This document has been archived. Title : NSF 93-22 - National Conference on Diversity in the Scientific and Technological Workforce Type : Report NSF Org: EHR Date : June 1, 1993 File : nsf9322 ****************************************************************************** This File has been updated 10/31/96 to reflect the proper address of the: National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 For more information call: (703)306-1234 ****************************************************************************** PROCEEDINGS NATIONAL CONFERENCE ON DIVERSITY IN IN THE SCIENTIFIC AND TECHNOLOGICAL WORKFORCE September 25-26, 1992 Washington, D.C. National Science Foundation Directorate for Education and Human Resources (INSIDE FRONT COVER) National Conference on Diversity in the Scientific and Technological Workforce National Advisory Committee Membership Walter E. Massey Director National Science Foundation Luther S. Williams Assistant Director Education and Human Resources Directorate National Science Foundation Eugene H. Cota-Robles Special Assistant for Human Resource Development and Affirmative Action Officer National Science Foundation Cora B. Marrett Assistant Director Social, Behavioral and Economic Sciences Directorate National Science Foundation Clifford V. Smith President General Electric Foundation Frank Press President National Academy of Sciences Diana S. Natalicio President University of Texas at El Paso John Ruffin Associate Director for Minority Programs National Institutes of Health Erich Bloch Senior Fellow Council on Competitiveness Thomas W. Cole, Jr. President Clark-Atlanta University Ray Marshall, Professor LBJ School of Public Affairs University of Texas - Austin David A. Hamburg President Carnegie Corporation of New York Eugene DeLoatch, Dean School of Engineering Morgan State University James L. Powell Chief Executive Officer The Franklin Institute Jaime Oaxaca Vice Chairman Coronado Communications Corporation Anne S. Alexander Vice President, Education Programs AT&T Foundation John White, Dean School of Engineering Georgia Institute of Technology Donald Stewart President The College Board Maxine Bleich President Ventures in Education George Campbell Jr. President National Action Council for Minorities in Engineering, Inc. Louis Stokes U.S. Congressman Major Owens U.S. Congressman National Science Foundation Conference Program Committee Ex-Officio Members: Luther S. Williams Assistant Director Education and Human Resources Directorate Joseph G. Danek Division Director Human Resource Development Education and Human Resources Directorate Roosevelt Calbert Deputy Division Director Human Resource Development Education and Human Resources Directorate Program Committee Elmima C. Johnson Chair and Conference Coordinator Staff Associate, Human Resource Development Education and Human Resources Directorate Costello L. Brown Program Director Career Access Program Education and Human Resources Directorate Frank X. Sutman Program Director Elementary, Secondary and Informal Science Education Education and Human Resources Directorate Nathaniel G. Pitts, Director Office of Science and Technology Infrastructure Office of the Director Guy G. Guthridge Program Manager Polar Information Program Geosciences Directorate Joseph Reed Program Director Chemical Instrumentation Program Mathematical and Physical Sciences Directorate Bruce L. Umminger Division Director Integrative Biology & Neuroscience Biological Sciences Directorate Susan W. Duby Program Director Graduate and Minority Graduate Fellowships Programs Education and Human Resources Directorate William A. Anderson Section Head Hazard Mitigation Section Engineering Directorate Joyce M. Hamaty Section Head External Affairs Section Office of Legislative and Public Affairs J. Eleonora Sabadell Program Director Natural and Man-Made Hazard Mitigation Program Engineering Directorate Acknowledgments We wish to acknowledge the work of Dr. Elmima Johnson, Staff Associate and Dr. Roosevelt Calbert, Acting Director, Division of Human Resource Development, who served as the editors of this publication. Cover design: Rizalino Jacob MARK YOUR CALENDAR NOW! SECOND ANNUAL DATES: OCTOBER 28-30, 1993 PLACE: OMNI SHOREHAM HOTEL, WASHINGTON, DC EVENTS: o Action Plan Update o Research Symposium o Speakers - National S&T Leaders o Student Research Presentations o Awards o Workshops o Exhibit Program CALL 1-800-428-2189 TO BE PLACED ON THE CONFERENCE MAILING LIST (copy of STIS NSF 91-10) TABLE OF CONTENTS* Page INTRODUCTION MAJOR SESSIONS Opening Plenary Session Presiding - Frederick M. Bernthal, Deputy Director,NSF Speaker - Luther S. Williams, Assistant Director, Education & Human Resources, NSF Plenary Session II Presiding - Kenneth M. Hoffman, Associate Executive Center Officer for Education, National Research Council Speaker - Charles W. Merideth, President, New York City Technical College, CUNY Luncheon Meeting Presiding - Cora B. Marrett, Assistant Director, Social, Behavioral and Economic Sciences, NSF Speaker - Bernadine Healy, Director, National Institutes of Health NATIONAL VIDEOCONFERENCE AWARDS LUNCHEON Presiding - James Powell, CEO, Franklin Institute Speaker - Jaime Oaxaca, Vice Chairman, Coronado Communications Group Award Presentations WORKSHOPS Corporate/National Model Programs in Science, Engineering and Mathematics (SEM) FINAL SESSION Summary of Action Plan Development Presiding - Luther S. Williams, Assistant Director, Education & Human Resources, NSF Conference Highlights APPENDICES A - Draft NSF Action Plan B - Conference Program C - List of Conference Participants * All presentations have been edited. INTRODUCTION The National Science Foundation's, Directorate for Education and Human Resources sponsored a national conference in Washington, D.C. on September 25-26th at the Washington Hilton Hotel devoted to identifying strategies to promote a substantial increase in the level of participation by minorities in the scientific and technological enterprise. The conference, which was attended by more than 900 persons representing the academic, corporate and government sectors highlighted the current status and issues in the science, engineering and mathematics (SEM) education of minorities; showcased successful minority-focused programs; and offered research presentations by more than 250 students who participate in NSF sponsored research projects. According to Dr. Luther Williams, Assistant Director for Education and Human Resources, "This conference is the first of its kind in scope and direction sponsored by the Foundation and is a logical outgrowth of NSF's recent efforts in revising its science, engineering and mathematics education and human resource development programs to focus more on comprehensive and systemic changes and demonstrable outcomes." Throughout the two-day conference, there were panel discussions in which participants engaged in initial discussions of a national action plan for the year 2000 and beyond to guide NSF efforts to upgrade SEM education for minorities. Follow-up activities will include the formation of a national commission to further define the plan and enumerate recommended strategies and actions. This conference report summarizes the major addresses, the workshops, the national videoconference and the award presentations. The draft action plan is included in the Appendices along with a list of conference attendees and members of the National Conference Advisory Committee. We welcome your feedback on conference activities including the implementation of the NSF Action Plan for the science, engineering and mathematics education of minorities and the planning of next year's meeting. Please address your written comments to: Dr. Elmima C. Johnson National Diversity Conference Coordinator Directorate for Education & Human Resources Room 1225 1800 G. Street, N.W. Washington, D. C. 20550 MAJOR SESSIONS Event: Opening Plenary Session Presiding: Frederick M. Bernthal, Deputy Director, NSF As Deputy Director of the National Science Foundation (NSF), I am pleased to welcome you to this conference, and to extend greetings from the Director of the NSF, Dr. Walter Massey, who is overseas and unable to be with you today. This is the first ever National conference devoted to current programs and future strategies designed to promote aggressive growth in the participation of minorities in the scientific and technical enterprise. It is an outgrowth of NSF's efforts to overhaul its science, engineering and mathematics education and human resource development programs, which include a comprehensive set of precollege, undergraduate, and graduate programs. The aim is simple: systemic and comprehensive change--increase the number and quality of minority students at each level of the science, engineering and mathematics educational continuum. And this new approach is beginning to yield results. Far more convincing than anything I could say is what you will hear later at this conference from precollege, undergraduate and graduate students supported by NSF. Beyond a review of existing programs funded by NSF, our sister agencies, industry, and private foundations, this conference will explore the shape of the future. The development of the untapped human resource of groups underrepresented in science and engineering is a top priority of the National Science Foundation. That's why you will find here today and tomorrow several members of the Board of the National Science Foundation: Dr. James Powell of the Franklin Institute of Philadelphia; Dr. Perry Adkisson, Chancellor Emeritus of the Texas A&M University system; and Dr. Jaime Oaxaca, Vice-CEO of Coronado Communications in Los Angeles. I am delighted that so many of you have joined us for this conference. Luther Williams and I both look forward to your active and vocal participation during the activities and deliberations. Major Address: Luther S. Williams/1 Assistant Director, Education & Human Resources, NSF I join Deputy Director Bernthal and Dr. Calbert in welcoming you to this Conference. To frame our discussion over the next two days--bearing on explicit elements of the action plan for the future--and to set a context for the many excellent presentations to be made at this Conference, I now offer some comments on the nature of the enterprise (i.e., categorical emphases on minorities underrepresented in science and engineering). This Conference takes place against the backdrop of many studies, reports, conclusions and recommendations bearing on recruitment and retention of minorities in science and engineering. These reports raise the issues of underachievement and underparticipation/underrepresentation of minorities in science and engineering to the attention of the general public and call for substantive changes to ensure more positive outcomes. Let me initially observe that this Conference, beyond exhibiting exemplary K-12, undergraduate, graduate, professional development and institutional enhancement programs, was not called to accommodate the generalities and vague possibilities of "understanding" the problem. Rather, we seek to engage efforts that go beyond study and investigation to action of sufficient and appropriate scale informed by those indices judged as essential to problem solving with specificity. The aforementioned slew of studies and reports have presented a clear picture of underrepresentation of minorities in science and engineering. We also know well the seriousness of the situation and its implications for the future and, one might even argue, the present of the nation. The picture looks bleak across all levels of talent and interest, from the need for basic literacy in science and mathematics for all to advanced education for the most highly motivated. In "Changing America: New Face of Science and Engineering" (the report of the Congressionally-mandated Task Force on Women, Minorities and the Handicapped in Science and Technology), it is observed that "the Nation can effectively meet future potential needs of scientists and engineers by reaching out and bringing members of these underrepresented groups into science and engineering. America's standard of living and quality of life depend on it." Implicit in this conclusion is an extraordinary set of opportunities balanced by extraordinary challenges. ---------- 1/A portion of this speech was taken from the Action Plan, which is presented in its entirety in Appendix A. This summary, not at variance with those of many other publications, was issued in the early 1990s; its conclusion was equally applicable twenty years earlier. For, in fact, serious efforts to advance the position of minorities in the scientific and technical enterprise had its origin in the early 1970s. The herculean dimensions of altering the non-fertile landscape of the status quo notwithstanding, a plethora of programs was mounted. These efforts funded by NIH, NSF and other Federal agencies, the S&E industrial sector, private foundations, community-based and S&T professional organizations, and college and university resources, collectively equalled a several million dollar enterprise. In that decade of equal opportunity, there were no criteria or norms for participation; anyone could play. Play is not an inappropriate reference; for many of the programs were rapidly pruned by either neglect or intent--often to the otherwise unknown benefit of the enterprise. This fragmented, episodic, non-goal domain era--which paralleled a critical decade in the 50 year investment by the United States in support of the world's most innovative and productive basic science and engineering research systems--was not without achievements. Taken in combination, the outcomes of programs such as MESA (K-12 pre-engineering), NACME and GEM (in the instance of undergraduate/graduate engineering programs) and a range of Federal agency efforts in support of minority students in the sciences, have occasioned increased participation at each educational level. These major programs were revised and expanded and others initiated throughout the 1980s, presumably with the program designs being informed by the experiences/knowledge bases of the previous decade. What have we learned in this 20 year effort? What are the results? In Engineering: U.S. ethnic minorities, underrepresented in S&E, exhibited a 97% increase in bachelor degree recipients from 1977 to 1989 (2,654 to 5,239). In the Social Sciences: Minorities experienced an 41% decrease in bachelor degree recipients during the same period (12,375 to 7,297). In the Natural Sciences: There was a 20% increase in bachelor degree recipients over this twelve year period (4,526 to 5,411). As regards knowledge of effective programs, elements that informed sustained, sound and productive educational problems lead to the employment of a common set of core program elements. Conversely: (1) An unacceptably high percentage of the minority students who begin the study of science and engineering never graduate. (2) Science, engineering and mathematics departments have become distinguished by their facility in converting minority students, otherwise in good academic standing, into students and eventually graduates--and then professionals in that notable arena characterized by the manipulation of the wealth earned in previous generations. (3) Often the correlation between high school science and math preparation and collegiate level science and engineering performance was poor. In fact, in some instances, there were inverse correlations between the performance of minority students in college calculus, chemistry and physics courses and their precollege backgrounds as indicated by SAT scores, high school GPA, and math and science courses completed. (4) Overarching the aforementioned, and other less than exemplary outcomes, is the lack of structural reform of the science and engineering education enterprise as cited in AAAS' publication, "Investing in Human Potential: Science and Engineering at the Crossroads." At the doctorate level, a decidedly less favorable outcome obtains: In Engineering: Despite the nearly 100% increase in bachelor degree recipients, the number of doctoral degree recipients who were U.S. minorities only increased from 27 in 1975 to 71 in 1990. In the Physical Sciences: Doctoral degree recipients increase from 71 in 1975 to 111 in 1990. In the Life Sciences: The increase was from 97 to 174 for the same period as the Physical Sciences. In the Social Sciences: The increase was from 217 to 359 for the period 1975 to 1990. These degree outcomes, as well as those at the bachelor degree level, must be viewed in the context of an increase in resources committed to the effort from several million in the early 1970s to in excess of $100 million dollars in 1990. Upon disaggregation, these outcomes become increasingly problematic. For example, in 1990, no doctorate degree was awarded to an African American in the following fields: --Applied Mathematics --Astronomy --Atomic and Molecular Physics --Analytical Chemistry --Geology --Geophysics --Civil, Mechanical, Nuclear and Industrial Engineering --Materials Science --Biophysics --Neurosciences --Molecular Biology, and --Microbiology The "take home message" is simple: A change in the composition of discoverers/transmitters vs. consumers of S&T knowledge is minimal to non-existent. In fact, I submit that one is confronted with an exceedingly difficult task in explaining these outcomes absent acknowledging willful, knowing, and intentional actions. Viewed as a continuum, the doctorate degree data assume increased significance when considered in the context of reform of K-12 math and science education without the mandatory acceptance of the reality that all American students should be afforded intellectually challenging and appropriate curricula, supported by adequate educational resources, and taught by competent elementary and secondary teachers. As observed by J. Earle (Washington University), "What we must face today is that, unfortunately, we no longer look upon education as the discipline of learning, but rather as an act of consumption. And in our culture, consumption has taken on the therapeutic and evangelical aspects of both bad medicine and religion. Education is not laying on the hands nor is it counsel for saving the disturbed. It is (in the instance of science, engineering and mathematics) very challenging work. It is the labor of the mind, pure and simple." To be sure, we must disallow that assorted collection of academic paraphernalia that speak to less than excellence. As we take up the agenda for the 1990s and beyond, minority participation in science, engineering and other disciplines-- which has been viewed heretofore as only an equity issue--is now understood to be essential to the future National welfare. It now represents an investment in scarce human resources, but we must respond immediately and comprehensively. Nonetheless, the centrality of science and engineering to contemporary National affairs and the participation of minorities in the enterprise obligates a history lesson. I state categorically that the paucity of minorities among the ranks of scientists, engineers and mathematicians is not the result of some recent misdirected or unimplemented social policy. Rather it is one dimension of a larger story of minorities in the American society. It therefore needs to be understood in the context of past ideologies, practices, policies and expectations. These policies and practices worked quite well and thus today (again) we gather to discuss the extant cumulative debts occasioned by the lasting consequences of educational retardation. We must therefore take cognizance of the durable past and forge a new paradigm distinguished by a pragmatically- based, non-equity bound, quantitative goals domain for setting a National strategy. The task before us is to reformulate the problem and broaden the landscape for participation. Reconfiguring the problem is becoming enormously challenging. In part, the implementation of a revised National effort must rise above the chaos occasioned by limited, non-goals based, highly fragmented, and otherwise inadequate past and current programs. By such a strategic engagement, we can achieve a more reasonable balance of extant challenges and expanding opportunities. Our efforts must, quite understandably, be framed in the context of the phenomenal strides and rapid innovation in basic scientific and technical knowledge. The study of past civilizations has, to a great extent, been accomplished through the excavation and study of its garbage. Conversely, we must live with our refuse, specifically nuclear and chemical wastes which pose a very real threat to the fragile state of our ecological systems of global environment. The opportunities represented by global climate change, geochemistry, geosciences, urban engineering, ecology, and the environmental sciences are enormous. We must prepare minority students for careers in these critically important scientific and technical areas. Consider the knowledge explosion of the past several decades in the biological and biomedical sciences. Biotechnology, initiated by the cloning of the first gene in 1973, allows the specific manipulation of the genetic composition of living organisms leading to numerous applications in biotechnology research and development. With recombinant DNA technology as the epicenter, the use of allied and collaborative biotechnologies (i.e., hybridoma technology, tissue and culture technologies, bioprocess engineering, computer modelling, microchemical instrumentations, and separation technologies) has served to promote previously unimaginable advances in basic biomedical discoveries. There have also been significant biotechnological achievements in the agricultural and environmental sciences. Among these are: bacterial strains genetically modified to confer resistance to frost; genetically engineered bacteria with increased capacity to fix nitrogen and thus improve the fertility of the soil; genetic acquisition by bacteria of the capacity to degrade toxic chemicals; bacteria into which the gene for an endotoxin has been inserted with the expectation that it will control insect damage to plant root systems; livestock modified to increase reproductive capacity; weight gain and growth rates; and animal systems genetically engineered to produce large quantities of protein products useful for a variety of medical and industrial purposes. The call for the agricultural, medical and biomedical, chemical, engineering, computer science, etc., for the 21st century is critical and abundant. Minorities must assume vital roles in this biotechnological enterprise. In our constant quest to further our horizons, we look to outer space, and again, we are confronted with our need to control and dominate nature and our unquenchable desire to know that which is beyond the scope of our physical senses; but, we are faced with the same moral questions antarctic explorers and researchers grappled with earlier in this century. Who owns it? And what must we do to ensure that it remains unpolluted and unexploited by our intervention? The opportunities in the space sciences are manyfold. Witness the recently launched NASA Hubble Space Telescope which will scan the universe for some 15 years; the planned NASA Science Space Station Freedom which will render possible a new era of space-based astronomy, microgravity material processing, and chemical separation technologies; and the Laser Interferometer Gravitational Wave Detector, soon to be constructed, to detect the ultimate gravitational waves and otherwise transform the world as we know it. Minority scientists and engineers must participate in these extraordinary, complex and knowledge-generating endeavors. In connection with the above, I would, with pleasure, point out that not more than two weeks ago, an historic event occurred aboard the U.S. Space Shuttle "Endeavor." Dr. Mae Jemison, a medical doctor, became the first African American woman to serve her country (or for that matter, the world) in