistry Alan F. Karr Professor Carol Hollenshead Associate Dean University of Kentucky Carl T. Hanks Director Johns Hopkins University Materials Science & Engr. Professor The University of Michigan GWC Whiting School of Engr. Lexington, KY 40506 The University of Michigan Center for Education of Women 34th & Charles Streets Materials Science School of Dentistry 350 S. Thayer Baltimore, MD 21218 5223 School of Dentistry Ann Arbor, MI 48104-1608 Howard Gobstein Applied Mathematics Ann Arbor, Ml 48109-1078 Government Relations Officer Dentistry Paul S. Horn David Kauffman The University of Michigan Associate Professor Associate Dean/Engineering Vice President for Research Lowell J. Hansen University of Cincinnati University of New Mexico 4080 Fleming Building Associate Professor Dept. of Mathematical Sciences College of Engineering Ann Arbor, Ml 48 109 -1 340 Wayne State University ML #25 Albuquerque, NM 87131 Mathematics Department Cincinnati, OH 45221-0025 Robert Goldberg Chemical Engineering Detroit, MI 48202 Professor MathematicsIStatistics Mathematics Muriel S. Keller UCLA Frederick H. Horne Academic & Career Counselor Biology Department S.M. Harris Dean, College of Science Purdue University Los Angeles, CA 99024-1606 Associate Professor Oregon State University Science Department Plant Molecular Biology Purdue University College of Science Math 903 Department of Physics Esther M. Goudsmit 128 Kidder Hall West Lafayette. IN 47906 W. Lafayette, IN 47907 Professor Corvallis, OR 97331-4608 Science, Education Physics Chemistry Oakland University Nancy K. Kerner Dept. of Biological Sciences Anna J. Harrison R. Anton Hough Lecturer, Coord. Gen Chem Labs Rochester, MI 48309 Professor Emeritus Associate Professor The University of Michigan Biology Mount Holyoke College Wayne State University Department of Chemistry Chemistry Department Martin Gouterman Dept. Biological Sciences 4019 Chemistry 14 Ashfield Lane Detroit, MI 48202 Professor & Assoc. Chair Ann Arbor, MI 48109-1055 South Hadley, MA 01075 Biology University of Washington ChemistrylChem Education Department of Chemistry James F. Harrison Arthur Howard Stanley Kirschner Seattle, WA 98195 Director, Undergrad Studies Professor Professor Chemistry Michigan State University Kalamazoo College Wayne State University Department of Chemistry Sandra R. Grabowski Chemistry Department Department of Chemistry East Lansing, MI 48824 Instructor Academy Street 171 Chemistry Chemistry Purdue University Kalamazoo, MI 49007 Detroit, MI 48202 Chemistry Chemistry Dept. Biological Sciences Judith Heady W. Lafayette, IN 47907 Associate Professor Charles Y. Hoyt Robert W. Kiser Bio/ogy/Physio/oRy Univ. of Michigan-Dearborn President Professor Dept. of Natural Sciences Arizona Alliance for MSTE Z.W. Grabowski University of Kentucky 4901 Evergreen Professor 3300 W. Camelback Road Department of Chemistry Dearborn, MI 48128 Purdue University Phoenix, AZ 850 17-1097 125 Chem-Physics Building Biology Lexington, KY 40506 Department of Physics Daniel F. Jankowski Chemistry W. Lafayette, IN 47907 Fred Hendel Professor Physics Professor Arizona State University Daniel Kivelson The University of Michigan David L. Gila Dept. Mechanical & Aerosp Professor Physics Engr Associate Professor UCLA 738 Dennison Tempe, AZ 85287 University of Missouri Dept. of Chernistry/Biochem. Ann Arbor, MI 48109-1090 Dept. Civil Engineering Fluid Mechanics 405 Hilgard Avenue Physics Los Angeles, CA 90024 1047 Engineering Complex William A. Jensen Physical Chemistry Columbia, MO 65211 Roger M. Herman Professor Engineering Professor The Ohio State University Lewis Kleinsmith The Pennsylvania State