Undergraduate Education: The Role of 4-Year Institutions
Improved access to higher education is not only important to meeting the Nation's needs for an informed workforce, it is also an essential avenue for access to opportunities in science and engineering as
well as to improvements in quality of life. This chapter examines the role of 4-year institutions in meeting these important goals. Earlier chapters present the context for this review.
This chapter examines both the educational process and its outcomes in undergraduate education at 4-year institutions. Focus on the process includes a review of changes in enrollment at 4-year
institutions, the attendance patterns of undergraduates, course-taking patterns of students intending to pursue studies in science and engineering fields, characteristics of persons with disabilities, and characteristics of the faculty teaching
undergraduates. Examination of the outcomes focuses on the degrees awarded by 4-year institutions and their distribution among target groups and across disciplines and institutions.
- Process of Undergraduate Education
- Persons With Disabilities
- Faculty Teaching
- Sidebar: Where Minorities Earn Their Degrees
- Sidebar: Gender Differences in Students Leaving Undergraduate Science, Mathematics, and Engineering
- Sidebar: Why Students Leave Science, Mathematics, and
Engineering: Minority Students
- Sidebar: Stereotype Vulnerability: Effects on Test Performance
- Sidebar: Patterns For Success
- Sidebar: International Comparisons of Women's Participation in Higher Education in Science and Engineering