outer space. That event, I would submit, stands as a watershed model for all minority young men and women who seek to achieve in science and engineering the same level of excellence that Dr. Jemison has so dramatically exemplified. In the 21st century, Dr. Jemison will be remembered as a permanent marker on our long road towards inclusion. Agriculture should be of prime concern to all of us, too. Researchers are quietly changing the quality and quantities of animal and vegetable foodstuffs grown and processed not only on this continent, in Europe and Australia, but in the third world as well. Agronomists are not only developing strains of plant life which are more disease resistant, able to withstand lower temperatures, can be irrigated with sea water, indeed can be harvested from the sea itself, but are also attempting to deal with the problems of pesticides and herbicides in an ecologically sound manner. The computer age has revolutionized nearly EVERYTHING. Communications, molecular modelling, medical diagnosis and treatment, manufacturing, historical research, meteorology, agriculture, education, even the written and visual arts have been "impacted" by the silicon chip. These research areas will require a pool of computational and informational sciences experts, especially in advanced computing (supercomputers) along with a new cadre of public policy analysis and human resource administrators. Moreover, advanced technologies represented by robotics, high performance computing, imaging technologies, semiconductors, superconductivity, along with the next generation of synthesis and processing new materials for a range of commercially significant uses offer a new generation of opportunities for substantive participation by minorities. The list of scientific and technological challenges goes on and on. In every case there is a concomitant opportunity for substantive participation in the workforce of this rapidly expanding enterprise. Our talent pool for an effective address to these scientific and technological challenges will increasingly rest with the segments of our population from which we have not attracted acceptable numbers to science and engineering careers. This problem must, however, be framed in a more global context of science and engineering manpower. Essential to formulating the problem/strategy is the recognition that knowledge/information is the operative commodity or exportable product in the current highly competitive global community. Thus, from the vantage point of investments in the development of critically important human resources, minorities must be the subject of increased participation in science and engineering. Let me emphasize that absent a comprehensive, analytical, sustained, non self-evident and intellectually demanding address to the matter of minority participation, further declines will return the society to an elitist system of a highly educated few, and a seriously under-utilized working and poor class: in other words, educational (scientific and technical) and, consequently, economic apartheid. It seems quite evident that unless the American people recognize and accept the fact that educational investments in individuals are indeed investments in the solution to larger present and future societal needs and, through the offices of government at all levels, foundations, the business-industry sector, colleges and universities, express a unified commitment to strategies to recruit and utilize all human resources, in all sectors of endeavor, the future not only of America's minorities, but of all Americans is less than exemplary--and bodes ill for the continuation of the American dream. I therefore invite your participation in a National effort to change, in quite fundamental ways, the status quo. To do that, we must enumerate explicit goals and objectives, manage the domains of the problem solving exercise so as to set reasonable milestones, and hold ourselves accountable for achieving those milestones. We must, therefore, understand the full dimensions of the problem and structure our programs accordingly. Major gains being made in local communities and individual projects are important; however, they do not equal a National enterprise. What we need is the mechanism to ensure that the enterprise becomes nationwide. If we can effectively conjoin basic research and technology developments with our efforts in education and human resource development of minorities, we will assuredly enhance the welfare of the entire country. As the custodians of the future, we must be willing to make the effort, remembering all the time: "There is nothing more difficult to carry out nor more doubtful of success, nor more dangerous to handle, than to initiate a new order of things. For the reformer has enemies in all those who profit by the old order, and only lukewarm defenders in all those who would profit by the new order." Niccolo Machiavelli, The Prince Event: Plenary Session II Presiding: Kenneth M. Hoffman, Associate Executive Center Officer for Education, National Research Council Major Address: Charles W. Merideth, President, New York City Technical College, City University of New York I am indeed honored to have been invited to address this distinguished group of scientists, science educators, members from the private sector, and others committed to the proposition that America faces a major crisis as we approach the second millennium -- the establishment of a well-trained and diverse scientific and technical workforce. This crisis is not one of the affirmative action but one of National security. The only solution to this crisis is that America must make full utilization of all of her human resources. We are the warriors that must be on the front lines - in the classrooms, in the laboratories and in the community. Together we have an awesome responsibility--that is to prepare those in our charge for survival in today's and tomorrow's world. This is indeed a challenge. Let us look at this world, our world for any given 24-hour period in these United States. We live in a world that is interesting, dynamic, complex, challenging, demanding and sometimes cruel--a world that requires the highest level of conduct and unswerving duty to values that can change the world. If we could push the right key on the computer and call up a fact sheet on this world, our world, the fact sheet would show the following for any 24-hour period: 10,000 children are born 6,000 teenagers have sexual intercourse for the first time 1,540 teenage girls give birth to their third child 4,000 children take up smoking 14,000 teenagers drop out of high school 5,000 teenagers try drugs for the first time Over 2,000 teachers are assaulted by their students 12,000 students are beaten up by their peers 68 teenagers are arrested for fraud or embezzlement 78 children under the age of 16 are arrested for stealing a car 60 people are murdered 325 pounds of cocaine, equal to a bathtub full, are snorted $125 million dollars are earned by selling drugs 150 police officers are physically assaulted The list goes on and on. These statistics only profile the world we live in. The full portrait is unsettling and the captions under that portrait read, "Moral, political and economic chaos." "A world in need of leaders and change agents." This is our world, the world of the 21st century, and therefore we and those we are charged to educate are the leaders and change agents the world is all waiting for, in need of, and expecting. Those in our charge will be entering a world of alienation, lack of direction, lack of commitment to high ideals, lack of devotion to excellence, and a rather decadent desire, demand for instant everything: instant thawing of foods, instant cooking of cakes your grandmothers and mothers once took hours to make, instant pleasure, and instant knowledge. We want everything and we want it right away. Instant pleasure? If you are lonely, call 976 -TALK. If you want to enjoy your fantasies, call 976 -LOVE. If you want to party on the phone with perfect strangers, call 976 -FUNN. Instant pleasure. Instant knowledge? We sell more cliff notes than we do books themselves. Why read the book (350 pages) when you can read cliff notes. Instant knowledge. Why learn to add, subtract, multiply and do other calculations when you can buy a $4.99 calculator at K-Mart that will do it all for you - instantly. And why bother to get out of the house and go to church, synagogue or the mosque in fellowship with other people when you can sit at home in your most comfortable chair, use your remote control, flick on your favorite television preacher, who might be broadcasting from jail, and get the spirit -- instantly. Why read the newspapers and magazines when you can turn on the 6 o'clock news and get all the facts -- instantly. We live in a culture that promotes, produces and makes profit from the quickest way to get everything. If it requires hard work, the sweat of the brow or the wrinkle of the brain, if it requires time and energy, we Americans are programmed to make it last if we cannot find a quick and easy way to make it first. We promote leisure and good times rather than struggle and hard work. And whenever that happens to a society, there is chaos and fear of self-destruction. It is in this context that I am honored to have the opportunity to address all here assembled on a theme that has been resounding around this Nation for many years - quality education for minorities in mathematics, science, and engineering. There is no need for me to stand before this group to convince you of the worth of this effort. You have been in the vanguard, you have been the leaders in moving this venture forward. It is my task today to merely solidify this construct, to summarize the effort, and to urge each of us to take our rightful portion back to our constituencies so that our goals will be realized. I have had the good fortune to view the education of American youth - minority youth - from a number of vantage points. I was fortunate to be in an environment that recognized and nurtured the talents that lay within me. As a professional, I have viewed the education of minority youth from the perspective of the historical Black college. I now sit as president of the technical college of the third largest university in this Nation, a college that exists within the inner city of New York and by every measure is a minority institution. I have seen what can be done; I have also seen what should not be done. There is no secret to the success of our dream. Mathematics, science and engineering for minorities is a goal that is within our grasp, but our grasp cannot be half-hearted. The efforts that we put forward across the Nation must be both visionary and comprehensive. Scientists are not molded in college; they are nurtured in our kindergartens and in our communities. We must be able to identify those that have the talents in these areas and then nurture them. We cannot be rigid in our approaches. Flexibility must surround all of our efforts. I liken the education of our children to a pipeline. Each passes through that pipeline at a rate commensurate to his or her abilities and talents. For one, the valves may be wide open with no slowdown along the way. For another, the valves may need to be half shut or even closed down temporarily until the appropriate repair is made and the journey is ready to be continued. Bridges must be built - bridges between our high schools and colleges; bridges that tell our students that there is no separation between these two worlds of education. One is merely an extension of the other and its students are expected to pass between them without hesitation. Visionary; comprehensive. It is not sufficient that we have better teachers and more creative curricula. The compensations and rewards must be such that we attract and retain the most able, the most dedicated. It is not enough that we look to the quality of life in our school systems. Our young ones have lives beyond the school that must also be our concern. Our ivory towers must have doors and windows that allow us to view and to empathize with the world in which our children live. Visionary; comprehensive. The historical Black colleges have been pioneers in this effort. But they must do more. They must continue to share with their colleagues who are toiling in the myriad of minority institutions across this country the tactics, the approaches, and yes, even the secrets that they have employed in successfully educating minorities in mathematics, the sciences and engineering. Our community colleges and our technical colleges must abandon the role of being ancillary to the traditional four-year institutions and step forward to take their place as leaders in the education of minorities. The demographics of our times demand that these institutions take a leadership position. Visionary; comprehensive. We must use all of the talent that is available to us in this battle. I have known minority professionals who have been lost to this arena for lack of opportunity or want of sufficient rewards. Each of us can identify those that are out there today who have travelled the difficult road but had to get off at some point and venture into other fields. They can be reborn and brought back to serve as role models and mentors to our youth. I dream of a day when minorities in mathematics, the sciences and engineering are looked upon by our young people as are the ballplayers of our day. It is not unthinkable, rather it should be our expectation, that at least some of the youth of the 21st century in America will revere an Hispanic engineer of renown, a Native American Madame Curie, or a Black physicist/astronaut. Science, mathematics, and engineering for minorities is not a dream for personal gain. It is a reality that must be achieved if we are to hold on to a competitive edge that is slowly slipping from our grasp as the global economy advances. Science, mathematics, and engineering for minorities is not a private goal. It is a National priority that must be addressed not only by educators but by Government, by the private sector and by the foundations. If we do not see ourselves as equal partners in this effort, we have no alternative but to fail. The future of our Nation lies in what we speak about here today. Visionary; comprehensive. These are the modifiers that have framed our plan. These are concepts that we have called upon to share our design for tomorrow. But, ladies and gentlemen, they will be nothing but dumb mouths unless we give them life and breath. They will be nothing but the tinkling brass and sounding cymbal of the scriptures unless we move with a purpose and a mission. We have had enough conferences. We have had enough strategy sessions. The year 2000 is no longer a dream; it is but eight years away. I ask that each and everyone of us leave this conference with a sense of purpose, a sense of mission, and most importantly, a sense of action. Now is upon us. Let's get on with it. Thank you. Event: Luncheon Presiding: Cora B. Marrett, Assistant Director, Social, Behavioral and Economic Sciences, NSF Major Address: Bernadine Healy, Director, National Institutes of Health Perhaps Margaret Mead expressed it best, when she said, "It is very difficult to know how to evaluate how essential it is to have one's soul seared by the great injustices of one's own time- -being born a serf or a slave, a woman believed to have no mind, a black man or a woman in a white man's world...Such experiences sear the soul. They make their victims ache with bitterness and rage, with compassion for fellow sufferers, or with blind determination to escape even on the backs of fellow sufferers....Injustice experienced in the flesh...is the stuff out of which change explodes." The unfortunate truth is that even today, in 1992, women and minorities still face the injustices of denied opportunities and inequalities in the workplace. The reality is glaringly apparent in my chosen field, biomedical research. Let us look at where we are today. Consider the statistics: o Blacks constitute just slightly over 5 percent and Hispanics only about 2.5 percent of medical school faculty in the United States. o African Americans constitute 10.1 percent of the work force, but only 3.7 percent of the nation's physicians, only 2.1 percent of the nation's dentists, and only 2.4 percent of the nation's natural scientists. o Hispanics make up 6.9 percent of the total work force, yet only 5.5 percent of the nation's physicians, 3.3 percent of the nation's dentists, and 2.7 percent of the nation's natural scientists. o Of the 4,779 doctorates awarded in the life sciences in this country in 1990, only eight went to Native Americans. These statistics clearly indicate that problems of underrepresentation and lack of advancement of minorities are indeed very real and have an impact upon all Americans. When a society refuses, for whatever reason, to fully and productively utilize all of its people, the inevitable result is that such a society is less resourceful, less efficient, and therefore less competitive. Valuable contributions that are within our grasp will remain simply out of reach. The National Institutes of Health is aware of the critical nature of these problems and is firmly committed to increasing both the opportunities for the numbers of people in the field of science, with specific attention to minorities and women. NIH Programs for Minority Scientists The NIH is committed to increasing the numbers of minority scientists represented in biomedical research careers. The NIH Office of Minority Programs was established for the purpose of closing the gap in health status between minorities and the population at large. In March of this year, I announced plans to the Congress for an NIH Minority Health Initiative, a $45 million effort aimed at improving health in minority communities and attracting minorities into careers in medicine and research. Dr. John Ruffin, Director of the Office of Minority Programs, leads this effort. The Minority Health Initiative will channel much needed support to the research projects targeting those diseases and conditions which disproportionately afflict minorities. These disorders include AIDS, noninsulin-dependent diabetes mellitus, lupus, heart disease, and stroke. Another key component of this initiative is to attract more minorities into science careers. The Office of Minority Programs' long-term strategy calls for support of innovative programs that focus on increasing the numbers of minority biomedical scientists. The office is moving quickly to establish several new projects in the area of minority health training. Recent efforts have focused on creating pilot or "start-up" training projects at all levels of the educational pipeline--from precollege to postgraduate levels. However, in 1993 and beyond, the emphasis will shift to a sustained research training initiative that will include four components: o Creation of research and research training centers that encourage collaboration between colleges, universities, school systems, business and community organizations, and other groups with a focus on minority training. o Establishment of M.S.-Ph.D. programs in the biomedical sciences that link students in traditionally minority institutions with major research universities. o "Bridging" programs that create new opportunities for students in junior and community colleges to enroll in undergraduate programs in the biomedical sciences. o Precollege intervention programs aimed at increasing the interest and preparation of underrepresented minority students in science and mathematics fields, implemented in collaboration with the National Science Foundation. This effort is further supported by long-term NIH programs aimed expressly at increasing the number of biomedical scientists. For example, on July 30th, one of NIH's research institutes, the National Institute of General Medical Sciences (NIGMS), celebrated the 20th anniversary of its Minority Access to Research Careers (MARC) and Minority Biomedical Research Support (MBRS) Programs. NIH Efforts to Bring More Young People into Science Careers The ultimate success of these programs, however, is dependent upon a continuous pool of young people interested in scientific careers. The key to the successful cultivation of this pool lies in our ability to spark the awareness and the interests of children at an early age. We need to instill in them an attraction and excitement for science and mathematics; an excitement that is continually renewed throughout the course of their educational experience. Unfortunately, at a time when the opportunities for scientific discovery have never been greater, fewer and fewer young people are considering careers in biomedical research. The NIH is committed to confronting this declining interest in science with programs and experiences that will sustain and magnetize the interest of young people over subsequent years. To meet this challenge, NIH has established the Office of Education under the direction of Dr. Michael Fortis. This office is responsible for the educational, training, and recruitment programs associated with the NIH in-house research program. It is charged with the short-term goal of consolidating the strengths of NIH training at the postdoctoral level and building from those experiences to develop new programs and materials aimed at science education of students and teachers at the precollege and college levels. The Office of Education has developed a number of innovative programs. One example is the NIH Summer Fellowship Program for In-Service Teachers. This summer experience targets secondary teachers from across the country who work in schools with predominantly minority enrollments and trains them to be lead teachers in molecular and cellular biology back in their home school districts. Other precollege programs are aimed at students from minority groups as well. Perhaps the most successful precollege program sponsored by NIH is the Minority High School Student Research Apprentice Program. This program is designed to attract precollege minority students into careers in science. It provides minority high school students with up to eight weeks of hands-on research experience in basic and clinical laboratories across the country. Since 1981, over 10,000 students have participated. In 1991, the program was expanded to include a high school teachers initiative. To qualify, a teacher must be a member of a minority group or reach a significant number of minority students. The program offers the teachers the opportunity to gain research experience, update their skills in modern research techniques and broaden their knowledge of scientific concepts through participation in summer research projects at a local university, health professional school or research organization. The long-term goal is to establish year-round links between science teachers, secondary school students and local research institutions. The program is being expanded to include elementary and middle school teachers as well. At the college level, the Office of Education is developing programs to assist undergraduate faculty from women's colleges and academic institutions with significant minority enrollments. New summer programs for undergraduate students are also being planned. To help develop and coordinate a comprehensive science education program at NIH, last year I established the Office of Science Education Policy. This office has been instrumental in helping to develop and administer a number of successful science education programs which fill gaps in the existing NIH life sciences initiative. Three of these innovative programs---the Science Education Partnership Awards (SEPA), the Science Enrichment Program, and the Biomedical Research Advancement Saturday Scholars Program (BRASS)---have been given high marks by participants, observers and evaluators. Through SEPA, NIH and the Alcohol, Drug Abuse, and Mental Health Administration have funded 24 projects. One