Univ. Botany Department Richard R. Hake Professor Physics Department 484 W. 12th Avenue Professor The University of Michigan 104 Davey Lab Indiana University Columbus, OH 43210-1292 Biology Department University Park, PA 16823 Biology /Botany Department of Physics 2056 Natural Science Bldg. Physics Ann Arbor, MI 48109-1048 Swain Hall West John Jonides Biology Bloomington, IN 49401 Richard Hill Assoc. Dean/LS&A Physics Associate Professor The University of Michigan Michigan State University Dept. Literary Administration Department of Mathematics 500 S. State St. Wells Hall Ann Arbor, Ml 48109-1382 E. Lansing, MI 48824 Psychology Numerical Linear Algebra 48 53 Kenneth S. Krane Dennis K. Lieu Jerold Mathews Frank L. Moore Professor & Chairman Assistant Professor Professor Professor Oregon State University University of California Iowa State University Oregon State University Dept. of Physics Dept. Mechanical Engineering Department of Mathematics Dept. of Zoology Weniger Hall 301 5144 Etcheverry Hall Ames, IA 50011 Corvallis. OR 97331-2914 Corvallis, OR 97331-6507 Berkeley, CA 94720 Math BiologylNeuroendocrinology Physics Engineering David Matzke John Moore Jean P. Krisch Gerlinde Lindy Senior Lecturer Professor/Dir. list. Chem. Ed. Assoc.Prof, /Assoc. Chair UGP Director/Academic Counselling Univ.of Michigan-Dearborn University of Wisen;I:an The University of Michigan The University of Michigan Natural Sciences Department Chemistry Department Department of Physics Residential College 4901 Evergreen Madison, WI Ann Arbor, MI 48109 216 Tyler, E. Quad Dearborn, MI 48128 Chemistry Physic's Ann Arbor, MI 48109-1245 Physics Biology Charlotte Morgan J.J. Lagowski George M. Maxwell Associate Professor/Chair Professor Jack Lohman Professor/Associate Dean St. Mary's College University of Texas-Austin National Science Foundation University of Wisconsin Biology Department Department of Chemistry Washington, DC Pre-Engineering Department Orchard Lake, MI 48033 Welch 4.422 1527 University Avenue Biology Austin, TX 78712 David 0. Lomen Madison, WI 53706 Chemistry Professor & Associate Head Engineering Cary J. Morrow University of Arizona Associate Professor Gary Lake Department of Mathematics Lillian C. McDermott University of New Mexico Tech Director, WI Fast Plants Tucson, AZ 85721 Professor Chemistry Department University of Wisconsin Engineering Mathematics University of Washington Albuquerque, NM 87131 Plant Pathology Department Department of Physics Organic Chemistry Wendy Lorimer 1620 Linden Drive Seattle, WA 98195 Graduate Student Madison, WI53705 Physics Patricia Muir Agronomy University of California Assistant Professor Dept. Mechanical Engineering Eugen Merzbacher Oregon State University J.R. Lancaster, Jr. Berkeley. CA 94720 Professor/President of APS General Science Department Associate Professor Mechanical Engineering University of North Carolina Weniger Hall 355 Utah State University Dept. Physics & Astronomy Corvallis. OR 97331-6505 Gerald Ludden Dept. Chemistry & Biochem. CB#3255 Phillips Hall BiologylBotati.vlEnr. Science Professor/Dir of Undergrad Stu Logan, UT 84322-0300 Chapel Hill, NC 27590-3255 Michigan State University Biochemistry Physics-Quantum Mechanics Judith Murdock Mathematics Department Research Associate Joseph W. Lauher East Lansing, MI 48824 Alvin H. Meyer The University of Michigan Associate Professor Differentia! Geometry Assistant Dean for Student Aff Academic Affairs SUNY at Stony Brook University of Texas-Austin 3060 Fleming Edward J. Ludwig Dept. of Chemistry College of Engineering Ann Arbor. MI 48109-1340 Professor Stony Brook, NY 1 1794 Austin, TX 78712 Chemistry