example is a science partnership at the University of Southern California and the Francisco Bravo Medical Magnet High School in Los Angeles. The goals of this project include increasing the students' scientific literacy in the biomedical sciences, increasing the number of students entering the health professions, and heightening their awareness of the importance of biomedical research and medical science issues as they relate to the inner city community. This project has spawned faculty development workshops, seminars, laboratory manuals, curriculum materials, training programs and research opportunities. Topics such as AIDS education, Alzheimer's disease, inherited genetic disorders, including sickle cell disease, are all part of this program. After a successful two-year pilot funded by the National Cancer Institute, the Science Enrichment Program has been expanded into an NIH program and is being piloted on a national basis. The program is designed to encourage minority and medically underserved youth to pursue professional careers in science, mathematics, and research. This past summer, four regional Science Enrichment Programs were funded. The BRASS program actually grew out of the need to stimulate an interest in biomedical and life sciences in the local Washington metropolitan areas among seventh and eighth grade students. The program explores various aspects of biomedical and behavioral life sciences in the context of geography, economics and sociology to introduce young people to what happens in the real world of science. This exciting program, now in its second year, will be evaluated during the 1992-1993 school year. If it is successful, NIH plans to package the curriculum and provide it to other Federal laboratories and academic institutions across the country. Programs such as these which target students at a young age, are particularly important. At a time when junior and senior high students are beginning to consider career options, such programs help them make informed choices. By inspiring young adults and their teachers, these programs begin to bring fresh talent to the biomedical sciences. NIH's educational programs are but a part of a much larger strategy that is needed in order to take full advantage of the promise that women and minorities offer. This larger strategy requires not just government intervention, but also requires additional support from role models and mentors, particularly women and minorities, to encourage bright young minds toward science and to continue to inspire those already in the field. Conclusion I hope that through this meeting today, we will not only be able to develop a plan for strengthening minority student achievement, but also come up with ways to raise public awareness of this critical issue. In closing I would like to leave you with a simple but poignant thought. If Albert Einstein had been born an Hispanic woman, would we have recognized her genius? If Jonas Salk were an African American man, would the discovery of a polio vaccine have been delayed? It is entirely conceivable that the very people being denied the opportunity to contribute and advance in our society are the ones that have within themselves the knowledge, dreams, and ideas to make new and exciting discoveries a reality. At what price do we deny or delay their opportunity to contribute? And what impact will this inequality have on the health and welfare of our nation as we move into the next century? NATIONAL VIDEOCONFERENCE Event: National Videoconference Moderator: Jim Vance, News Anchor and Commentator, NBC Affiliate, Washington, D.C. Panel Chair, Luther S. Williams Panel Members: Erich Bloch, Senior Fellow, Council on Competitiveness Roosevelt Calbert, Deputy Director, Division of Human Resources Development, NSF George Campbell Jr., President, NACME Diane S. Natalicio, President, University of Texas, El Paso Jaime Oaxaca, Vice Chairman, Coronado Communications Corporation On Friday afternoon the conference audience was extended to include students and faculty at colleges and universities across the country using telecommunications technology. For over an hour selected leaders in SEM discussed major issues, problems and solutions, focusing on current NSF programs and possible future initiatives. The panel also responded to questions from the audience at the conference and across the country. Below are the introductory remarks made by Dr. Massey and Dr. Williams and edited highlights of the panel discussion. (A limited supply of videotaped copies of the teleconference are available for distribution. Contact Dr. Elmima Johnson, NSF, 202-357-7552.) Introductory Comments Walter E. Massey, Director, NSF "Good afternoon and welcome to the National Science Foundation's video teleconference on Diversity in the Scientific and Technological Workforce. I am often asked why I became a physicist. I certainly did not grow up in Hattiesburg, Mississippi, wanting to be a physicist. In fact, when I first entered Morehouse College, I had never heard of physics; I had never even taken a course in chemistry or trigonometry. I was unprepared to study science, but I was interested and willing to work hard. And I received the help I needed -- especially from one special individual, a professor of physics, Dr. H. Christensen. He was a man of commitment -- to science and to teaching. He took time -- no, he made time -- to support his students, to guide and challenge us to develop our innate abilities to their fullest. He persevered and so did we. I doubt that I would have finished college -- and certainly not in physics -- without the mentorship of Dr. Christensen. I have come to the conclusion that it takes more than willingness to increase the number of minority students in science and engineering. It takes commitment, not unlike the kind of commitment my first physics professor demonstrated to his students. There are over 2,100 4-year colleges and universities in the United States; less than 1,200 of them awarded even one baccalaureate degree in science and engineering to a black student in 1989. And the 80 historically black colleges and universities alone awarded 30% of those degrees. Perhaps then, we ought not be surprised that the number of black students earning bachelor degrees in science and engineering actually has declined over the past decade. Nor that African, Hispanic, and Native American students still constitute only 10% of the bachelor degrees awarded in science and engineering. We ought not be surprised, but we can, and should, be dismayed. The National Science Foundation is committed to changing this situation. We are committed to increasing the numbers of underrepresented minorities who enter college, earn degrees, and pursue graduate studies and careers in science and engineering. Today you will learn about a number of programs we have in place to achieve this goal. We invite you to join us in these activities. We invite you to turn your willingness into result. Because that is what we promise you -- we promise to "make" time on a busy agenda, to provide the support needed, and to persevere. We promise commitment. Almost 50 years ago Vannevar Bush published Science -- the Endless Frontier. In that document, he laid out the blueprint for Federal support of science and engineering research and education. He talked about a plan for assuring scientific leadership and said: 'We think it is much the best plan, in this constitutional Republic, that opportunity be held out to all kinds and conditions of men whereby they can better themselves. This is the American way; this is the way the United States has become what it is. We think it is very important that circumstances be such that there be no ceilings, other than ability itself, to intellectual ambition. We think it is very important that every boy and girl know that, if he shows that he has what it takes, the sky is the limit.' The National Science Foundation was built from Vannevar Bush's blueprint and his vision continues to guide us." Introductory Comments: Luther S. Williams To be sure, increased minority participation in science, engineering and mathematics and other disciplines is now understood to be more than an equity issue -- it is essential to the future National welfare. It now represents an investment in human resources essential to improving the standard of living. This nation must, therefore, respond immediately and comprehensively. The paucity of minorities among the ranks of scientists, engineers and mathematicians is one dimension of a larger historical story of minorities in the American society. One intent of this conference is to remind us that we must forge a new paradigm recognizable by pragmatically-based, non-equity bound, quantitative goals that form the core of a National strategy that reformulates the problem and broadens the landscape for participation by all groups. I, and my National Science Foundation colleagues, enthusiastically welcome all participants from the Federal, academic, industrial and other private sectors to this conference. It is imperative that we marshall all of our forces collectively to rise above the highly fragmented and inadequate approaches of the past. Our efforts must lead to the preparation of minorities who can take advantage of enormous opportunities in mathematics, urban engineering, ecology, the environmental sciences and computational sciences. Opening Comments by Jim Vance, WRC-TV News Anchor I am pleased to be your moderator this afternoon at the first teleconference organized by the National Science Foundation at their inaugural Conference on Diversity in the Scientific and Technological Workforce. This conference will focus attention on the Foundation's leadership role in educating minorities who are underrepresented in science, engineering, and mathematics. In recent decades, science and technology has been a driving force for our national economy and a source of many dramatic developments. During this time, we have come to realize that the scientific and technological fields are not just important for basic research but are an integral part of our daily lives and an essential tool for industry. We have also come to realize that not everyone has equal access to the quality education that is needed to pursue successful careers in science, engineering, and mathematics, particularly minorities. As a result, many minorities are deprived of opportunities to develop and explore an interest in these important fields. The NSF has a strong commitment to improve access to a quality education for all of our students. This nation must have a workforce that is highly skilled, creative, and productive in order for us to remain competitive in the world markets. Our distinguished panelists for today are: Dr. Diana S. Natalicio, President of the University of Texas at El Paso; Dr. George Campbell, Jr., President, National Action Council for Minorities in Engineering, Inc. (NACME); Mr. Erich Bloch, Senior Fellow, Council for Competitiveness; Mr. Jaime Oaxaca, Vice Chairman, Coronado Communications Corporation; Dr. Luther S. Williams, Assistant Director for Education and Human Resources at NSF; and Dr. Roosevelt Calbert, Deputy Division Director, Human Resource Development, also at NSF. Mr. Vance: Dr. Williams, what is specifically NSF's role in sponsoring this conference? And tell us in layman's language just what you people at NSF are doing? Dr. Williams: Well, the NSF is a Federal agency that has the twin responsibility for maintaining the health of science, engineering, and mathematics education and research. In exercising its education responsibilities, the agency has the role of ensuring that the Nation has an adequate supply of scientific and technical personnel. Narrowing that to minorities, one has to be concerned about the entire educational continuum. Thus, what we are doing in our programs is essentially operating a comprehensive, coherent set of programs that range from K - 12, through all of the undergraduate sequence, to a graduate education, informed by the reality that minority students have less than positive experiences at each of those three levels. This conference provides a forum to bring many players in the educational continuum together to view the results of some of our most successful projects and to initiate a national action plan to identify and implement strategies that will make our educational systems more responsive and accountable. Mr. Vance: Dr. Natalicio, as President of the University of Texas at El Paso, how have these NSF programs influenced your efforts at your institution? Dr. Natalicio: I think what excites me most about these programs is that they not only provide support for individual students, which is extremely important for minority students, most of whom have difficulty attending a college or university without some kind of support, particularly if they want to pursue careers in science and engineering; but also that these programs very much help us to build the capacity of the institutions like ours, which is a minority institution and which has had great difficulty in the past attempting to mobilize the resources necessary to try to create opportunities for the students we serve. As an example, the University of Texas at El Paso (UTEP) has just received word that we were named one of the top ten public universities in the state of Texas for annual research expenditures. I trace that achievement really to the Foundation's Research Improvement in Minority Institutions (RIMI) Program and the Minority Research Centers of Excellence (MRCE) Program. These two programs provided the support that we needed at UTEP to leverage support from other sources and to move our agenda forward. Mr. Vance: Dr. Calbert, how do we know it is working, and what steps are being taken to measure just how effective are these programs that Dr. Williams and Dr. Natalicio mentioned? Dr. Calbert: From the outset, we have to say that the very fact that we have at this particular conference over 250 talented science, engineering, and mathematics students across the pipeline, from precollege, to the undergraduate and graduate levels, speaks to the effectiveness of the focused NSF programs. In terms of formal mechanisms for determining how well these programs work, the NSF has established a Division of Research, Evaluation, and Dissemination that will assist other divisions with their efforts to evaluate both programs and projects. We at NSF take these efforts seriously. Each project that receives an award from NSF's Directorate for Education and Human Resources must submit an evaluation plan to conduct monitoring activities as well as submit final evaluation reports. We are also establishing data bases so that each project will be accountable for meeting its goals and objectives and for demonstrating measurable outcomes. Mr. Vance: Mr. Bloch, it is often said that in order to ensure the availability of a highly trained workforce, that this nation cannot tolerate sustained underrepresentation of minority groups in SEM. I am curious to know if you agree with that statement and can elaborate on it. Mr. Bloch: Well, I certainly agree with that statement. In fact, we are talking a great deal about competitiveness these days, luckily. We did not talk about it a few years ago. And I think in order to be competitive as a country, we must have an educated workforce. In order to have an educated workforce, everybody has to participate in it. With minorities being underrepresented today, we need to solve this problem and solve it in a hurry. Mr. Vance: Mr. Oaxaca, what is being done to involve the community of partners in the solution of this problem? Mr. Oaxaca: Fundamentally, I think we must make America aware that this is not really a minority thing. It is an American thing. Eighty-five percent of the American workforce by the year 2000 will be made up of women, minorities, and persons with disabilities. In the early '70's, organizations like the Society for Hispanic Professional Engineers, and the National Action Council for Minorities in Engineering (NACME), of which Dr. Campbell is now the head, carried the ball when it was not fashionable to do so. With the renewal of urban America and all the pollution and environmental issues, we are going to need the very best people that can work in an environment where labor- intensive activities are no longer going to be the long suit of America. We must take into account that the demographic changes in America include all of the folks we are addressing. I am a great optimist and I am delighted to be here to see this diversity conference happen. Mr. Vance: Dr. Campbell, Mr. Oaxaca mentioned the NACME program. You run that. What is he talking about? Dr. Campbell: NACME was established in 1973, almost 20 years ago. In 1971, during the formative stages of NACME, there were about 500 African American, Hispanic, and American Indian graduates from America's engineering colleges and universities. Last year, the were 4,575, almost a ten-fold increase. I think that is quite an impact. It is important to have national organizations working on a national level to identify and resolve specific problems and specific impediments to minorities in science and engineering, such as those that may exist in institutions of higher learning. Summary of Panel/Audience Discussion Questions from the conference audience, including those from universities beamed in by satellite, focused on a variety of issues. The discussion is summarized below: Community Colleges - The role of these institutions in facilitating minority student participation in science, engineering and mathematics (SEM) fields was discussed. It was recognized that while these schools enroll approximately half of the minority college students, they are often viewed as "halfway houses". The panel characterized them as "underutilized and underestimated" resources and suggested the need for strengthening their academic programs. Institutional Barriers - Low faculty expectations, "ethnic isolation" and lack of peer support were characterized as reflecting the racial attitudes and discriminatory practices that exist in society as a whole, but are exacerbated in the academic environment. It was suggested that institutions receiving Federal research funds to support minority students be held accountable for the students academic progress, a responsibility which predominately minority institutions have traditionally accepted. Defining the Problem - Dr. Williams pointed out that the lack of agreement and clarity on what constitutes an outcome is, in part, responsible for our limited success to date. He admitted that a significant portion of the federal funds expended to date have yielded experiences, but not outcomes. Another panel member commented that many scientists and engineers do not view minority underrepresentation as a problem. They believe that if you have the ability, it will happen somehow; or in the case of engineering, that the current supply is adequate. Problem-Solving Strategies - A reoccurring theme of audience comments was that the SEM education of underrepresented minorities demands a comprehensive approach, involving all sectors and must focus on K-graduate school. Panel members expressed the need to redefine the concepts of intelligence and learning. Related comments focused on teachers, i.e., how to increase the supply of well-trained precollege math and science teachers and how to strengthen the skills of current teachers. Commensurate pay for ability was offered as the key to the supply problem. Attention was given to the special problems of women (unconscious discrimination by teachers) and the how gangs and drugs affect the participation of minority males. Foreign SEM Students - A comment on the recruitment of foreign students to fill critical faculty positions led to a discussion of the supply problem as a "global issue" by the panel. That is, many countries were perceived as experiencing shortages in scientific personnel, and it was pointed out that many of the foreign students trained in the United States do return to their own countries. It was noted that in the past foreign students served a useful function by filling a gap left by a shortage of trained US scientific personnel in critical research fields. The opinion was expressed that all SEM graduates can be absorbed into the system, resulting in world-wide talent being brought to bear on S&T issues. Panel Composition - A suggestion was made that a student and a parent be added to future panels: a student because they are our customers and a parent because the home is an important factor in student achievement. AWARDS LUNCHEON Event: Awards Luncheon Presiding: James L. Powell America has always been, and will always be, a multi-racial society. The task of each generation has been and will be to make such a society work. It is a harder task than that confronting many other countries; but our diversity can also be a source of great strength. In order for it to be so, every member of our society must have the opportunity to learn and to become an educated person. Science education of high quality is particularly important; not only to guarantee the flow of new knowledge, but to train the work force that will allow the nation to maintain and improve its standard of living in an international technological and knowledge-based economy; to enhance military security in an age when wars will be fought with smart weapons operated by well- trained men and women; and to provide citizens with the information that they need to vote intelligently. If indeed the ultimate purpose of education is to help individuals achieve their human potential, then all people deserve an education adequate to allow them at least to consider a career in science. To disenfranchise certain members of our society, historically minorities and females, from the opportunity even to contemplate such a career is deeply unfair. Not only is it unfair, as a national policy it is counterproductive: for a nation to maintain the standard of living for all its citizens, it must utilize the intellectual capital of all of them, not just a fraction. Our diverse society cannot prosper, and all of our citizens cannot benefit, unless all can contribute to our scientific and technological growth. To be blunt: the 15 percent of our population entering the work force in the early 21st century who will be white males, those who have traditionally been the scientists and engineers, cannot alone maintain the standard of living of the other 85 percent, much less improve it. This conference is important for two reasons in particular: First, it shows the commitment of the National Science Foundation to science education for members of minority groups. Second, the student presentations show convincingly that all young people have the ability to succeed in science and to contribute to it. The fault lies not with them, but with the rest of us, who have allowed a society, and a system of education, to develop that denies opportunity and stifles potential. Fortunately, thanks to the leadership of the Foundation, and of great educators like my friends Dr. Luther Williams and Dr. Constance Clayton, Superintendent of the Philadelphia School District, the tide is turning at last. This conference comes at a critical time in the evolution of the reform movement. It should inspire and encourage us to work even harder in this cause. Remember, the young people can do it, but we have to see that they get a fair chance. Speaker: Jaime Oaxaca, Vice Chairman, Coronado Communications Corporation In his introduction to the awards ceremony, Dr. Oaxaca characterized the student participants at the conference as the "best and the brightest". His remarks focused on the changes in the 21st century: the growth of a global economy; the increasing prominence of science and technology and; the changing demographics of the workforce. He listed economic, social and health crises and noted that he could not "think of one challenge that we have that doesn't require ...the