University of North Carolina Engineering Homer Neal Dept. Physics & Astronomy Professor/Chairman Richard Lawton CB #3255 Phillips Hall Robert D. Millard The University of Michigan Professor Chapel Hill, NC 27514 Lecturer Physics Department The University of Michigan Physics The Pennsylvania State Univ. Ann Arbor. MI 48109.1120 Chemistry Department Department of Chemistry Physics James 0. Maloney Ann Arbor, MI 48109-1055 152 Davey Lab Professor Emeritus Organic Chemistry University Park, PA 16802 Anne K. Nelsen The University of Kansas Chemistry-Organic Executive Director Morris Levy Chemical & Petroleum Engr. Alliance for Undergraduate Ed Associate Head Learned Hall Cecil Miskel 405 Old Main Purdue University Lawrence, KS 66045 Dean University Park, PA 16802 Dept. Biological Sciences Chemical Engineering The University of Michigan Lilly Hall School of Education Su-Min Oon West Lafayette. IN 47907 Kathleen Mandell 610 E. University Asst. Professor Biological Sciences Assistant to the Director Ann Arbor, MI 48109-1259 St. Mary's College Northwestern University Dept. Chemistry & Physic; D.J. Lewis Undergrad Prog./Biological Sci C.B. Moore Notre Dame, IN 46556 Professor and Chairman 2153 Sheridan Rd., 2-158 Hogan Professor and Dean Chemistry The University of Michigan Evanston, IL 60208 University of California Department of Mathematics Art Chemistry Department John L. Paznokas 3220 Angell Hall Berkeley, CA 94720 Associate Professor & Chair Nelson G. Markley Ann Arbor, MI 48109-1003 Chemistry Washington State University Mathematics Professor Program in General Biology University of Maryland Elizabeth A. Moore Pullman, WA 99164-4235 D. Robert Lichter Department of Mathematics Project Manager Executive Director College Park, MD 20742 University of Wisconsin Lee Pedersen Camille & Henry Dreyfus Fdn. Mathematics Chemistry Department Professor 445 Park Avenue 1 101 University Avenue University of North Carolina New York, NY 10022 Madison, WI 53706 Chemistry Department Chemistry Chemistry CB 3290. UNC-CH/Chem Chapel Hill. NC 27514 Chemistry

49 54 Sidney Perkowitz. Charles H. Roberts Pat Shure John A. Thorpe Candler Professor of Physics Math Specialist-Drew Program Lecturer Vice Provost & Dean Emory University Michigan State University The University of Michigan SUNY at Buffalo Department of Physics Char!es Drew Sci Enrich Lab Mathematics Department Undergraduate College Atlanta, GA30322 Math/A236 Wells Hall 4206 Angell Hall 544 Capen Hall Physics Lansing, MI 48824 Ann Arbor, MI 48109-1003 Buffalo, NY 14260 Mathematics Education Mathematics Francis C. Peterson Sidney B. Simpson, Jr. Associate Professor Joel W. Russell Professor & Head Philip Uri Treisman Iowa State University Professor University of Illinois-Chicago Lang Professor of Mathematics Department of Physics Oakland University Dept. Biological Sciences Swarthmore College Ames. IA 50011 Chemistry Department Box 4348, M/C 066 Mathematics Department Physics Rochester, MI 48309-4401 Chicago, IL 60680 Swarthmore, PA 19081 Chemistry Neurobiology Mathematics Mary Philpott Director of Studies Alvin M. Saperstein Richard J. Snider Penny Tully Princeton University Professor Prof & Dir., Undergrad Program Program Associate Rockefellar College Wayne State University Michigan State University The University of Michigan Upper Madison Hall Department of Physics Department of Zoology Extension Service/Conferences Princeton. NJ 08544-6000 Detroit, MI 48202 235 Natural Science Building 200 Hill Street Biology Physics East Lansing, MI 48824 Ann Arbor. MI 48109-3297 InvertebrateZoology Karl S. Pister Kenneth Sauer Gordon Uno Dean Professor Claude Steele Associate