young people that are going to be the leaders of tomorrow, to have the very finest, best education available...." He urged a program of workforce diversity focusing on ways to strengthen the infrastructure by expanding the participation of minorities, women and the disabled in all facets of the S&T enterprise. AWARD PRESENTATIONS Student Research Awards More than 230 student participants in NSF-sponsored research activities presented their research findings at the conference in panel settings. Disciplines represented included chemistry, physics, engineering, biology and the social sciences. Undergraduate and graduate students were invited to submit formal papers on their research as part of a competition to select the outstanding undergraduate and graduate student. These papers and subsequent presentations were judged by NSF staff with expertise in the relevant research disciplines. Judges selected from NSF staff were present at all of the precollege presentations and made a selection of the best overall presentation by a high school student. Plaques and monetary prizes were presented to the top student in each of three educational categories by the sponsoring organization. Abstracts of student research presentations along with the three winning papers are being published as a separate document. See NSF 93-47. The award categories, sponsors, titles of papers, the presentations and awardees are summarized below: PRECOLLEGE STUDENT RESEARCH PRESENTATION AWARD Sponsor: National Science Teachers Association Presenter: Costello Brown, Director, Career Access program Awardee: Miguel E. Marrero-Medina, University of Puerto Rico, Comprehensive Regional Centers for Minorities Program Title of Presentation: "Use of Coliphages as an Alternate Indicator of Fecal Contamination in Water and its Possible Applications in Sediments." (picture) We are indeed proud to recognize the fact that approximately 20 research presentations at this conference were made by high school students who are participants in the National Science Foundation (NSF) Comprehensive Regional Centers for Minorities (CRCM) Program. In today's society, scholastic endeavors for most high school students often must play a secondary role to athletics, and social activities, it is therefore a pleasure to identify high school students who are involved in scientific research. The joy and excitement of actually doing research can motivate students to choose scientific careers and also serve as additional incentives for students to improve their overall academic performance. The NSF Comprehensive Regional Centers for Minority Program encourages and supports a wide range of hands-on mathematics and science programs that begin as early as elementary school and can culminate in science fair projects, as well as more advance research projects, as demonstrated by the outstanding papers presented at this conference. -- Costello Brown OUTSTANDING UNDERGRADUATE RESEARCH AWARD Sponsor: Phi Beta Kappa Presenter: Douglas Foard, Executive Secretary Awardee: Ursula Donatto, Grambling State University, Research Careers for Minority Scholars Program Title of Paper: "Magnetic Character Investigation of Higher Alcohol Synthesis Cu-Co-Cr Catalysts." (picture) Phi Beta Kappa recognizes the important role undergraduate student research plays in strengthening the interactions between faculty members and students, and how this interaction not only encourages students to persist in their efforts to complete the baccalaureate degree but prepares them as well for graduate study. In fact, Phi Beta Kappa was founded in 1776 by undergraduate students who were dissatisfied by the curriculum of their day with its emphasis on memorizing ancient Greek and Latin texts. They created the Society in order to foster free inquiry and investigation, an ideal Phi Beta Kappa has upheld for undergraduates ever since. We applaud the National Science Foundation's leadership role in providing opportunities for minority students to participate in undergraduate research. At this conference alone, we note with delight, 57 percent of the 232 papers presented came from the Foundation's premiere undergraduate programs--the Alliances for Minority Participation and the Research Careers for Minority Scholars Programs. Both of these NSF initiatives have established an outstanding record of providing the support needed for thousands of minority students who will soon become the nation's next generation of scientists, engineers, and mathematicians. All of these students are winners and from this group of motivated young scholars will come the science, engineering, and mathematics leaders of tomorrow. They will, I am confident, enhance this nation's competitiveness in the next century. -- Douglas Foard OUTSTANDING GRADUATE STUDENT RESEARCH AWARD Sponsor: Council of Graduate Schools Presenter: Richard Attiyeh, Chairman, Board of Directors Awardee: Ivonne Santiago, New Mexico State University, Research Improvement in Minority Institutions Program Title of Paper: "Removal of Hexavalent Chromium from Water Using Tailored Zeolites" (picture) The Council of Graduate Schools is honored to sponsor the award for the outstanding graduate student research paper and presentation at this conference. We present this award in recognition of NSF's leadership role in providing quality education for minority students in science, mathematics and engineering and as a reflection of our strong support of the Foundation's efforts. In the initial round of the competition, six papers were judged to be highly meritorious. The quality of the research presented by the graduate students at this conference made the selection of one student difficult. The graduate students who participated in this competition represent two NSF programs which focus on graduate education for minority students. They are: (1) the Minority Research Centers of Excellence (MRCE) Program which seeks to upgrade the capabilities of the most research-productive minority institutions and provide increased opportunities for minority faculty and students to engage in competitive research; and (2) the Research Improvement in Minority Institutions (RIMI) Program which provides grants to strengthen the research capability and infrastructure of institutions with substantial minority enrollments that have graduate programs in science and/or engineering. More than 1,000 underrepresented minority students participated in these two programs in 1992 at various educational levels. -- Richard Attiyeh Science, Engineering & Mathematics Education Leadership Awards The SEM education of minority students requires a comprehensive effort involving all segments of the community including administrators, teachers, parents, and private sector corporations. Some individuals, institutions and corporations have a history of involvement in this effort and stand out as leaders in the field of science education equity; a few persons have devoted their entire profession careers to the effort. The National Science Foundation has created several awards to recognize and honor these persons, institutions and corporations for their creativity, dedication and long-term efforts in expanding educational options for minority students in SEM fields and technology fields which have resulted in increasing the participation of these students in the science and technology enterprise. The award categories, the presentations and the awardees are summarized below: EDUCATOR ACHIEVEMENT AWARDS Sponsor: NSF, Directorate for Education & Human Resources Presenter: Eugene H. Cota-Robles, Special Assistant for Human Resource Development, NSF Awardee: Martha Avila-Miranda (picture) Martha Avila-Miranda, currently the coordinator of the MESA Program in Tucson, Arizona, has a distinguished record of sustained achievements in efforts to enhance the preparation of minority students in mathematics. She has substantial experience as a high school mathematics teacher, including responsibility for bilingual mathematics instruction to high school students and the development of curricular units in Spanish. Since 1989 she has served as the Center Director, Mathematics, Engineering and Science Achievement (MESA) Program, Tucson Unified School District/Sunnyside Unified School District/University of Arizona. Owing to the successful efforts of MESA, the number of minority students prepared for and enrolled in academic year calculus at the University of Arizona has increased from 20 to in excess of 200 over the most recent five-year period. -- Eugene H. Cota-Robles EDUCATOR ACHIEVEMENT AWARDS Sponsor: NSF, Directorate for Education & Human Resources Presenter: Eugene H. Cota-Robles, Special Assistant for Human Resource Development, NSF Awardee: Robert Moses (picture) Mr. Robert Moses taught middle school mathematics at the Horace Mann School in New York City from 1958-1961. He worked for the Ministry of Education in Tanzania, where he was the Chair of the Mathematics Department from 1969-76. A MacArthur Fellow from 1982 through 1987, Mr. Moses used his fellowship to work full time on developing the Transition Curriculum and training and supporting teachers in its use. As the author and principal trainer of the Algebra Project, Transition Curriculum, he serves as a technical consultant to the Urban Schools Science and Mathematics Project of the Academy for Educational Development and serves as a member of the Mathematics Council for the College Board's EQUITY 2000 Project. The Algebra Project has been of enormous value to program development for mathematics education under the NSF sponsored Comprehensive Regional Centers for Minorities. -- Eugene H. Cota-Robles LIFETIME ACHIEVEMENT AWARD Sponsor: NSF, Directorate for Education & Human Resources Presenter: Luther S. Williams, Assistant Director, Education and Human Resources Awardee: Lloyd M. Cooke (picture) Dr. Lloyd Cooke, a polymer chemist, worked in industry for 35 years in various technical and managerial positions, including corporate director of urban affairs and director of university relations and professional recruitment. From 1978 to 1981 he served as Vice Chair of New York City's Economic Council where his major role was improvement of student outcomes in city high schools. Dr. Cooke retired from industry in 1981 to become President of The National Action Council for Minorities in Education (NACME), where he served until 1983. Dr. Cooke served on the National Science Board for two terms, from 1970-82. He serves on the boards of the New York Education Commission on Mathematics and Science Education and Assessment, the New York State Science and Technology Foundation, and the Education Committee of the New York Academy of Sciences. More recently, he assumed the position of Technical Assistance Coordinator for the NSF CRCM (Comprehensive Regional Centers for Minorities) program and has afforded the NSF and the programs invaluable service. -- Luther S. Williams INSTITUTIONAL ACHIEVEMENT AWARDS Sponsor: NSF, Directorate for Education & Human Resources Presenter: Perry L. Adkisson, Chancellor-Emeritus & Regents Professor, Texas A&M University Awardee: Georgia Institute of Technology (picture) (picture caption: Accepting the award: Dr. Carolyn Meyers, GIT, Department of Mechanical Engineering.) In acknowledgement of the paucity of minority professionals in engineering in the 1960s, Georgia Institute of Technology initiated efforts to focus its institutional resources on pre- engineering and undergraduate level programs for minorities underrepresented in the profession. First, it has served as the institutional host and contributor to the Southeastern Consortium for Minorities in Engineering, in particular the Summer Institute for Teachers drawn from the participating states. This program reached its 15th year of operation in 1992, during which time 91 such teachers participated. Equally noteworthy was the institution's role in the formation and many-year operations of the dual-degree program in science/ mathematics and engineering between Georgia Institute of Technology and the undergraduate institutions of the Atlanta University Center. Its most distinctive accomplishments was the demonstrable utility of a traditional and majority engineering school as a major and productive site for engineering education of minorities. For its sustained and productive role in pre- engineering and undergraduate programs and the achievement of first institutional rank among majority schools in producing minority bachelor degree recipients in engineering, Georgia Institute of Technology is presented the Institutional Achievement Award. -- Perry L. Adkisson INSTITUTIONAL ACHIEVEMENT AWARDS Sponsor: NSF, Directorate for Education & Human Resources Presenter: Perry L. Adkisson, Chancellor-Emeritus & Regents Professor, Texas A&M University Awardee: The University of Texas, El Paso, Diana S. Natalicio, President (picture) The University of Texas, El Paso, the third largest institution in the University of Texas System occupies a distinctive National niche in serving Hispanic students. By the Fall 1990, 56% of its student enrollment was Hispanic, and this institution graduates more Hispanic engineers than any other school in the Nation. In recent years, the University has expanded its research enterprise as represented by a three-fold increase in research expenditures over three fiscal years; an amount projected to be augmented an additional several-fold this fiscal year. In conjunction with substantially rapid growth in research funds, the University has been granted approval for a doctorate degree program in Materials Science and has established an Institute for Manufacturing and Materials Management in an effort to expand and enhance the needs of the border's economy. The regional significance of this institution is considerably enhanced by its address of the educational needs of Mexican nations whose enrollment at the University equals nearly 1,000 students. In acknowledgement of its substantial enhancement of institutional resources and extraordinary achievements in science and engineering for minority (Hispanic) students, the University of Texas at El Paso is presented the Institutional Achievement Award. -- Perry L. Adkisson INSTITUTIONAL ACHIEVEMENT AWARDS Sponsor: NSF, Directorate for Education & Human Resources Presenter: Perry L. Adkisson, Chancellor-Emeritus & Regents Professor, Texas A&M University Awardee: Xavier University (picture) (picture caption: Accepting the award: Dr. Murty A. Akundi, Xavier University, Chair, Physics Department.) Proceeding from the assumption that some minority students avoid science majors owing to poor preparation for the required entry- level course, the departments of chemistry, biology, mathematics and physics at Xavier University of New Orleans developed Project SOAR (Stress on Analytical Reasoning) in 1977 and a later correlate program, the Science Education Research Group. The institution has had unusual success in this endeavor. Over the past six years, Xavier has ranked first Nationally in placing African Americans in pharmacy school and second in placing African Americans students in medical school. Over the past nearly 15 years, Xavier had a 70% increase in freshmen studying biology, chemistry and pharmacy. Today, more than 50% of its undergraduates major in some areas of science and the departments of biology, chemistry and physics have more than doubled their enrollments in the past decade. Via the SOAR Project, the aforementioned Education Research Group, and Xavier Summer Science Academy, the University has established a high-school, high-school to college bridging and undergraduate science and mathematics program. It is in acknowledgement of its comparatively unique achievements in science and mathematics for minority students that Xavier University in New Orleans is presented the Institutional Achievement Award. -- Perry L. Adkisson CORPORATE ACHIEVEMENT AWARD Sponsor: NSF, Directorate for Education & Human Resources Presenter: Anne Alexander, Vice President Education Programs, AT&T Foundation Awardee: General Electric Foundation, Clifford V. Smith, President (picture) While the General Electric Company has supported science, engineering and mathematics education essentially since its founding, The General Electric Foundation was formed in 1952 to support higher education in general and more particularly science and engineering education. Integral to the pursuit of its overall objective, General Electric was a major player in the formation of the National Action Council for Minorities in Engineering (NACME) and at present a senior General Electric officer serves as the Chairman of the Board of Directors of NACME. Moreover, the GE Foundation has supported an array of pre-engineering programs for minorities; established the GE Faculty for the Future Program, a $20 million, ten year effort designed to increase the number of women and minority faculty members in schools and colleges of engineering, science and management; initiated a $20 million, ten year program to double the number of students enrolled in inner- city schools going to college; has supported minority student retention programs at over 30 universities in the country and scholarships for engineering students via NACME; it currently supports GEM, The Jackie Robinson Foundation, LULAC, the National Hispanic Scholarship Fund, and the American Indian Science and Engineering Society; and supported its own GE Foundation Scholars. It is acknowledgment of its pioneering and sustained leadership and considerable support in occasioning an enhanced level of participation by minorities in the scientific and technical enterprise, that we present Corporate Achievement Award to the General Electric Foundation and General Electric Company. -- Anne Alexander THE NATIONAL ALLIANCE OF RESEARCH CENTERS OF EXCELLENCE (NARCE) AWARD Sponsor: NARCE Presenter: Daniel Akins, Chairman Awardee: Luther S. Williams (picture) The National Alliance of Research Centers (NARCE) is pleased to be a part of this National Conference on "Diversity in the Scientific and Technological Workforce" being sponsored by the National Science Foundation. NARCE is made up of the eight National Science Foundation funded Minority Research Centers of Excellence (MRCE). The purpose of the Alliance is the advancement of knowledge and dissemination of information concerning the positive impact of the Research Centers of Excellence on the number and role of minority scientists and engineers in the technological advances of the 21st century and beyond. NARCE would like to recognize Dr. Luther Williams for his commitment and leadership in bringing about systemic changes in the educational opportunities of underrepresented minorities in mathematics and science. -- Daniel Akins WORKSHOPS Event: Corporate/National Model Science, Engineering and Mathematics (SEM) Program Workshops The conference included presentations by representatives of major national and corporate SEM education efforts for underrepresented minority students. Below are summaries of those presentations. Workshop I: General Electric Foundation Presenter: Clifford V. Smith, President Over the past 35 years, The GE Foundation has concentrated on programs which improve education in America. The Foundation's primary focus has been on developing science and engineering faculties, improving the quality of new college graduates through curriculum development and providing scholarships for minority students studying engineering and business management. Major Foundation activities are outlined below: o The GE Company was one of the corporate founders of NACME and its still today one of the major contributors to NACME. o The Foundation supports the Jackie Robinson Foundation, the Graduate Education for Minorities program, LULAC (for Hispanic students), the American Indian Science and Engineering Society (AISES), Society of Women Engineers, and others with scholarships and grants in order to enable the country to produce engineering and science graduates. o The Foundation commenced a $20 million, 10-year program of scholarships and other programs to significantly increase the number of women and minorities who hold Ph.D.'s in science and engineering and are members of university faculties. This program is called "Faculty for the Future." o The GE Foundation conducts a large GE Scholars Program in which outstanding young minority sophomores are supported with tuition grants for three years in order to complete their degree requirements in engineering, science and business. o The GE Foundation runs a large graduate fellowship program in which students are given total support for their first year of graduate study. o The Foundation has initiated the College-Bound Program, a $20 million commitment to double the number of college-bound students from selected poor and inner-city schools by the year 2000. Schools have received grants ranging from $250,000-$1 million, over 4-5 years. Participation is by invitation only, and additional sites will be added over the decade. Participating schools are located where GE has major operations, because a key ingredient in all programs is the involvement of GE volunteers. Schools develop activities that may include enriched curriculum, a full load of core courses, parent programs, staff development, SAT/ACT prep, mentors, college visits, enrichment activities, and more. GE volunteers serve as mentors, tutors, planners, curriculum advisors, and in many different capacities. The Foundation also supports: minority pre-freshmen and retention programs at engineering colleges around the country; College Board scholarships for community college students transferring to schools of engineering or business; historically Black Colleges and universities; and many organizations involved in engineering education, such as the American Association of Engineering Societies. Finally, the GE Foundation's pioneering work on behalf of education includes establishing the first corporate alumni gift matching program by which donations made by employees to colleges and universities they attended are matched. Workshop II: AT&T Presenter: Anthony M. Johnson, Distinguished Member of the Technical Staff, AT&T Bell Laboratories The oldest of the AT&T sponsored programs is the Summer Science Program (SSP), established in 1970. The SSP consists of three separate programs designed to stimulate interest at the junior high and high school level in science, mathematics and/or engineering as viable career options. The Basic Program, designed for eighth grade students, is a two-week activity devoted to introducing students to the R&D environment within AT&T Bell Laboratories. It includes field trips to technical and industrial institutes and museums. The High-Achiever Program is a continuation of this activity for ninth grade students who devote a major part of their stay to a single technical project, under the guidance of a scientist or engineer. Finally, the High-Step Program for 10th- through 12th-graders is a ten-week program in which students are hired to work as lab assistants and technicians in their hosting technical area. They are also assigned a mentor to guide their work experiences. At the B.S. degree level, there are two AT&T sponsored Undergraduate Scholarship Programs. The Engineering Scholarship Program (ESP), established in 1972, provides full tuition, a book allowance, fees, room and board, a challenging summer job each year at AT&T and the guidance of a mentor. To date there have been 326 participants: 194 have earned engineering B.S. degrees and 60 are currently enrolled in undergraduate programs for a completion ratio of 73%. The Dual Degree Scholarship Program (DDSP), established in 1975, supports the attainment of two B.S. degrees in 5 years; a B.S. in mathematics or physics; the second a bachelors degree in engineering or computer science. A total of 54 students have participated in the DDSP: 27 have graduated with dual degrees and 15 are currently enrolled in undergraduate dual degree programs. The Summer Research Program (SRP), established in 1974 selects minorities and women for a 10-week period at Bell Laboratories under the direction of a Ph.D. scientist or engineer. Students preview the lifestyle of a scientist and experience the execution of research. Over the 18 year history of the SRP a total of 1310 students have participated. The crown jewel of the AT&T sponsored minority educational programs is the Cooperative Research Fellowship Program (CRFP), established in 1972, which fully funds and provides guidance to the Ph.D. degree in fields essential to the corporation. Designed for college seniors who will be pursuing a Ph.D. degree in science or engineering, the fellowship provides tuition, fees, books, an annual stipend of $13,200, and related travel expenses. In addition, during the summer preceding graduate work, fellowship recipients are employed at Bell Laboratories and are assigned a Ph.D. scientist or engineer to serve as a research mentor. During the 20 year history of the CRFP, a total of 172 students have participated in the program. Of these participants, 67 have graduated with Ph.D. degrees, 20 have graduated with M.S. degrees, and 63 participants are currently in graduate school. These AT&T sponsored minority education programs form a "minority education pipeline," with educational support provided from the eighth grade through the Ph.D. in science and engineering. Workshop II: Procter & Gamble Presenter: Ted Logan, Manager, Technical Recruiting Procter & Gamble can be considered enlightened in that, from the top down (and this is a critical condition), we are committed to hiring a diverse workforce that reflects our society's composition in terms of gender, culture, and especially ethnicity. Quite simply we believe innovation has a better chance of success when tackled with a group of scientists and engineers with diverse backgrounds than with a homogeneous group. P&G's minority support programs can be classified by grade level: grade school, high school, college, graduate, and general initiatives. I've added grade school because we've got to keep the interest in science alive till high school, or else those students are lost to a possible career in science or engineering. Grade School - This is the most difficult level for a company to do something meaningful. Most of our effort is informal and consists of science demonstrations and the provision of surplus or unused equipment to the grade school science teacher. We also bring a grade school science teacher into our laboratories each summer. This provides a conduit for surplus equipment and a mentor for industry science experiments suitable for grade school students. High School - As in the grade school program, we bring in one high school science/chemistry teacher each summer. Two of these teachers have been minorities and are teaching in predominantly minority schools. The Inroads program, which identifies outstanding high school minorities, assigns a mentor, and provides summer employment and financial aid. Next year Inroads will help us identify top high school students showing promise in science, math, and engineering to sponsor for bachelors degrees. College - The largest investment we have at the college level is our summer engineer intern program. In this, students finishing their junior year are employed for a 10-12 week period on a meaningful and challenging project in one of our technical centers. Good performance leads to a full time job offer for the following year when the degree is awarded. This program is good for the student's resume and it's been good for us in finding and hiring outstanding minorities. We have about 40 full time employees who came to us through this or the co-op route. We also send out our minority scientists and engineers to predominantly black colleges to give technical and career talks. Finally, our Procter & Gamble Fund contributed a quarter million dollars to the United Negro College Fund plus unrestricted grants to several historically black colleges and universities. These are unrestricted funds and play an important role in improving the facilities, the faculty, the equipment, and the teaching process that ultimately benefits minority students. Graduate Level - P&G has sponsored a $15,000 fellowship through the National Association of Black Chemists and Chemical Engineers (NOBCChE) for over 20 years. As the organization's name implies, the winner can be a chemist or chemical engineer, usually in their final year of graduate study. We have a similar fellowship with the American Society for Microbiology. Three years ago we joined 17 other companies as a charter member of the GEM Ph.D. program. This program brings the best minority undergraduates who are studying for a Ph.D. into our labs for a summer research or product development assignment. Finally, we implemented a new program in 1990 called the Technology Management Conference. This program invites 15-20 top minority graduate students in S/E to Cincinnati for a 2-day workshop during which we show our facilities, review a research and product development case history, and schedule meetings with our top technical managers. It's a great opportunity to learn how a major technically based corporation operates. Over one-third of our total R&D budget for fellowships/grants at the BS through Ph.D. levels is directed to minority support. This is out of proportion to our hiring and employment patterns but the seriousness of the problem merits and justifies this greater effort and contribution. As you can see, Procter & Gamble is making a sizable investment of time and money to make minorities aware of, encourage, and support them to pursue science and engineering careers. It is right for us to do this. It benefits both the student and our Company. Our country's future economic competitiveness and viability depend upon having sufficient numbers of scientists and engineers, and minority groups must supply an ever increasing percentage of these crucial personnel. Workshop III: Ventures in Education Presenter: Maxine Bleich, President In the 1980s the Josiah Macy, Jr., Foundation established projects which have demonstrated remarkable success in reinvigorating high schools that serve minority and economically disadvantaged students in Alabama, Arizona, Connecticut and New York. In 1990, as a consequence of the documented success of the programs, the Macy Foundation created Ventures In Education with the single mission to establish Nationwide public school programs designed to prepare minority and economically disadvantaged high school students for higher education in order to enable them to pursue science- and mathematics-based careers. Now in its third year as an independent, not-for-profit corporation, with support from the National Science Foundation, Ventures In Education has expanded to new sites in Arkansas, the District of Columbia and in Tennessee. Today, 10,000 students participate in the Ventures' program, grades 9-12, and 2,500 graduates are enrolled in colleges or professional schools, or have entered the work force. More than 65 percent of the Ventures' students are economically disadvantaged Blacks, Hispanics or American Indians; and more than 30 percent are disadvantaged whites. Furthermore, 33 percent of the students are from homes where English is a second language, and 50 percent of the students are members of families headed by a single parent. In each Ventures school district, both district- and school-based leadership must agree to: o establish the Ventures' program school-wide; o establish school-based summer programs for entering 9th- and/or 10th-graders; o phase in the Ventures' program over a two- to four-year period; o require all 9th- and 10th-graders--irrespective of their ultimate college and/or employment goals--to complete, at a minimum, the equivalent of algebra I and II, geometry as well as laboratory-based general/physical science, biology and chemistry course; o require all students to successfully complete academically oriented homework and independent reading assignments; o restructure the academic day to provide double class periods, particularly in mathematics and science; o require all teachers, counselors and administrators to participate in a school-based program of staff development to enhance the pedagogical skills of the teachers; to enhance the skills of the guidance staff; to review and refine the educational materials used in the science and mathematics courses; and to enhance the administrative structure so that the principal can assume the role of instructional and curriculum leader of the school. Ventures assists the schools in the following ways: o identify, train and manage educational consultants across the disciplines, in guidance and counseling, and in the relevant administrative areas; o identify educational materials, particularly in mathematics and science; o establish formal contact with local and regional university- based teacher training programs in order to identify faculty across the disciplines, who are expert in student-centered pedagogies and who are able to assist with ongoing staff development and curriculum refinement; o identify and establish formal contact with local and regional university-based programs designed to increase the number of minority and economically poor students in scientific and technical careers; o assist district- and school-based leadership to institutionalize the successful elements of the programs by identifying and informing potential funding sources of the educational reforms that have been implemented in the district and their results; o assist each school and/or school district to develop local and National funding streams to enhance the overall educational program and to maintain the strategic planning, staff development, curriculum enhancement and student support activities that will have been established with this grant. The first stage of a Ventures' program is the planning "year." During this time the key players in a particular school system are identified and a consensus for action is established. The second stage is implementation of a Ventures' program for all entering 9th- or 10th-grade students. During this year a complex program of teacher enhancement is put into effect. The third stage establishes the 11th- and 12th-grade course of study in the senior high schools. The fourth stage is the institutionalization of the key features of the program. Workshop III: EQUITY 2000, THE COLLEGE BOARD Presenter: Verna Allen, Associate National Director As Associate National Director for EQUITY 2000, I represent a systemic education reform project that helps every student learn. Under the National leadership of Dr. Vinetta Jones, EQUITY 2000 ensures district-wide reform. EQUITY 2000's emphasis is on the elimination of tracking. Instead of tracking students into remedial math and dead-end courses, EQUITY 2000 requires all students to take algebra and geometry in the ninth and tenth grades and provides students with support and encouragement. These are the "gatekeeper" courses that are necessary for admission and success in college. The logic behind the elimination of tracking is simple: students who complete algebra and geometry by the tenth grade go on to college; those who do not take those courses are not nearly as likely to even enroll in college. In fact, independent research sponsored by the College Board showed that the disparity in college-going rates between majority/minority or disadvantaged students virtually disappears when minority/disadvantaged students take algebra and geometry in high school. It is not easy to establish a district-wide no tracking policy but EQUITY 2000 is doing just that in six urban demonstration sites throughout the Nation: Fort Worth, Texas; Providence, Rhode Island; Nashville, Tennessee; San Jose, California; Milwaukee, Wisconsin; and Prince George's County, Maryland. This multi-year, multi-million dollar project also provides teachers with training and support to enable them to meet the educational needs of heterogeneous classrooms of students. This is accomplished through two-week summer institutes and follow-up workshops held throughout the academic year for all eight, ninth and tenth grade math teachers. The core of the program lies in the support provided to the students and their families in the form of various academic enrichment program components. These core program activities will be initiated at each site this year. For example, we will introduce a Summer Scholars Program to support and enrich the regular academic coursework. It will involve middle and high school students, parents, college faculty, and college student mentors. Students will also participate in Saturday Academies each semester devoted to building the skills needed for success in college-prep courses. Teachers and counselors work jointly to set standards and monitor the work of students in all Equity 2000 activities. Early evaluation data indicates that in Fall of 1991 at the Fort Worth site, 4,211 eight and ninth grade students were enrolled in algebra classes compared to 3,101 the previous year, representing a 36 percent increase. Among minorities, the increases were even more dramatic (i.e., 37 percent for African Americans, 59 percent for Hispanics). Workshop IV: MESA Presenter: Wilfred O. Easter, Jr., Executive Director Mathematics, Engineering and Science Achievement Program (MESA) The MESA program has just completed its 22nd year of operation and it was an extraordinarily successful year, particularly given the economic climate in which we worked. We began operation in 1970 after companies recruiting at Berkeley's school of engineering found no minority candidates. One of the professors there -- Wilbur Summerton -- did an extraordinary thing for a college professor. He went out into the Oakland schools and talked to teachers to try to understand why so few black students seemed interested in pursuing careers in engineering. One of those high school teachers said, "You know, if our science teachers spent the extra time and energy on promising math and science students that our coaches routinely spend on promising athletes, the City of Oakland would likely produce as many professional engineers as it has produced professional athletes." So, the two of them struck a bargain. She recruited a group of students in Oakland Technical High School who she felt had promise and ability. She counseled them into taking all the math and science available to them at Tech. She tutored them when needed, and bullied them when they were lazy. She made sure that parents knew what was going on so that there would be support for what they were doing at home. And Professor Summerton went back to the companies that had been nudging him and said, "If you would free up the time of minority scientists and engineers in your employ, I would like to use them with these kids at Oakland Tech." Currently MESA is working with just over 14,000 people from third grade through the university, about 9,000 K-12 and more than 5,000 at the universities and colleges of engineering in California. At the university level, the intervention is significantly different. It is a support retention model designed primarily by Ray Landis, Dean of Engineering, Cal State Los Angeles. There are four major elements to the intervention. An orientation course for every new student, which meets once a week for a year. The establishment of a study center on each campus. The clustering of students in filter courses - those courses generally offered by a department for a wide variety of majors. The idea is to cluster our students in no more than two to three sections of a course to facilitate the formation of study and support groups. The establishment of workshops designed by Uri Treisman, which are part of the Minority Engineering Program (MEP) model. This is the bare bones of the intervention. MESA spends in the neighborhood of $6 million a year. A significant portion of it, about $2.5 million, comes from the State of California. The rest comes in cash and in kind from a wide variety of corporations and foundations. Workshop IV: NACME Presenter: George W. Campbell Jr., President National Action Council for Minorities in Engineering (NACME) In 1971 approximately 500 of the nation's 43,000 engineering graduates were African American, Hispanics or American Indians. Groups comprising 18 percent of the college-age population, then, produced scarcely one percent of the engineering graduates. At the same time, reflecting the impact of the Civil Rights Movement of the 1960s, corporations, universities and government agencies were under increasing pressure to hire minorities. These circumstances led to a great deal of activity in the scientific enterprise, culminating in a symposium at the National Academy of Engineering. The meeting brought together leaders from technology-intensive industry, science-based government agencies, universities and minority organizations to address the problem of minority underrepresentation in engineering. A major outcome of this meeting was the formation of the National Action Council for Minorities in Engineering (NACME), a non-profit corporation, to focus National attention on this problem, conduct ongoing research, identify specific impediments to engineering careers among minorities and develop and implement strategies for change. The 20-year minority engineering effort has yielded substantial progress at each stage of the educational pipeline. The number of minority engineering graduates has increased by nearly an order of magnitude. No other profession can claim this kind of growth in minority participation. Nevertheless, significant issues remain. The 4,575 graduates in 1991 from underrepresented groups, now 28 percent of the college-age population, still comprised only 7.2 percent of the total. There is an enormous gap between our success in attracting qualified minorities to engineering colleges and our performance in keeping them there until they graduate. NACME research shows that about two-thirds of all minority engineering freshman drop out or change majors before graduation. This is about twice the attrition rate of non-minorities. Thus, the greatest opportunity to increase minority participation in engineering is to solve the attrition problem. If, for example, minority males in the 1991-92 freshman class were to be retained at the same rate as non-minority males, they would comprise about 11 percent of the 1995 graduates, or 85 percent of parity relative to college-age population distribution. NACME studies further show that the most prevalent retention strategies reflect a deeply entrenched misunderstanding of the causes. Current programs that are based on an assumed student- deficient model and that ignore institutional impediments that selectively affect minority students are not likely to yield long- term solutions. NACME has developed, with the support of the National Science Foundation, a new model program aimed at breaking down the institutional barriers to minority student success. This program focuses on enhancing faculty effectiveness in a culturally diverse environment. The most significant impediment to minority retention continues to be the lack of financial resources. NACME's innovative scholarship programs provide a broad range of support to help students break through the artificial barriers associated with low faulty expectations, lack of peer support and ethnic isolation. These programs provide mentors, summer internships, on-campus leadership development and technical seminars, in addition to financial support. Improving the preparation of students at the precollege level has been another major thrust of the minority engineering effort. Most of the programs to date have been based on intervention strategies. While this was quite effective in the 1980s, the time has come to attack the heart of the problem and to bring about systemic change. The fundamental approach to educational development in this country, includes elements that differentially impact minority students negatively. NACME's TechForce 2001 precollege initiatives are aimed at expunging those elements. The foundation of NACME's program strategy is the emerging, but firmly rooted cognitive development theory, which holds that all children can learn, all children can develop the ability to do math and science at very high levels. An important component of our precollege thrust is to use the media to alter the negative image of the engineer and to promote the importance of math and science for careers of the future. In summary, our most critical challenge at the precollege level is to bring about fundamental reform, a paradigm shift in learning theory which will naturally prevent the systematic filtering of minority students out of the mathematics and science education pipeline. At the university level, the challenge is to extend our success in increasing the enrollment of minority students in engineering by improving retention. A successful American economy in the 21st century demands that we maintain the strength of our R&D community. We cannot do that without increasing minority participation. FINAL SESSION - SUMMARY OF ACTION PLAN DEVELOPMENT Event: Plenary Session III - Summary of Action Plan Development Presiding: Luther S. Williams The final conference session was a discussion of conference participant reactions to the NSF draft national action plan for the education of minorities. This document, which can be found in Appendix A, formed the basis of two days of discussions. Dr. Williams opened the meeting with several observations on other conference activities. He noted that the student presentations had been very successful and announced that there would be a substantial increase in the number of students invited to participate next year. He also commented on the importance of the award presentations. Dr. Williams began his review of the action plan with a discussion of the rationale for the sessions. He argued that even if one was pleased with the efforts in place today, a review would be appropriate because: (1) we need to assure the continued presence of minority education reform on the national agenda, and (2) there are a host of new national, economic, scientific, technical and human resource issues to be factored into educational reform. He challenged claims that this reform is analogous to activities during the Sputnik era, pointing out that those earlier activities were directed by the science sector, and the goal was to raise the country's commitment to science and to address specific scientific and technical goals. He categorized current reform efforts as emanating from the economic and financial sectors of society which direct the generation of national wealth, and thus are responsible for the quality of life. In the Federal sector, the agencies responsible for the continuation of current educational reform efforts are the Departments of Treasury, Labor and State, and their involvement in educational reform is viewed as an enormous advantage. Dr. Williams also explained the use of the year 2000 as the reference point for the NSF plan, as an attempt to mirror the current national education effort -- the goals formulated by the president and the nation's governors. He characterized those goals as ambitious, but pointed out that since the year 2000 had become part of the policy process and the resource generation process, it would be counterproductive not to have some goals for minorities in SEM education using the year 2000 as a reference point. He reminded the audience that in terms of the national reform effort, it is conceivable that the country could accomplish a substantial restructuring of SEM education without addressing minority education. Thus it was critical that such a plan be developed and implemented. The NSF plan, however, is not a totally new effort. During the three to four months prior to the conference, sixteen Federal agencies under the FCCSET organization (Federal Coordinating Council for Science, Education and