Professor University of California University of California Professor University of Oklahoma College of Engineering Dept. of Chemistry The University of Michigan Department of Microbiology 320 McLaughlin Hall Berkeley, CA 94720 Psychology Department 770 VanVleet Oval Berkeley, CA 94720 Chemistry 5242 ISR Norman, OK 73019 Ann Arbor, MI 48109-1248 Population Biology Joseph Plante Peter W. Sauer Professor Professor James E. Stice Linda R. VanThiel University of North Carolina University of Illinois T. Brockett Hudson Professor Intro Biol Lab Coordinator Department of Mathematics Dept. of Elec. Engineering University of Texas-Austin Wayne State University Math Dept. CB# 3250 1406 W. Green St. Dept. Chemical Engineering Biological Sciences Chapel Hill, NC 27599 Urbana, IL 61801 CPE 2.802 306 Natural Science Bldg. Electrical Engineering Austin, TX 78712 Detroit, MI 48202 Karen Pressprich Chemical Engineering Lecturer - Dr. Joseph Scanio C. Edward Wallace Indiana University Professor Carol L. Stuessy Professor & Assistant Dean Department of Chemistry University of Cincinnati Assistant Professor Arizona State University Bloomington, IN 47405 Dept. of Physics Texas A & M University Dean's Office AnalyticalChemistry Physics Dept.. MLiI College of Education College of Engr & Applied Sci. Cincinnati, OH 45221 Dept. of EDCI Tempe, AZ 85287-5506 Melvin R. Ramey Physics Bryan, TX 77802 Aerospace Engineering Prof/Asst. to Vice Chancellor Science Education /Biology University of California Joy Schochet Robert F. Watson Dept. of Academic Affairs Director/Undergrad Biol. Labs Mary Ann Swain Director/Undergrad Sci, Engr.. MrakHall Northwestern University Assoc. Vice President National Science Foundation Davis. ('A 95616 Dept. of Biological Sciences The University of Michigan Science & Engineering Ed. Civil Engineering 2153 Sheridan/Hogan 2-100 3060 Fleming 1800 G Street, NW, Rm 639 Evanston, IL 60208-3510 Ann Arbor, MI 48109-1340 Washington, DC 20550 Jonathan F. Reichert Biology Psychology Chemistry Assoc. Professor SUNY at Buffalo Roberta Schonemann Albert Thompson Cathlene Weller Physics Denamnents Academic Advisor/Instructor Professor Academic Counselor Fronczak Hall Purdue University Spelman College Purdue University Buffalo. NY 14260 Dept. of Science Counseling Department of Chemistry Science Department Physics Math-Science Bldg. 903 Box 281 Math 903 West Lafayette, IN 47907 Atlanta, GA 30314 W. Lafayette, IN 47906 Barbara Riehl Mathematics-Education Chemistry Biology. Lecturer Univ. of Michigan-Dearborn Chalmers F. Sechrist C.W. Thompson M. Stanley Whittingham Mathematics Department Assistant Dean Prof.& Dir., Undergrad Studies Professor 4901 Evergreen University of Illinois-Urbana University of Missouri SUNY at Binghamton Dearborn, MI 48128 Dept. Engineering Admin. Department of Physics Department of Chemistry Mathematics 1308 W. Green St., 207 Engr. Columbia, MO 65211 Binghamton, NY 13901 Urbana, IL 61801 Physics Robert Rittenhouse Chemistry Electrical Engineering Associate Proi-essor William A. Thomson James 0. Wilkes Eastern Michigan University Bass= Shakhashiri Associate Professor Assistant Dean of Engineering Chemistry Department National Science Foundation Baylor College of Medicine The University of Michigan 225 Mark Jefferson Bldg. Dir. Science & Engr Education Community Med/Allied Health Dept. Chemical Engineering Ypsilanti, MI 48197 1800 G Street One Baylor Plaza, Rm 688E 3146A Dow Building Chemistry Washington, DC 20550 Houston, TX 77030 Ann Arbor, Ml 48109-2136 Health Sciences Chemical Engineering