Technology) developed a strategic plan which includes goals and milestones designed to promote the participation of individuals from groups underrepresented in science, engineering and mathematics, and technology. That effort is led, at least in terms of resources, by the NSF and Department of Education. FCCSET recently submitted a five-year budget plan to the Congress for fiscal years 1994-1998. Among the elements of the plan is a five year program for the SEM education of minorities. Other joint federal efforts include a memorandum of understanding between the NSF and the Department of Education, which requires the two agencies to collaborate in a variety of education ventures. This partnership is restricted to K-12 math and science education, but involves approximately ninety percent of the DoED budget in that area, and a substantial fraction of NSF's effort. Therefore, Dr. Williams pointed out, even without our efforts at the conference, there would be an action plan involving at least a minimum of two Federal agencies or a maximum of sixteen agencies. The FCCSET plan was viewed as a limited problem-solving strategy, therefore NSF has chosen to include other sectors in its planning activities. Outreach efforts include a planned October meeting with a variety of private foundations on SEM education, and a meeting with superintendents of large city school systems to discuss a planned NSF math/science education initiative for large urban areas which enroll a substantial number of minority students. NSF also has asked other Federal agencies to identify their non- Federal partners for a meeting in 1993. Dr. William's then reviewed critical issues and recommendations of the draft action plan as identified by the participants. They were categorized as follows: K-12 Instruction Discussion Areas: The quality of K-12 math and science teachers, i.e., teaching skills and content knowledge. The enhancement of math and science teaching as a career. The inclusion of behavioral and affective factors in math and science teacher education and practice. The need for innovative ways to increase the teacher pool, especially minority professionals, i.e., alternative certification; a national service corps; use of retired military personnel; college students as teachers in precollege settings. The centrality of the elementary sector (K-6) to the entire enterprise. Recommendations: Expand the focus on science and math education to include the overall quality of life for students. Link NSF math/science education programs with Head Start programs and agencies (HUD, HHS) Initial discussions with these agencies indicate requisite collaborations can be developed and would include school lunches, health care, etc. Include parents, families, professional and technical societies, the informal science education community, national laboratories, and community-based organizations in the planning process. Give equal emphasis to technology education. Eliminate tracking or multiple educational sequences, set appropriate math and science standards and raise student expectations. Undergraduate Education Discussion Areas: The need for science literacy for all students. The importance of evaluation of progress in SEM education. The elimination of courses of marginal value. Framework for a national enterprise which utilizes all relevant institutions to ensure adequate programs for major underrepresented minority student groups (African Americans; Hispanics; Native Americans). Recommendations: Use Federal research grants in the SEM education of minority students. Obtain explicit measures of institutional commitment. Improve undergraduate SEM education. Graduate Education Discussion Areas: Strengthening the infrastructure of graduate education. Revising the indirect cost structure. Generic Issues and Comments Discussion Areas: Role of S&T industry in the national effort. Employment of minority faculty. Centrality of K-12 schools as the units of change. Under the evaluation of SEM education, the focus on progress toward explicit goals. Recommendations: Participating schools (K-12) should adopt the NCTM standards and the soon to be released science standards. Disseminate exemplary programs to K-12 teachers using the National Education Network. Develop program templates for dissemination and adaption for use in diverse institutional settings. Engage the national media in focusing the nation's attention on the need for science and math study. Adopted actions must be visionary, comprehensive and appropriate to the task. National Action Plan Plan must have an experimental or R&D component. Plan must accommodate a national SEM effort with acknowledged local participation, control and implementation. Plan must include short, midterm and long-term goals. Goals must be realistic, appropriate and achievable. Plan's focus on urban school systems should be expanded to include schools from other sectors. Plan should include a preamble and baseline for goal setting. Plan must be placed within the context of the current state of the science and technology enterprise. National Commission A commission should be established with members selected based on their ability to generate national visibility and resources for the effort, as well as their expertise in SEM-related issues. Commission membership should include teachers, parents, students. The Commission should function as an action, implementation unit. Dr. Williams then outlined the next steps in the process: o He emphasized the draft nature of the document. o He promised that a process would be structured to seek additional feedback and input before a revised version of the plan is issued. o The specific mechanism to be created was not identified, but he assured the audience that it would be long-term, substantial and designed to problem-solve. o He distinguished this effort from others in that this plan is already being implemented. The current task was viewed as expanding the plan's scope to a national level. o He recognized that none of the issues raised at the conference were new. What he perceived as novel is the attempt to achieve consensus among all the players on a common set of fundamental conditions and one over-arching strategy based on those conditions. Other actions will include the development of a statement of goals to inform the strategy, and the subsequent development of programs to translate goals into desired results by the performers. Thus, the continued participation of the conference audience as performers was viewed as critical. Feedback from the audience included the following suggestions and observations: o Several members of the audience suggested participants share the document with colleagues and students. Dr. Williams encouraged this idea and asked that feedback be sent to him for incorporation into the plan. o A subsequent meeting to further discuss the plan was suggested. o The need for citizen support and general science literacy was emphasized. o Several participants noted that this was the first time that they had participated in the development of a national agenda, and suggested that the lack of input at the level of the practitioner was the reason previous plans had not been supported by the community. o In response to comments Dr. Williams agreed that efforts will include attention to the educational issues in rural areas and confirmed that all federal agencies will have a role in the plan. Dr. Williams concluded the meeting by thanking all the participants for their input and urged their continued participation in solving one of society's most pressing problems. (CENTER SPREAD-PHOTO COLLAGE) CONFERENCE HIGHLIGHTS not included in this electronic version (A four-page collage of 31-32 pictures of major conference activities: plenary sessions; Action Plan development sessions; workshops; reception; teleconference; luncheons; exhibit area) NETWORKING AMONG CONFERENCE PARTICIPANTS SPEAKERS STUDENT PRESENTATIONS EXHIBITS PROGRAM DEVELOPMENT OF ACTION PLAN APPENDICES APPENDIX A NATIONAL CONFERENCE ON DIVERSITY IN THE SCIENTIFIC AND TECHNOLOGICAL WORKFORCE AN ACTION PLAN FOR THE FUTURE* NATIONAL SCIENCE FOUNDATION SEPTEMBER 26, 1992 *This document was presented for discussion by conference participants and does not necessarily represent NSF policy. INTRODUCTION The role of science and technology in American Society has undergone a dramatic change. In this increasingly technology- oriented society, a basic understanding of science and mathematics is essential not only to those who pursue careers in scientific and technical fields but for all people. Demographic trends notwithstanding, throughout the entire educational continuum (i.e., K-12, undergraduate and graduate education levels, and public science literacy), minorities, traditionally underrepresented in scientific and technical fields, are characterized by an inadequate level of participation in the enterprise. This results in populations ill prepared to fulfill the needs of a technically competent work force (Skills and Tasks for Jobs, A Scans Report for America 2000, U.S. Department of Labor) or to exercise their full rights and responsibilities of citizenship in this modern democracy. 1. While the nation's K-12 educational system has proved inadequate to the task of preparing students to perform successfully in science, mathematics and technology, minority students are even more poorly served by the existing system. -- Minority students have far less access to well-prepared teachers and other educational resources than do students in more privileged settings; as a result, they are further disadvantaged in their efforts to succeed in science, mathematics, and technology. Racial and ethnic minorities currently comprise over 30% of students in the nation's public schools; however, minority teachers comprise less than 10% of the total teacher workforce, and these disparities are only expected to increase in coming years. This lack of resources and role models contributes to declining student performance and interest in science and mathematics throughout students' educational experiences. -- Current assessments of science knowledge and skills show that the performance of African American and Hispanic students lags 18-30% behind those of white students at the same grade levels, as measured by National Assessment of Educational Progress (NAEP), ACT and SAT scores (Figs. 1 and 2). At all three grade levels (4,8,12) white and Asian students outperformed African American and Hispanic students (The 1990 Science Report Card, NAEP). -- Overall, students living in advantaged urban communities had the highest proficiencies and those living in disadvantaged urban communities the lowest proficiencies in all four science content areas (life science, physical science, earth and space science, and the nature of science) at grades 4, 8, and 12. (The 1990 Science Report Card, NAEP). -- Regarding enrollment and completion of courses in biology, chemistry and physics, the racial/ethnic gap between majority and minority students widened (NAEP, 1990). In fact, systemic reform of mathematics and science education in the generic will have the unintended consequences of widening the performance gap between students enrolled in resource-adequate as contrasted with resource-poor schools. -- Twenty-five percent of white, 34% of African American, and 37% of Hispanic fourth-graders receive science instruction no more than once per week (NAEP's Assessment of fourth, eighth and twelfth graders, National Center for Education Statistics). -- Only one percent of fourth graders have a teacher with a major in mathematics. Eighty-three percent of fourth-graders have teachers who have taken no more than one undergraduate course in mathematics (The State of Mathematics Achievement: NAEP'S 1990 Assessment of the Nation and Trial Assessment of the States, National Center for Education Statistics). -- Beyond the performance of students who sustain K-12 enrollment, minority students exhibited unacceptable levels of non-enrollment (dropouts) for almost two decades (Fig. 3), even though high school completion rates have improved, except for a decrease in rates for Hispanics. (Figs. 4 and 5). -- Diminishing student performance is compounded by declining student interest in careers in science, mathematics, and engineering. Nearly 30% of 7th grade students express a preference for a career in science or engineering; however, by grade 12, only 1 in 4 male students and 1 in 10 female students express corresponding interests in such fields. 2. Undergraduate level matriculation by minority students in science, engineering and mathematics would reasonably be expected to parallel increases in college enrollment rates. For the decade of the 80's, aggregate college enrollments of Native Americans, African Americans and Hispanics increased from 1.66 million in 1980 to 2.08 million in 1990. For this period, science and engineering bachelor recipients by the referenced minority groups are illustrated in Table 1. Table 1 Minority Science and Engineering Baccalaureate Degree Recipients 1977, 1981, 1987 African American 1977 1981 1987 Sciences 21,206 19,982 17,925 Engineering 1,385 2,449 3,420 Hispanic Sciences 9,586 11,564 11,791 Engineering 1,290 1,820 3,187 Native American Sciences 1,174 1,216 1,285 Engineering 135 195 283 _________________________________________________________________ Source: Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1977-90, NSF 92-327. It should be noted that the number of minorities receiving baccalaureate degrees in engineering increased substantially from the mid-1970s to 1987 (Fig. 6). As shown in Table 2, there is a significant differential in the production of bachelor degree recipients in science and engineering. Table 2 BACCALAUREATE DEGREES FOR SELECTED FIELDS BY RACE/ETHNICITY, 1977, 1987 AND 1989 % CHANGE FIELD 1977 1987 1989 1977-89 (A) Natural Sciences Total 82,532 75,630 65,875 -16.7 Minorities 4,526 5,699 5,411 19.6 (B) Engineering1 Total 47,437 81,449 74,758 57.6 Minorities 2,654 5,527 5,239 97.4 (C) Social Sciences2 Total 113,879 71,916 79,457 -30.2 Minorities 12,375 6,622 7,297 -41.0 ________________________________________________________________________ 1 includes degrees in Engineering Technology. 2 includes Psychology. Source: Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1977-90, NSF 92-327. 3. Graduate enrollment of minorities in science and engineering showed small increments during the decade of the 1980s. (Table 3) Table 3 Graduate Enrollment in Science & Mathematics by Race/Ethnicity 1982/1988 _________________________________________________________________ African American Hispanic Native American Field 1982 1988 1982 1988 1982 1988 _________________________________________________________________ Sciences (total) 10,512 10,719 7,304 8,232 835 879 Physical Sci. 553 569 496 626 50 52 Mathematical Science 357 432 290 333 42 32 Computer Sci. 528 830 249 520 31 40 Environmental Science 103 108 191 224 22 29 Life Sciences 1,272 1,303 1,020 1,415 117 151 Psychology 1,643 1,956 1,471 1,751 139 178 Social Sci. 6,056 5,593 3,587 3,363 434 397 Engineering (total) 1,144 1,550 1,101 1,735 171 145 Chemical 85 84 101 135 14 24 Civil 139 198 317 526 22 22 Electrical 303 514 -- -- 59 38 Mechanical 100 200 113 217 14 12 ___________________________________________________________________ Source: Academic Science/Engineering: Graduate Enrollment and Support. Fall 1982 and Fall 1988. At the doctorate level, a decidedly less favorable outcome obtains in the instance of minority degree recipients in spite of a noticeable increase for Hispanics (Fig. 7; Tables 4 and 5). Table 4 MAJOR DOCTORATE FIELDS IN SCIENCE & ENGINEERING BY RACE/ETHNICITY, 19751 (U.S. Citizens) NATIVE TOTAL U.S. WHITES BLACKS HISPANICS AMERICANS Total All Fields* 25,977 24,353 999 303 36 Physical Science 3,476 3,355 41 27 3 Physics/Astronomy 875 838 10 9 0 Chemistry 1,326 1,281 20 7 0 Earth, Atmos., & Marine Sciences 467 460 1 3 0 Mathematics 808 776 10 8 3 Computer Science N/A N/A N/A N/A N/A Engineering 1,641 1,553 11 15 1 Life Sciences 3,801 3,650 56 39 2 Biological Sci. 2,811 2,693 46 28 1 Health Sci. 349 328 7 7 1 Agricultural Sci. 641 629 3 4 0 Social Sciences 4,935 4,682 153 56 8 Psychology 2,451 2,327 76 30 5 Anthropology 319 310 5 3 0 Economics 609 590 9 3 1 Sociology 532 494 24 8 1 Political Sci. & Int'l. Relations 668 637 17 9 0 Other Social Sci. 356 324 22 3 1 1 includes education, humanities, business, and other professional fields Source: Summary Report 1990, Doctorate Recipients from U.S. Universities, National Research Council Table 5 MAJOR DOCTORATE FIELDS IN SCIENCE & ENGINEERING BY RACE/ETHNICITY, 19901 (U.S. Citizens) NATIVE TOTAL U.S. WHITES BLACKS HISPANICS AMERICANS Total All Fields* 23,886 21,650 828 698 93 Physical Science 3,237 3,018 23 83 5 Physics/Astronomy 694 645 4 13 0 Chemistry 1,334 1,218 12 48 3 Earth, Atmos., & Marine Sciences 512 494 2 11 1 Mathematics 362 341 4 7 1 Computer Science 335 320 1 4 0 Engineering 1,892 1,669 28 39 4 Life Sciences 4,443 4,120 63 103 8 Biological Sci. 3,058 2,842 28 72 3 Health Sci. 704 637 23 17 1 Agricultural Sci. 681 641 12 14 4 Social Sciences 4,440 3,999 172 164 23 Psychology 2,766 2,505 107 94 18 Anthropology 264 244 2 11 1 Economics 380 343 13 11 1 Sociology 289 240 18 20 1 Political Sci. & Int'l. Relations 356 318 17 16 0 Other Social Sci. 385 349 15 12 1 1 includes education, humanities, business, and other professional fields Source: Summary Report 1990, Doctorate Recipients from U.S. Universities, National Research Council By field, degree attainment is outlined below and in Figure 8. In Engineering: Despite the nearly 100% increase in bachelor degree recipients, the number of doctoral degree recipients who were U.S. minorities only increased from 27 in 1975 to 71 in 1990. In the Physical/Life Sciences: Doctoral degree recipients increase from 153 in 1975 to 285 in 1990. In the Social Sciences: The increase was from 221 to 359 for the period 1975 to 1990. (insert figure 8) Upon disaggregation, these outcomes become increasingly problematic. For example, in 1990, no doctorate degree was awarded to an African American in the following fields: -- Applied Mathematics -- Astronomy -- Atomic and Molecular Physics -- Analytical Chemistry -- Geology -- Geophysics -- Civil, Mechanical, Nuclear and Industrial Engineering -- Materials Science -- Biophysics -- Neuroscience -- Molecular Biology -- Microbiology Similar data for 1991 indicate minimum changes in the number of minority doctorate degree recipients. PAST EFFORTS Informed, in part, by the yet tentative ripples of Brown vs. Board of Education, civil rights laws of the 1960s and the 1970s higher education act, the decade of the 1970s witnessed a nearly astronomical expansion in the size and scope of the educational endeavor (interventions) designed to promote enhanced participation by ethnic minorities in the scientific and technical enterprise. The herculean dimensions of altering the non-fertile landscape of the status quo notwithstanding, a plethora of programs was mounted. These efforts funded by NIH, NSF and other federal agencies, the S&E industrial sector, private foundations, community-based and S&T professional organizations, and college and university resources, collectively equalled a several million dollar enterprise. In that decade of equal opportunity, there were no criteria or norms for participation; anyone could play. Play is not an inappropriate reference; for many of the programs were rapidly pruned by either neglect or intent--often to the otherwise unknown benefit of the enterprise. This fragmented, episodic, non-goal domain era--which paralleled a critical decade in the fifty year investment by the United States in support of the world's most innovative and productive basic science and engineering research system--was not without achievements. Taken in combination, the outcomes of programs such as MESA (K-12 pre- engineering), NACME and GEM (in the instance of undergraduate/graduate engineering programs), and a range of Federal agency efforts in support of minority students in the sciences occasioned increased participation at each educational level. These major programs were revised and expanded and others initiated throughout the 1980s, presumably with the program designs being informed by the experiences/knowledge bases of the previous decade. Beyond the previously cited positive outcome, what else have we learned in this twenty year effort? (i) Knowledge of effective programs elements that informed sustained, sound and productive educational problems lead to the employment of a common set of core program elements in many projects. (ii) An unacceptably high percentage of the minority students who begin the study of science and engineering never graduate. (iii) Science, engineering and mathematics departments became distinguished by their facility in converting minority students, otherwise in good academic standing, into students and eventually graduates-- and then professionals in that notable arena characterized by the manipulation of the wealth earned in previous generations. (iv) Often the correlation between high school science and math preparation and collegiate level science and engineering performance was poor. In fact, in some instances, there were inverse correlations between the performance of minority students in college calculus, chemistry and physics courses and their precollege backgrounds as indicated by SAT scores, high school GPA, and math and science courses completed. (v) Overarching the aforementioned, and other less than exemplary outcomes, is the lack of structural reform of the science and engineering education enterprise as cited in AAAS' publication "Investing in Human Potential: Science and Engineering at the Crossroads." The "take home message" is simple: A change in the composition of discoverers/transmitters vs. consumers of S&T knowledge is minimal to non-existent. In fact, I submit that one is confronted with an exceedingly difficult task in explaining these outcomes absent acknowledging willful, knowing, and intentional actions. Viewed as a continuum, the doctorate degree data assume increased significance when considered in the context of reform of K-12 math and science education without the mandatory acceptance of the reality that all American students should be afforded intellectually challenging and appropriate curricula, supported by adequate educational resources, and taught by competent elementary and secondary teachers. As we take up the agenda for the 1990s and beyond, minority participation in science, engineering and other disciplines--which has been viewed heretofore as only an equity issues--is now understood to be essential to the future national welfare. It now represents an investment in scarce human resources, but we must respond immediately and comprehensively. Nonetheless, the centrality of science and engineering to contemporary national affairs and the participation of minorities in the enterprise obligates a history lesson. I state categorically that the paucity of minorities among the ranks of scientists, engineers and mathematicians is not the result of some recent misdirected or unimplemented social policy. Rather it is one dimension of a larger story of minorities in the American society. It therefore needs to be understood in the context of past ideologies, practices, policies and expectations. These policies and practices worked quite well. We must therefore take cognizance of the durable past and forge a new paradigm distinguished by a pragmatically-based, non-equity bound, quantitative goals domain for setting a national strategy. The task before us is to reformulate the problem and broaden the landscape for participation. Reconfiguring the problem is becoming enormously challenging. In part, the implementation of a revised national effort must rise above the chaos occasioned by limited, non- goals based, highly fragmented, and otherwise inadequate past and current programs. By such a strategic engagement, we can achieve a more reasonable balance of extant challenges and expanding opportunities. STATE OF THE SCIENCE AND ENGINEERING ENTERPRISE Our efforts must, quite understandably, be framed in the context of the phenomenal strides and rapid innovation in basic scientific and technical knowledge. In pursuit of this goal, our efforts must be informed by full understanding of the reality that eight years before the 21st century we are living through a scientific and technical renaissance, during which the shelf life of technical knowledge is as brief as a few years in some disciplines. Multiple breakthroughs in basic scientific understanding and technical achievements are occurring all at once, and any one of them counts as a major landmark in the history of science and engineering. Moreover, under the influence of advance technology, some disciplines are contracting around a new understanding of what constitutes an integrated body of knowledge or field of study, often requiring more substantial and interdisciplinary education. The obvious consequences of increasingly unconventional combinations of disciplinary knowledge, technological advances defining new and unexpected basic research foci and the rapid pace of discovery leading to new variables in otherwise highly complex and challenging research problems have, taken in combination, occasioned the need for a new cadre of scientists and engineers. -- In efforts to address the increasingly fragile state of our ecological systems and global environment, the opportunities represented by global climate change, geochemistry, geosciences, urban engineering, ecology, and the environmental sciences are enormous. We must prepare minority students for careers in these critically important scientific and technical areas. -- Consider the knowledge explosion of the past several decades in the biological and biomedical sciences. Biotechnology, initiated by the cloning of the first gene in 1973, allows the specific manipulation of the genetic composition of living organisms leading to numerous applications in biotechnology research and development. With recombinant DNA technology as the epicenter, the use of allied and collaborative biotechnologies (i.e., hybridoma technology, tissue and culture technologies, bioprocess engineering, computer modelling, microchemical instrumentations, and separation technologies) has served to promote previously unimaginable advances in basic biomedical discoveries, and agricultural and environmental sciences. The call for the agricultural, medical and biomedical, chemical, engineering, computer science, etc. for the 21st century is critical and abundant. Minorities must assume vital roles in the biotechnological enterprise. -- The challenges and opportunities in the space sciences are manyfold. Witness the recently launched NASA Hubble Space Telescope which will scan the universe for some 15 years; the planned NASA Science Space Station Freedom which will render possible a new era of space-based astronomy, microgravity material processing, and chemical separation technologies; and the Laser Interferometer Gravitational Wave Detector, soon to be constructed, to detect the ultimate gravitational waves and potentially transform the world as we know it. Minority scientists and engineers must participate in these extraordinarily complex and knowledge-generating endeavors. In connection with the above, not more than two weeks ago, I note an historic event with respect to the U.S. Space Shuttle "Endeavor." Dr. Mae Jemison became the first African American woman to serve her country (or for that matter, the world) in outer space. That event stands as a watershed model for all minorities who seek to achieve in science and engineering the same level of excellence that Dr. Jemison has so dramatically exemplified. In the 21st century, Dr. Jemison will be remembered as a permanent marker on our long road towards inclusion. -- Agricultural researchers are quietly changing the quality and quantities of animal and vegetable foodstuffs grown and processed not only on this continent, in Europe and Australia, but in the third world as well. Scientists are not only developing strains of plant life which are more disease resistant, able to withstand lower temperatures, can be irrigated with sea water, indeed can be harvested from the sea itself, but are also attempting to deal with the problems of pesticides and herbicides in an ecologically sound manner. -- Communications, molecular modelling, medical diagnosis and treatment, manufacturing, historical research, meteorology, agriculture, education, even the written and visual arts have been impacted by the computer age. These research areas will increasingly require a pool of computational and informational science experts, especially in advanced computing. Moreover, advanced technologies represented by robotics, high performance computing, imaging technologies, semiconductors, superconductivity, along with the next generation of synthesis and processing of new materials for a range of commercially significant uses offer a new generation of opportunities for substantive participation by minorities. The list of scientific and technologic challenges (e.g., sensor technology, artificial intelligence, digital imaging technology, etc.) is considerably in excess of this recitation. In every case there is a concomitant opportunity for substantive participation in the workforces of this rapidly expanding enterprise. The nation's wealth, and thereby quality of life, is increasingly dependent upon effective and sustained progress in addressing these scientific and technical challenges. Current efforts must accommodate a new logic or paradigm shift, under which strategic investments in the development of critically important human resources becomes the defining circumstance (basis for public policy) for increased participation by minorities in science and engineering. PLAN FOR THE FUTURE The fundamental indices that undergird this plan are: (a) The results of past omissions notwithstanding, future programs will be designed to fully accommodate the extant demands of the science and technology workforce (at all levels of employment) and thereby ensure optimal connectivity between the educational and economic systems. (b) Without exception, all K-12 (precollege) mathematics and science education programs will be grounded in the fundamental notion that all minority students be afforded resource adequate, intellectually challenging and comprehensive mathematics and science curricula taught by a highly competent cadre of elementary and secondary teachers. (c) All programs will, by design and operation, acknowledge the urgency and non-status quo action(s) required to accelerate progress toward the achievement of specific goals (i.e., milestones). (d) Proposed efforts should employ the knowledge base/program elements of past and extant activities for which demonstrable success obtains. (e) National standards for program outcomes should serve to promote rapid and orderly dissemination of program models, thereby accelerating replication absent financial inefficiencies occasioned by redundant program design and development activities. (f) Private sector venture (e.g., Whittle Network of For-Profit Schools) aside, programs should accommodate the reality that the substantial majority of minority students will continue to be served by the Public School Systems. (g) From elementary to graduate school, a comprehensive and coherent program set is needed to disallow educational deficits at any stage in the K-12 - undergraduate - graduate science and engineering education continuum. (h) Future programs should be characterized by the new paradigm of systemic approaches with the attendant emphasis on outcomes and increased accountability. (i) The program designs should be based on state-of-the-art and otherwise sound pedagogical and disciplinary knowledge of approaches known to be successful as measured by student outcomes, cost- effectiveness and suitable for dissemination/replication. (j) Programs must acknowledge the scope and scale of the problem being addressed and, thereby exhibit collaborative, highly coordinated and multi-participant characteristics. (k) Lastly, substantial and measurable progress toward the achievement of specific national goals will be dependent on cooperative and collaborative employment of the nation's resources drawn from all relevant sectors of the society. As shown in Table 6 below, minority underrepresentation in scientific and technical fields is a complex problem crossing all education levels. Table 6 Natural Sciences and Engineering Pipeline: Retention of Minority Students (K-8 Enrollment, ca. 8.7 million, Fall 1989) Cohort Size Reduction (thousands) in cohort size High School Sophomores with interest in MSE fields 86 --- High School Seniors with interest in MSE fields 65 24% College Freshmen expressing interest in MSE fields 40 38% College Juniors enrolled in MSE fields 14 65% B.S. degrees in MSE awarded 13 7% Graduate students entering MSE programs 2.50 81% Master's Degrees awarded 2 20% Doctoral Degrees awarded 0.35 82% ________________________________________________________________________ Source: NSF, Division of Policy Research and Analysis. Pipeline Estimates based on Department of Education data from High School and Beyond Surveys. Class of 1980-1982. The recommendation and goals that follow are based on this pipeline representation of minority students in science and engineering. RECOMMENDATION AND GOALS The outcomes of many existing programs and the current education reform environment afford an opportunity to formulate an effective national strategy. Thus, it is recommended that a "National Commission on Minorities in Science and Engineering" be formed with its membership drawn from the leadership of urban school systems, local, state and national government executives, federal agency officials, minority civic, community-based and professional leaders, leadership of the college/university and S&T industrial sectors, private foundations, and the national media. The Commission would be charged with articulating goals for a national program that addresses the dual objective of participation and achievement, informed by comprehensive and integrated strategies and standardized accountability measures. The Commission would have the additional responsibility for reporting to the nation, on an annual basis, of progress toward the achievement of the stipulated goals. Suggested goals might be as follows: -- By the Year 2000, racial and ethnic differentials in student achievement in elementary science, and middle and high school science and mathematics will be reduced by one-half. -- By the Year 2000, the elementary and secondary level instructional workforce will be revised by a three-fold increase in the number of minority science and mathematics teachers. -- As an integral component of national efforts to "rebuild America", systemic and comprehensive science and mathematics education programs, designed to serve all students, each year throughout the K-12 continuum, will be established in urban school systems that enroll nearly 50% of the nation's K-12 minority students. This national goal will be achieved by the year 1995. -- By the Year 1995, the number of minority students enrolled/interested in science and engineering in two-year institutions that successfully transfer to four-year institutions will increase four-fold. -- By the Year 2000, the number of undergraduate degrees awarded annually to minorities in science and engineering will increase ten-fold. -- By the Year 2000, the number of doctorate science and engineering degrees awarded annually to minorities will increase ten-fold. Achievement of the aforementioned goals will require a substantial increase in financial and human resources devoted to the enterprise. It will also require appropriate and effective partnerships for engagement of the education establishment and various sectors (e.g., communities, schools, industry, government, foundations, parents, professional organizations). It is vital to recall that major gains being made in local communities or individual projects are important, however, they do not equal a national enterprise. What is needed is a mechanism to ensure that the enterprise becomes nationwide. If we can effectively conjoin individual experiences, knowledge bases, programs and resources, the nation will be afforded a reasonable opportunity to address a complex problem, whose lack of resolution will serve to further decrease its wealth and thereby constrain the quality of national life for all citizens. (Figures are not in this electronic version) Source for Figures Figure 1. Trends in Average SAT Mathematics Scores by Race/Ethnicity Source: College Entrance Examination Board, The National Report of College-Bound Seniors, Profile of SAT And Achievement Test Takers, 1976- 1990. Figure 2. Trends in Average SAT Verbal Scores by Race/Ethnicity Source: College Entrance Examination Board, The National Report of College-Bound Seniors, Profile of SAT And Achievement Test Takers, 1976- 1990. Figure 3. Percentage of 19-20 Year-Olds Who Are Status Dropouts Source: U.S. Bureau of the Census, "School Enrollment - Social and Economic Characteristics of Students, October, 1773-October, 1990." Current Population Reports, Series P-20. Figure 4. Percentage of 19-20 Year-Olds Who Have Finished High School Source: U.S. Bureau of the Census, "School Enrollment - Social and Economic Characteristics of Students, October, 1773-October, 1990." Current Population Reports, Series P-20. Figure 5. Percentage of 25-29 Year-Olds Who Have Finished High School by Race/Ethnicity Source: U.S. Bureau of the Census, "School Enrollment - Social and Economic Characteristics of Students, October, 1773-October, 1990." Current Population Reports, Series P-20. Figure 6. Minority Baccalaureate Degree Recipients for Selected Fields Source: Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1977-90, NSF 92-327. Figure 7. Minority Ph.D. Recipients -All Fields by Race/Ethnicity (US Citizens) Source: Summary Reports 1975-1990, Doctorate Recipients from United States Universities, National Research Council. Figure 8. Minority Ph.D. Recipients in Science and Engineering (US Citizens) Source: Science and Engineering Doctorates: 1960-1990, NSF 91-310. APPENDIX B Conference Program National Conference on Diversity in the Scientific and Technological Workforce September 24-27, 1992 THURSDAY, SEPTEMBER 24, 1992 3:00 p.m. - 8:00 p.m. CONFERENCE REGISTRATION Concourse Level 6:00 p.m. - 12 midnight EXHIBIT HALL SET-UP Exhibit Hall FRIDAY, SEPTEMBER 25, 1992 7:30 a.m. - 5:00 p.m. CONFERENCE REGISTRATION (continued) Concourse Level 8:00 a.m. - 9:00 a.m. OPENING PLENARY SESSION International Ballroom Presider: Frederick M. Bernthal, Deputy Director, National Science Foundation (NSF) (Presidents' Walk Entrance) Greetings: The Honorable Sharon Pratt Kelly, Mayor, District of Columbia Introduction of Speaker: Roosevelt Calbert, Deputy Division Director, Human Resource Development (HRD), NSF Speaker: Luther S. Williams, Assistant Director for Education & Human Resources (EHR), NSF Conference Logistics: Elmima C. Johnson, National Diversity Conference Coordinator & Staff Associate, HRD, NSF 9:00 a.m. - 6:00 p.m. EXHIBIT HALL OPEN Exhibit Hall 9:00 a.m. - 12 noon ACTION PLAN DEVELOPMENT - Panel A Military Room Co-chairs: James L. Powell, Chief Executive Officer, The Franklin Institute Eugene H. Cota-Robles, Special Assistant for Human Resource Development & Affirmative Action Officer, NSF Roosevelt Calbert, Deputy Division Director, Human Resource Development, EHR Recorder: Costello L. Brown, Program Director, Comprehensive Regional Centers for Minorities, EHR (Participant Group A) 9:00 a.m. - 12 noon ACTION PLAN DEVELOPMENT - Panel B Hemisphere Room Co-chairs: Clifford V. Smith, President, General Electric Foundation Bruce L. Umminger, Division Director, Integrative Biology & Neuroscience, Biological Sciences Directorate Elmima C. Johnson, Staff Associate, Division of Human Resource Development, EHR Recorder: Thomas Ubois, Deputy Director, Office of Systemic Reform, EHR (Participant Group B) 9:00 a.m. - 10:30 a.m. STUDENT RESEARCH PRESENTATIONS Monroe West Panel 1 Monroe East Panel 2 Lincoln West Panel 3 Lincoln East Panel 4 Jefferson West Panel 5 Jefferson East Panel 6 Georgetown West Panel 7 Georgetown East Panel 8 (See Abstract Book for listing of individual presentations.) 10:30 a.m. - 10:45 a.m. BREAK 10:45 a.m. - 12 noon STUDENT RESEARCH PRESENTATIONS (continued) Monroe West Panel 9 Monroe East Panel 10 Lincoln West Panel 11 Lincoln East Panel 12 Jefferson West Panel 13 Jefferson East Panel 14 Georgetown West Panel 15 Georgetown East Panel 16 (See Abstract Book for listing of individual presentations.) 12 noon - 1:30 p.m. LUNCHEON International Ballroom Presiding: Center Cora B. Marrett, Assistant Director, Social, Behavioral and Economic Sciences, NSF (International Terrace Introduction of Guest Speaker: Entrance) John Ruffin, Associate Director for Minority Programs, National Institutes of Health Speaker: Bernadine Healy, Director, National Institutes of Health 2:00 p.m. - 3:00 p.m. NATIONAL VIDEOCONFERENCE International Ballroom Moderator: Jim Vance, News Anchor and Center Commentator, NBC Affiliate, Washington, D.C. Panel Chair: Luther S. Williams, Assistant Director for Education and Human Resources, NSF Panel Members: Diana S. Natalicio, President, University of Texas at El Paso Jaime Oaxaca, Vice Chairman, Coronado Communications Corporation George Campbell Jr., President, National Action Council for Minorities in Engineering (NACME) Roosevelt Calbert, Deputy Division Director, Human Resource Development, NSF Erich Bloch, Senior Fellow, Council on Competitiveness 3:00 p.m. - 3:30 p.m. BREAK 3:30 p.m. - 5:00 p.m. ACTION PLAN DEVELOPMENT (continued) Military Room Panel A Recorder: Joseph G. Danek, Division Director, Human Resource Development, NSF Participant Group C Hemisphere Room Panel B Recorder: Susan W. Duby, Program Director, Graduate & Minority Graduate Fellowships, NSF Participant Group D 3:30 p.m. - 5:00 p.m. CORPORATE/NATIONAL MODEL SCIENCE ENGINEERING AND MATHEMATICS (SEM) PROGRAM WORKSHOPS Georgetown West General Electric Foundation: Clifford V. Smith, President Georgetown East AT&T: Anthony Johnson, Distinguished Member of the Technical Staff, AT&T Bell Laboratories Proctor & Gamble: Ted Logan, Manager, Technical Recruiting Jefferson West Ventures in Education: Maxine Bleich, President College Board, Equity 2000: Verna Allen, Associate Project Director Jefferson East MESA: Wilfred O. Easter, Jr., Executive Director NACME: George Campbell Jr., President 3:30 p.m. - 5:00 p.m. STUDENT RESEARCH PRESENTATIONS (continued) Monroe West Panel 17 Monroe East Panel 18 Lincoln West Panel 19 Lincoln East Panel 20 (See Abstract Book for listing of individual presentations.) 5:00 p.m. - 6:00 p.m. BREAK 6:00 p.m. - 7:00 p.m. PLENARY SESSION II International Ballroom Presider: Kenneth M. Hoffman, Associate Executive Center Officer for Education, National Research Council (Presidents' Walk Entrance) Introduction of Speaker: George Campbell Jr., President, National Action Council for Minorities in Engineering (NACME) Speaker: Charles W. Merideth, President, New York City Technical College, City University of New York 7:00 p.m. RECEPTION HONORING NATIONAL CONFERENCE International Ballroom ADVISORY COMMITTEE AND INVITED SPEAKERS East 7:00 p.m. STUDENT ACTIVITY Crystal Ballroom SATURDAY, SEPTEMBER 26, 1992 8:00 a.m. - 5:00 p.m. CONFERENCE REGISTRATION (continued) Concourse Level 9:00 a.m. - 5:00 p.m. EXHIBIT HALL OPEN 8:30 a.m. - 10:00 a.m. STUDENT RESEARCH PRESENTATIONS Monroe West Panel 21 Monroe East Panel 22 Lincoln West Panel 23 Lincoln East Panel 24 Jefferson West Panel 25 Jefferson East Panel 26 Georgetown West Panel 27 Georgetown East Panel 28 (See Abstract Book for listing of individual presentations.) 8:30 a.m. - 12 noon ACTION PLAN DEVELOPMENT (continued) Military Room Panel A Recorder: Wanda E. Ward, Program Director, Career Access Program, EHR Participant Group E Hemisphere Room Panel B Recorder: Madeleine J. Long, Special Assistant for Comprehensive Design & Planning, Office of the Assistant Director, EHR Participant Group F 10:00 a.m. - 10:30 a.m. BREAK 10:30 a.m. - 12 noon STUDENT RESEARCH PRESENTATIONS (continued) Monroe West Panel 29 Monroe East Panel 30 Lincoln West Panel 31 Lincoln East Panel 32 Jefferson West Panel 33 Jefferson East Panel 34 Georgetown West Panel 35 (See Abstract Book for listing of individual presentations.) 12:00 noon - 2:00 p.m. AWARDS LUNCHEON International Ballroom Presider: James L. Powell, Chief Center Executive Officer, The Franklin Institute (Presidents' Walk Speaker: Jaime Oaxaca, Vice Chairman, Entrance) Coronado Communications Corporation Award Presentations: Student Awards (Sponsors) Precollege Student Award William Aldridge, Executive Director, National Science Teachers Association Undergraduate Student Award Joan Ferante, President, Phi Beta Kappa Graduate Student Award Richard Attiyeh, Chairman, Board of Directors, Council of Graduate Schools NSF SEM Leadership Awards (Presenters) Educator Achievement Award Eugene H. Cota-Robles, Special Assistant for Human Resource Development & Affirmative Action Officer, NSF Institutional Achievement Award Perry L. Adkisson, Chancellor-Emeritus and Regents Professor, The Texas A&M University Corporate Achievement Award Ann Alexander, Vice President, Education Programs, AT&T Foundation 2:00 p.m. - 3:30 p.m. NSF MINORITY-TARGETED SEM PROGRAMS MODEL PROJECT WORKSHOPS Research Improvement in Minority Institutions Program: Georgetown West Tuskegee University; University of Puerto Rico, Rio Piedras; Wayne State University; New Mexico State University Georgetown East Comprehensive Regional Centers for Minorities Program: Paths/Prism, Philadelphia; Maricopa County Community College District, Arizona; University of Missouri at St. Louis; Montana State University Monroe West Research Careers For Minority Scholars Program: University of Oklahoma; City College of New York; Howard University; Talladega College; University of Texas at El Paso; University of Maryland, Baltimore County Monroe East Alliances for Minority Participation Program: Texas A&M University; Jackson State University; University of California- Irvine, University of Puerto Rico; Arizona State University; University of Alabama at Birmingham Thoroughbred Room Minority Research Centers of Excellence Program: Howard University; University of Texas at El Paso; Meharry Medical College; City College of New York 3:30 p.m. - 5:30 p.m. PLENARY SESSION III Jefferson & Lincoln PRESENTATION AND DISCUSSION OF THE NSF ACTION PLAN FOR SEM EDUCATION OF MINORITIES Panel Moderator: Luther S. Williams Presenters: Panel A James L. Powell Eugene H. Cota-Robles Roosevelt Calbert Panel B Clifford V. Smith Bruce L. Umminger Elmima C. Johnson 5:30 p.m. ADJOURNMENT OF FORMAL CONFERENCE PROGRAM 6:00 p.m. - 7:30 p.m. Project Directors Meeting, Division of Human Thoroughbred Room Resource Development, EHR 6:30 p.m. - 8:00 p.m. Summer Science Camps Workshop for Community- Monroe West based Organizations 6:30 p.m. - 10:00 p.m. BIRDS-OF-A-FEATHER SESSIONS (Sessions and room assignments to be announced.) 