50 Oti Donald H. Williams William R. Wineke Gordon S. Woodward Loren Zachary Professor Reporter, Wis. St. Journal Professor Professor Hope College 1506 Winslow Lane University of Nebraska-Lincoln Iowa State University Chemistry Department Madison, WI 53711 Dept. Mathematics & Statistics Engineering Science & Holland, MI 49423 Lincoln, NE 68588-0323 Mechanic Mary Jean Winter Mathematics Black Engineering Building Paul Williams Professor Ames, IA 50011 Professor Michigan State University Ward Worthy Engineering Mechanics University of Wisconsin Department of Mathematics Chemical and Engineering News Plant Pathology Department East Lansing, MI 48824 PO Box 69 George 0. Zimmerman Madison, WI 53706 Mathematics Wilmette, IL 60091 Professor PlantPathology Boston University Roger Wood Peter Yankwich Physics Department Laurence E. Wilson Associate Dean Dr. 530 Commonwealth Avenue Professor University of California NationalScienceFoundation Boston, MA 02215 Kalamazoo College College of Engineering Dir.for Science & Engr. Ed. Physics Chemistry Department Santa Barbara, CA 93106 1800 G Street 3408 Olney Elec & Computer Engr Washington, DC 20550 Kalamazoo, MI 49007 Chemistry

56 51 COMMITMENT AND COOPERATION AMONG PUBLIC RESEARCH UNIVERSITIES

The Alliance for Undergraduate Education The Alliance has as its primary goals the is a cooperative project of major public sharing of information on successful ap- research universities aimed at improving proaches in undergraduate education, the the quality of undergraduate education. stimulation of new approaches to under- Because of their size and scope, the partici- graduate programs. the development and pating universities provide academic envi- dissemination of exemplary standards and ronments that encourage the development practices for undergraduate education, and of new ideas and programs. All are provid- collaboration on program development and ing undergraduate education to large num- research projects about undergraduate edu- bers of students in a context that includes cation in research universities. graduate and professional education, basic In addition to undergraduate science and applied research, and service as an education, general areas of interest for the extension of teaching and research. Alliance include writing instruction and Officially formed in 1986, the Alliance assessment, selection and training of teach- office is located at The Pennsylvania State ing assistants, alternative approaches to University. Support for the work of the general education, recruitment and reten- Alliance comes from dues of member insti- tion of minority students, cooperative tutions and extramural grants. relationships with secondary schools, Founding members of the Alliance are assessment of undergraduate learning, the University of California, Berkeley; the academic advising, involvement of under- University of California, Los Angeles; The graduates in research, evaluation of teach- University of Illinois; the University of ing, and models for universitywide honors Maryland, College Park; The University of programs. Michigan; the University of Minnesota; the For more information about the University of l's'Iwth Carolina at Chapel Alliance, please contact: Hill; The Ohio State University; The Uni- Dr. Anne K. Nelsen versity of Texas at Austin; the University Executive Director of Washington; and the University of The Alliance for Undergraduate Education WisconsinMadison. In July 1990, these 405 Old Main founding members were joined by the University Park, Pennsylvania 16802 University of Arizona, the University of TEL: (814) 865-2960 Florida, Indiana University, and Rutgers, BITNET: AKNI @PSUADMIN the State University of New Jersey. FAX: (814) 863-7031