7:00 p.m. STUDENT NETWORKING EVENT SUNDAY, SEPTEMBER 27, 1992 7:30 a.m. - 9:00 a.m. BUFFET BREAKFAST International Ballroom East 9:00 a.m. - 12 noon PROJECT DIRECTORS MEETINGS DIVISION OF HUMAN RESOURCE DEVELOPMENT, EHR Georgetown West Career Access (CRCM/PMSA) Georgetown East Summer Science Camps Jefferson West Alliances for Minority Participation Jefferson East Research Careers for Minority Scholars Military Research Improvement in Minority Institutions Cabinet Room Minority Research Centers of Excellence NOTE: ALL SESSIONS ARE LOCATED ON THE CONCOURSE LEVEL. NSF Office: Convention Offices 3 & 4 Press Room: Cabinet Room APPENDIX C APPENDIX C List of Conference Participants Mehran Abdolsalami St. Mary's University One Camino Santa Maria San Antonio, TX 78228-8534 Moges Abebe St. Augustines College 1315 Oakwood Avenue Raleigh, NC 27650 Jacob M. Abel Directorate for Education and Human Resources/DUE National Science Foundation 1800 G Street, NW Washington, DC 20550 Judy Ackerman Montgomery College - Rockville Campus 51 Mannakee Street Rockville, MD 20850 Howard G. Adams National Consortium - GEM Program P.O.Box 537 Notre Dame, IN 46556 James A. Adams University of Maryland Eastern Shore Princess Anne, MD 21853 Myrna Campbell Adams State University of New York at Stony Brook Stony Brook, NY 11794-0251 Fred Addington Comprehensive Regional Center for Minorities University of Texas at El Paso 500 West University, ED. Suite 210 El Paso, TX 79968-0567 Gloria W. Adeyemi St. Louis Community College Florissant Valley St. Louis, MO 63135 Perry L. Adkisson Chancellor-Emeritus & Regents Professor Department of Entomology Bush Presidential Library Center Texas A&M University College Station, TX 77843-1145 Daniel L. Akins Center for Analysis of Structures & Interfaces (CASI) City College of City University of New York 138th Street at Convent Avenue New York, NY 10031 Murty A. Akundi Xavier University 7325 Palmetta Street New Orleans, LA 70125 Murty N. Akundi Physics Department Grambling State University/RCMS Grambling, LA 71245 John F. Alderete Department of Microbiology University of Texas Health Science Center 7703 Floyd Curl Drive San Antonio, TX 78284-7758 Ann S. Alexander Vice President, Education Programs AT&T Foundation 550 Madison Avenue New York, NY 10022-3297 Charles Alexander Department of Math University of Mississippi/AMP 309 Hume Hall University, MS 38677 Adnan Al-Katib Voice of Germany Radio 1200 Pennsylvania Avenue, NW Washington, DC 20016 Mary M. Allen Department of Biological Sciences Wellesley College Wellesley, MA 02181 Verna Allen Associate Project Director College Board, Equity 2000 45 Columbus Avenue New York, NY 10023-6992 Linda Allen-Benton Office of Information Resource Management National Science Foundation 1800 G Street, NW Washington, DC 20550 Kenneth Alston Benedict College Handen Street Columbia, SC 29204 Farshad Amini Civil Engineering Department University of the District of Columbia 4200 Connecticut Avenue, NW Washington, DC 20008 Amel Anderson University of Maryland at College Park Room 1124, Symons Hall College Park, MD 20742 Winston A. Anderson Howard University 415 College Street, NW Washington, DC 20059 Yiannis Andreopoulos City College of City University of New York/RIMI MS: 306/G Convent Avenue and 134th Street New York, NY 10031 Ruby Anzures Directorate for Education and Human Resources/HRD National Science Foundation 1800 G Street, NW Washington, DC 20550 Josefina Arce Resource Center for Science & Engineering University of Puerto Rico P.O. Box 23334, University Station San Juan, PR 00931-3334 Rafael Arce Department of Chemistry University of Puerto Rico Rio Piedras Campus Rio Piedras, PR 00931 John Ashe University of California at Riverside B-204 Library South Riverside, CA 92521-0208 Richard Attiyeh Dean, Graduate Studies and Research University of California-San Diego La Jolla, CA 92093-0003 Jorge Avila-Miranda 1735 West Calle Acapulco Tucson, AZ 85713 Martha Avila-Miranda MESA Tucson Unified School District 442 East 7th Street Tucson, AZ 85705 Folahan Ayorinde Howard University 415 College Street, NW Washington, DC 20059 Dedra B. Azonobi Florida A&M University Wahnisa Way South Tallahassee, FL 32357 Michelle Babadilla University of Texas at Austin 3110 Blackburn Dallas, TX 75204 Arthur L. Bacon Talladega College 627 West Battle Street Alpine, AL 35160 Diola Bagayoko Southern University and A&M College P.O. Box 11776 Baton Rouge, LA 70813 Jack Bagley Battelle Northwest Laboratories 370 L'Enfant Promenade, SW Washington, DC 20024 Oliver K. Baker Physics Department Hampton University/MRCE Hampton, VA 23668 Robin I. Barraco Wayne State University/RIMI Wayne State Medical School 540 East Canfield Detroit, MI 48201 Lupe Barraza Maricopa County Comprehensive Regional Center for Minorities 2411 West 14th Street, Room 339 Tempe, AZ 85281-6941 Lida K. Barrett Directorate for Education and Human Resources National Science Foundation 1800 G Street, NW Washington, DC 20550 Gladys S. Bayse Department of Chemistry, Box 326 Spelman College 350 Spelman Lane Atlanta, GA 30314 DeAnna B. Beane Association of Science and Technology Centers 1025 Vermont Avenue, NW Washington, DC 20005 Jennie M. Bennett Texas Center for University School Partnerships University of Houston 4800 Calhoun Road Houston, TX 77204-5874 Caroline R. Benson Challenger Center 1055 North Fairfax Street Suite 100 Alexandria, VA 22314 Janet K. Benson National Physics Education Collaboration Program Lawrence Livermore National Laboratory P.O. Box 808, L-793 Livermore, CA 94551 Frederick M. Bernthal Deputy Director National Science Foundation 1800 G Street, NW Washington, DC 20550 Manuel P. Berriozabal Prep Office, University of San Antonio University of Texas at San Antonio San Antonio, TX 78249 Shirley F. Binder Office of Admissions, Main 7 University of Texas at Austin Austin, TX 78712-1159 Herman J. Blake Indiana University 355 North Lansing, Room 12 Indianapolis, IN 46202 William A. Blakey Cohan & Dean 1101 Vermont Avenue, NW Suite 400 Washington, DC 20005 Rolf K. Blank Council of Chief State School Officers One Massachusetts Avenue, NW Suite 700 Washington, DC 20001 Maxine E. Bleich President Ventures in Education 3 East 28th Street New York, NY 10016 Erich Bloch Senior Fellow Council on Competitiveness 900 17th Street, NW, Suite 1050 Washington, DC 20006 Carol Blunt-White New York State Education Department Cultural Education Center, Room 5C64 Albany, NY 12230 Janet M. Boese American Chemical Society 1155 Sixteenth Street, NW Washington, DC 20036 LeQuita Booth National Science Center Foundation P.O. Box 15577 Augusta, GA 30919-1577 Susan N. Boyer Office of the Executive Vice President University of Maryland, Baltimore County/RCMS Baltimore, MD 21228-5398 Myles G. Boylan Office of Planning and Assessment National Science Foundation 1800 G Street, NW Washington, DC 20550 John S. Bradley American Mathematical Society 1527 18th Street, NW Washington, DC 20036 Fitzgerald B. Bramwell Brooklyn College of City University of New York 2900 Bedford Avenue Brooklyn, NY 11210 Eldon J. Braun Department of Physiology University of Arizona College of Medicine Tucson, AZ 85724 Arturo Bronson Department of Metallurgical and Materials Engineering University of Texas at El Paso El Paso, TX 79912 Daniel J. Brovey Queens College of City University of New York 39 Hitching Post Lane Glen Cove, NY 11542 Irene Brovey Queens College of City University of New York 39 Hitching Post Lane Glen Cove, NY 11542 Costello L. Brown Directorate for Education and Human Resources/HRD National Science Foundation 1800 G Street, NW Washington, DC 20550 Jeannette E. Brown Merck Research Laboratories P.O. Box 2000, RY 50G-231 Rahway, NJ 08876 Maxine Brown U.S. Department of Agriculture CSRS-HEP Room 310-E, Aerospace Center 14th Street & Independence Avenue, SW Washington, DC 20250-2200 Ricardo A. Brown Department of Physiology School of Medicine Wayne State University 540 East Canfield Detroit, MI 48201 Shirley Vining Brown Educational Testing Service Rosedale Road Princeton, NJ 08541 Warren W. Buck Department of Physics Hampton University/MRCE Hampton, VA 23668 Carol E. Burnett Mt. Sinai School of Medicine One Gustave Levy Place Annenberg S-04 New York, NY 10029 Gardenia Butler Minorities in Mathematics, Science and Engineering 2220 Victory Parkway, Room 604 Cincinnati, OH 45202 Margarita Cabral Bermuda Biological Station for Research 17 Biological Lane Ferry Reach, BM GE01 Diane Cabrales National Council of La Raza 810 First Street, NE, Suite 300 Washington, DC 20002-4205 Fernando Cadena Department of Civil Engineering New Mexico State University Box 30001, Department 3CE Las Cruces, NM 88003 Linda C. Cain Oak Ridge Institute for Science and Education Box 117 Oak Ridge, TN 37830 Roosevelt Calbert Directorate for Education and Human Resources/HRD National Science Foundation 1800 G Street, NW Washington, DC 20550 Joseph A. Cameron Department of Biology Jackson State University P.O. Box 18630, 1400 J.R. Lynch Street Jackson, MS 39217 George Campbell Jr. President National Action Council for Minorities in Engineering, Inc. 3 West 35th Street New York, NY 10001 William Campbell Talladega College 627 West Battle Street Talladega, AL 35160 Graciela C. Candelas University of Puerto Rico P.O. Box 23360 University Station San Juan, PR 00931-0625 Donna J. Carter Executive Leadership Foundation 444 North Capitol Street Suite 715 Washington, DC 20001 Denise Casey Minorities in Mathematics, Science and Engineering 2220 Victory Parkway, Room 604 Cincinnati, OH 45202 Robin Casselman Santa Ana Unified School District 1405 French Street Santa Ana, CA 92701-2499 Glenn A. Cassis Connecticut Pre-Engineering Program 950 Trout Brook Drive West Hartford, CT 06119 Steven P. Castillo Department 3-0, Box 30001 New Mexico State University Las Cruces, NM 88003 George Castro Society for Advancement of Chicanos and Native Americans 709 East Williams San Jose, CA 95112 Ben Cathey Michigan State University College of Natural Sciences 103 Natural Sciences Building East Lansing, MI 48824 Ajoy G. Chakrabarti South Carolina State University Box 1657 Orangeburg, SC 29117 Namas Chandra Department of Mechanical Engineering Florida A&M University/RIMI Tallahassee, FL 32306 Bernard L. Charles The Charles Group 6 Cross Keys Road Baltimore, MD 21210 Susan M. Chase Office of Legislative and Public Affairs National Science Foundation 1800 G Street, NW Washington, DC 20550 Carole Chew-Williams The Cobbs Creek Environmental Education Center 5939 Cobbs Creek Parkway Philadelphia, PA 19143 Kathleen K. Church Comprehensive Regional Center for Minorities Maricopa Community Colleges 1411 West 14th Street Tempe, AZ 85281-6941 Julia V. Clark Directorate for Education and Human Resources/ESIE National Science Foundation 1800 G Street, NW Washington, DC 20550 Rodney Clark Allegheny College 520 North Main Street P.O. Box 39 Meadville, PA 16335 Joyce A. Clarke Rebuild L.A. and Science Applications International Corporation 1720E Wilshire Boulevard Santa Ana, CA 92705 Odessa H. Coates Directorate for Education and Human Resources/RED National Science Foundation 1800 G Street, NW Washington, DC 20550 Jewel P. Cobb Science & Engineering ACCESS Center California State University at Los Angeles 5151 State University Drive, ADMIN 703 Los Angeles, CA 90032 Peggy R. Cole New York Hall of Science 47-01 111th Street Corona, NY 11368 Gilbert I. Coleman Germanna Community College P.O. Box 339 Locust Grove, VA 22508 James Coles National Aeronautics and Space Administration Code EI 300 E Street, SW Washington, DC 20546 Harvest Collier RCAC University of Missouri at St. Louis\CRCM 7952 Natural Bridge Road St. Louis, MO 63121 Albert E. Conley ASSIST Program U.T.T.C. 3315 University Drive Bismarck, ND 58504 Lloyd Cooke President LMC Associates 1 Beaufort Street White Plains, NY 10607 Elizabeth Cooper Massachusetts Institute of Technology/RCMS 77 Massachusetts Avenue Cambridge, MA 02139 Eugene H. Cota-Robles Special Assistant to the Director National Science Foundation 1800 G Street, NW Washington, DC 20550 Stephen R. Cox Comprehensive Regional Center for Minorities - Philadelphia 7 Benjamin Franklin Pkwy, Suite 700 Philadelphia, PA 19103-1294 Evans Craig Sandia National Labs P.O. Box 5800, Division 2858 Albuquerque, NM 87185 Denise L. Creech American Chemical Society 1155 Sixteenth Street, NW Washington, DC 20036 Hilda Crespo ASPIRA Association, Inc. 1112 16th Street, NW, Suite 340 Washington, DC 20036 Cynthia S. Cross University of Michigan 915 E. Washington, Room 160 Ann Arbor, MI 48109 Elizabeth Culotta Science Magazine 1333 H Street, NW Washington, DC 20005 Lynn Dailey Dupont Merck P.O. Box 80024 Wilmington, DE 19880-0884 Hall P. Daily California Institute of Technology Caltech 1-97 Pasadena, CA 91125 Louis Dale University of Alabama at Birmingham/AMP 216 Education Building Birmingham, AL 35294-1250 Lorraine M. Daly Gillette Research Institute 401 Professional Drive Gaithersburg, MD 20879 Joseph G. Danek Directorate for Education and Human Resources/HRD National Science Foundation 1800 G Street, NW Washington, DC 20550 Willie L. Darby Department of Chemistry Hampton University Hampton, VA 23668 William V. Dashek Department of Biology Clark Atlanta University James P. Brawley Drive at Fair Street, SW Atlanta, GA 30314 M. Datta Department of Chemistry Tuskegee University Tuskegee, AL 36088 Clarence M. Davenport Howard University 9409 Fernwood Road Bethesda, MD 20807 Daniel C. Davis The Pennsylvania State University 101 Hammond Building University Park, PA 16802 George C. Davis Ford Motor Company VP-800 23400 Michigan Avenue Dearborn, MI 48125 Spencer Davis School District of Philadelphia 21st and the Parkway Philadelphia, PA 19103 Judy Day Science & Engineering ACCESS Center California State University at Los Angeles 5151 State University Drive, ADMIN 703 Los Angeles, CA 90032 Mark Decker Ronan High School c/o AIRO/ASSIST 307 Culbertson Hall Montana State University/CRCM Bozeman, MT 59717 Italo Dejter University of Puerto Rico/RIMI Rio Piedras, PR 00931 Eugene DeLoatch Dean, School of Engineering Morgan State University Cold Spring Lane and Hillen Road Baltimore, MD 21239 Laila Denoya College at Fredonia of the State University of New York E-282 Thompson Hall Fredonia, NY 14063 Susan Despenas Santa Ana Unified School District 1405 French Street Santa Ana, CA 92701-2499 Leticia Diaz-Rios University of Texas at El Paso 500 West University, ED 210 El Paso, TX 79968-0567 Bradley W. Dickinson School of Engineering and Applied Science Princeton University Princeton, NJ 08544-5263 Leon A. Dickson Biology Department, E.E. Just Hall Howard University 415 College Street, NW Washington, DC 20059 Catherine J. Didion Association for Women in Science 1522 K Street, NW, Suite 820 Washington, DC 20005 Timothy Dirks U.S. Department of Energy 1000 Independence Avenue, SW Washington, DC 20585 Linda Skidmore Dix National Research Council 2101 Constitution Avenue, NW, GR412 Washington, DC 20418 George S. Dixon Department of Physics Oklahoma State University/RCMS Stillwater, OK 74078 James A. Donaldson Department of Mathematics Howard University Washington, DC 20059 Christina Drescher Museum of Science and Industry 57th Street and Lake Shore Drive Chicago, IL 60637 Susan W. Duby Directorate for Education and Human Resources/GERD National Science Foundation 1800 G Street, NW Washington, DC 20550 Joseph Dunbar Wayne State University Medical School 540 Canfield Detroit, MI 48201 Wilfred O. Easter Executive Director MESA and MEP Lawrence Hall of Science Berkeley, CA 94720 Michael P. Eastman Department of Chemistry Northern Arizona University P.O. Box 5698 Flagstaff, AZ 86011-5698 Joel A. Eaton TSU Center of Excellence in Information Systems Suite 265G, 330 Tenth Avenue North Nashville, TN 37203-3401 M. Ali Ebadian Florida International University University Park Campus Miami, FL 33199 Gary A. Eiceman Chemistry Department New Mexico State University/RIMI Box 30001-Dept. 3C Las Cruces, NM 88005-0001 Claire Eiselen Rochester Institute of Technology 27 Huntington Brook Rochester, NY 14625 Peter Eisenberger Princeton Materials Institute Princeton University A225 Engineering Quadrangle Princeton, NJ 08544 Omnia I. El-Hakim Physics and Engineering Department Fort Lewis College Colorado State University Durango, CO 81301 Reynaldo S. Elizondo Dean of the College of Science University of Texas at El Paso El Paso, TX 79968-0509 William W. Ellis Library of Congress First and Pennsylvania Avenue, SE Washington, DC 20019 Donald P. Ely Directorate for Education and Human Resources/RED National Science Foundation 1800 G Street, NW Washington, DC 20550 Gerald L. Engel Directorate for Computer & Information Science & Engineering/CDA National Science Foundation 1800 G Street, NW Washington, DC 20550 Carl A. Erdman Texas A&M University/RCMS 301 Wisenbaker Engineering Research Center, MS 3126 College Station, TX 77843-3126 Carmel J. Ervin Office of Education, MRC-158 Museum of Natural History, SI Smithsonian Institution/NMNH Washington, DC 20560 Lemuel A. Evans National Institutes of Health Room 10A04, Building 31 9000 Rockville Pike Bethesda, MD 20906 Marcia M. Ewers Michigan State University E-37 McDonel Hall East Lansing, MI 48824-1108 Christine J. Faltz Marquette University 1217 West Wisconsin Avenue, 409 Milwaukee, WI 53233 Peter D. Farnham American Society for Biochemistry and Molecular Biology 9650 Rockville Pike Bethesda, MD 20814-3996 Florence Fasanelli Mathematical Association of America 1529 Eighteenth Street, NW Washington, DC 20036 David L. Ferguson Department of Technology and Society State University of New York at Stony Brook Stony Brook, NY 11794-2250 Ned Fetcher Department of Biology University of Puerto Rico Rio Piedras, PR 00931-3360 Rohanna Fines Hispanic Research Center Arizona State University Tempe, AZ 85287-5702 Isabella N. Finkelstein Clark Atlanta University 240 James P. Brawley Drive at Fair Street, SW Atlanta, GA 30314 Walter W. Fisher Metallurgical and Materials Engineering University of Texas at El Paso El Paso, TX 79968 Douglas Foard Executive Secretary Phi Beta Kappa 1811 Q Street, NW Washington, DC 20009 Cynthia Ford Department of Psychology Jackson State University P.O. Box 17550 Jackson, MS 39225 Alvin G. Foster Merck & Company, Inc. 485 Metropolitan Corporate Plaza Building WBC 125 Iselin, NJ 08830 Anita L. Foster Clark Atlanta University/MRCE James P. Brawley Drive at Fair Street, SW Atlanta, GA 30314 John Foster College of Engineering & Architecture Prairie View A&M University P.O. Box 397 Prairie View, TX 77446 John M. Fowler Triangle Coalition for Science and Technology Education 5112 Berwyn Road, 3rd Floor College Park, MD 20740 Norman C. Francis Xavier University of Louisiana 7325 Palmetto Street New Orleans, LA 70125-1098 Frank Frankfort Hood College Rosemont Avenue Frederick, MD 21701 Anthony Fratiello Department of Chemistry California State University at Los Angeles/RIMI 5151 State University Drive Los Angeles, CA 90032 James B. Freeman PBS Series "Technopolitics" Blackwell Corporation 1255 23rd Street, NW Washington, DC 20037 William S. Gaither Weston Institute 1 Weston Way West Chester, PA 19380 Mary J. Galladay National Science Foundation Directorate for Social, Behavioral and Economic Sciences\SRS 1800 G Street, NW Washington, DC 20550 Robert Gallagher National Marine Fisheries Service 1335 East-West Highway Silver Spring, MD 20910 Esther Garnica Society for Advancement of Chicanos and Native Americans in Science 815 Sespe Avenue Fresno, CA 93105 Kim R. Gaskins Directorate for Education and Human Resources/OSR National Science Foundation 1800 G Street, NW Washington, DC 20550 Edward E. Geary Geological Society of America P.O. Box 9140 Boulder, CO 80301 Kunal Ghosh Department of Physics and Atmospheric Sciences Jackson State University P.O. Box 17660 Jackson, MS 39217 Ann Gibbons Science Magazine 1333 H Street, NW Washington, DC 20005 Maureen P. Gibbons Department of Biology San Diego State University San Diego, CA 92182-0057 Sidbhan Gibbons PreCollege Programs New Jersey Institute of Technology University Heights Newark, NJ 07102 Jean E. Girves Committee on Institutional Cooperation 302 East John Street, Suite 1705 Champaign, IL 61820 Leo S. Gomez Sandia National Laboratories P.O. Box 5800 Albuquerque, NM 87185 Manuel Gomez Resource Center for Science & Engineering University of Puerto Rico P.O. Box 23334, University Station San Juan, PR 00931-3334 Ciriaco Gonzales Minority Biomedical Research National Institutes of Health 5333 Westbard Avenue, Suite 952 Bethesda, MD 20892 Hector E. Gonzalez St. Mary's University One Camino Santa Maria San Antonio, TX 78228-8534 Juan G. Gonzalez Dean of Academic Affairs University of Puerto Rico Mayaquez, PR 00680 Philip C. Goodell Department of Geological Sciences University of Texas at El Paso/RCMS El Paso, TX 79968 Dwight A. Gourneau American Indian & Engineering Society (AISES) 1630 30th Street, Suite 301 Boulder, CO 80301-1014 Denise Graves Clark Atlanta University 240 James P. Brawley Drive at Fair Street, SW Atlanta, GA 30314 Joseph L. Graves Academic Affairs University of California at Irvine Irvine, CA 92717 David A. Greene Hampton University 608 Day Street Hampton, VA 23661 Steve L. Grey Navajo Community College P.O. Box 580 Shiprock, NM 87420 Anna Griego Society for Advancement of Chicanos and Native Americans in Science 4401 Montgomery, NE, Apartment 98 Albuquerque, NM 87109 Jeanine L. Grinage Cultural Education Center, Room 5C85 New York State Education Department Albany, NY 12230 Muthukumaran Gunasekaran Department of Biology Fisk University Nashville, TN 37208 Ted Habarth GEM Program/HPL/JHO Johns Hopkins Road Laurel, MD 20723 Tsegaye Habtemariam School of Veterinary Medicine Tuskegee University\RIMI Tuskegee, AL 36088 Corrina Hagan Conference Photographer 603 Blackstone Terrace Vienna, VA 22180 Michelle Hainbach Office of Legislative and Public Affairs National Science Foundation 1800 G Street, NW Washington, DC 20550 Eric Hall Academic Affairs University of California at Irvine Irvine, CA 92717 Eric Hamilton ACCESS 2000 Loyola University Granada Centre, Room 220 6525 North Sheridan Chicago, IL 60626 Fredrick Hamilton Division of Biomedical Sciences Meharry Medical College/MRCE 1005 D.B. Todd, Jr. Boulevard Nashville, TN 37208 Peirce Hammond Directorate for Education and Human Resources/OSR National Science Foundation 1800 G Street, NW Washington, DC 20550 Carlos Handy Department of Physics Clark Atlanta University Atlanta, GA 30317 Mark Hardy Jackson State University/AMP 1937 Southwood Jackson, MS 39213 Martin Hardy Car Product Development Ford Motor Company 20000 Rotunda Drive, Bldg 3, Room 1007 Dearborn, MI 48121-2053 Floyd W. Harris Minority Engineering Program University of Missouri at Rolla 107 Norwood Hall Rolla, MO 65401 Gary L. Harris Materials Science Research Center Howard University School of Engineering 2300 6th Street, NW, Room 1124 Washington, DC 20059 Janette H. Harris Executive Office of the Mayor 1350 Pennsylvania Avenue, NW, Room 212 Washington, DC 20004 Issifu I. Harruna Department of Chemistry Clark Atlanta University 223 James P. Brawley Drive, SW Atlanta, GA 30314 David W. Hart Department of Physics Room 145, PSII Oklahoma State University Stillwater, OK 74078 Richard C. Haskell Harvey Mudd College 12th & Dartmouth Claremont, CA 91711 William Hawkins Mathematical Association of America 1529 Eighteenth Street, NW Washington, DC 20036 Edward Haynie University of Missouri at St. Louis/CRCM RCAC 7952 Natural Bridge Road St. Louis, MO 62121 Joanne G. Hazlett Directorate for Biological Sciences/BIR National Science Foundation 1800 G Street, NW Washington, DC 20550 Bernadine Healy Director National Institutes of Health 9000 Rockville Pike Building l, Room 126 Bethesda, MD 20894 Zohreh Hedjazi Engineering Research Institute University of the District of Columbia/RIMI 4250 Connecticut Avenue, NW Washington, DC 20008 Robin P. Henderson Engineer Research Center Texas A&M University 301 Wisenbaker College Station, TX 77843-3126 William C. Herndon Department of Chemistry University of Texas at El Paso El Paso, TX 79968 Helen L. Hickland Directorate for Education and Human Resources/EPSCoR National Science Foundation 1800 G Street, NW Washington, DC 20550 A. James Hicks Dean, College of Arts and Sciences North Carolina A&T State University Crosby Hall - Room 100 Greensboro, NC 27411 Regina T. Hicks Purdue University 1390 Mathematical Sciences Building West Lafayette, IN 47907 George C. Hill Division of Biomedical Sciences Meharry Medical College 1005 D.B. Todd Jr. Boulevard Nashville, TN 37208 Kenneth Hill Detroit Area Pre-College Engineering Program (DAPCEP) 60 Farnsworth, Room 110 Detroit, MI 48202 Richard O. Hill Department of Mathematics Michigan State University East Lansing, MI 48824 Susan T. 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