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Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters Display this book on your site! Related Titles America's Lab Report: Investigations in High School Science Educating the Engineer of 2020: Adapting Engineering Education to the New Century Other Related Titles From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering, and Technology (1996) National Research Council (NRC) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page I   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. FROM ANALYSIS TO ACTION Report of a Convocation Center for Science, Mathematics, and Engineering Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1996 Page I Front Matter (R1-R8) From Analysis to Action (1-10) Synopsis of the Convocation (11-34) References (35-36) Workshop Chairs and Rapporteurs (37-38)

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FROM ANALYSIS TO ACTION: Report of a Convocation FROM ANALYSIS TO ACTION Report of a Convocation Center for Science, Mathematics, and Engineering Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1996

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FROM ANALYSIS TO ACTION: Report of a Convocation NATIONAL ACADEMY PRESS 2101 Constitution Avenue, N.W., Washington, D.C. 20418 NOTICE: The project that is the subject of this report was approvedby the Governing Board of the National Research Council, whose membersare drawn from the councils of the National Academy of Sciences,the National Academy of Engineering, and the Institute of Medicine.The members of the committee responsible for the report were chosenfor their special competences and with regard for appropriate balance. This report has been reviewed by a group other than the authors accordingto procedures approved by a Report Review Committee consisting ofmembers of the National Academy of Sciences, the National Academyof Engineering, and the Institute of Medicine. The National Academy of Sciences is a private, nonprofit, self-perpetuatingsociety of distinguished scholars engaged in scientific and engineeringresearch, dedicated to the furtherance of science and technologyand to their use for the general welfare. Upon the authority of thecharter granted to it by the Congress in 1863, the Academy has amandate that requires it to advise the federal government on scientificand technical matters. Dr. Bruce M. Alberts is president of the NationalAcademy of Sciences. The National Academy of Engineering was established in 1964, underthe charter of the National Academy of Sciences, as a parallel organizationof outstanding engineers. It is autonomous in its administrationand in the selection of its members, sharing with the National Academyof Sciences the responsibility for advising the federal government.The National Academy of Engineering also sponsors engineering programsaimed at meeting national needs, encourages education and research,and recognizes the superior achievements of engineers. Dr. HaroldLiebowitz is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the NationalAcademy of Sciences to secure the services of eminent members ofappropriate professions in the examination of policy matters pertainingto the health of the public. The Institute acts under the responsibilitygiven to the National Academy of Sciences by its congressional charterto be an adviser to the federal government and, upon its own initiative,to identify issues of medical care, research, and education. Dr.Kenneth Shine is president of the Institute of Medicine. The National Research Council was organized by the National Academyof Sciences in 1916 to associate the broad community of science andtechnology with the Academy's purposes of furthering knowledge andadvising the federal government. Functioning in accordance with generalpolicies determined by the Academy, the Council has become the principaloperating agency of both the National Academy of Sciences and theNational Academy of Engineering in providing services to the government,the public, and the scientific and engineering communities. The Councilis administered jointly by both Academies and the Institute of Medicine.Dr. Bruce M. Alberts and Dr. Harold Liebowitz are chairman and vicechairman, respectively, of the National Research Council. The Center for Science, Mathematics, and Engineering Education wasestablished in 1995 to provide coordination of all the National ResearchCouncil's education activities and reform efforts for all studentsat all levels, specifically kindergarten through twelfth grade, undergraduate,school-to-work programs, and continuing education. The Center reportsdirectly to the Governing Board of the National Research Council. Copyright 1996 by the National Academy of Sciences . All rights reserved. Permission for limited reproduction of portions of this report foreducational purposes but not for sale may be granted upon receiptof a written request to the National Academy Press, 2101 Constitution Avenue, N.W., Washington, D.C.20418. Printed in the United States of America.

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FROM ANALYSIS TO ACTION: Report of a Convocation UNDERGRADUATE CONVOCATION PROGRAM STEERING COMMITTEE DONALD KENNEDY, Chairman Bing Professor of Environmental Studies Stanford University Stanford, California NAS, IOM MELVIN D. GEORGE, Vice Chairman Professor of Mathematics University of Missouri Columbia, Missouri MEMBERS, BOARD ON ENGINEERING EDUCATION KARL S. PISTER Chancellor University of California Santa Cruz, California NAE DENICE DEE DENTON Professor of Electrical and Computer Engineering University of Wisconsin Madison, Wisconsin MEMBERS, COMMITTEE ON UNDERGRADUATE SCIENCE EDUCATION C. BRADLEY MOORE Professor of Chemistry University of California Berkeley, California NAS SHARON R. LONG Professor of Biological Sciences Stanford University Stanford, California NAS MEMBERS, MATHEMATICAL SCIENCES EDUCATION BOARD HYMAN BASS Professor of Mathematics Columbia University New York, New York NAS SYLVIA T. BOZEMAN Professor and Chairman of Mathematics Spelman College Atlanta, Georgia MEMBERS-AT-LARGE DUDLEY R. HERSCHBACH Baird Professor of Science Harvard University Cambridge, Massachusetts NAS GERALD HOLTON Mallinckrodt Professor of Physics and Professor of History of Science Harvard University Cambridge, Massachusetts ANGELICA STACY Professor of Chemistry University of California Berkeley, California MARILYN J. SUITER Director of Education and Human Resources American Geological Institute Alexandria, Virginia

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FROM ANALYSIS TO ACTION: Report of a Convocation NATIONAL RESEARCH COUNCIL STAFF DONNA M. GERARDI, Project Director KIRSTEN A. SAMPSON, Program Officer STEVE OLSON, Writer/Consultant JEANETTE OFFENBACHER, Administrative Assistant RUTH O'BRIEN, Staff Associate BETH POLLARD, Temporary Project Assistant JAY B. LABOV, Director, Committee on Undergraduate Science Education (through July 31, 1995) KERSTIN POLLACK, Acting Director, Board on Engineering Education (through April 15, 1995) KEVIN CROWLEY, Senior Program Officer, Board on Earth Sciences and Resources LYNN A. STEEN, Executive Director, MathematicalSciences Education Board (through June 30,1995) SUSAN FORMAN, Director of College and University Programs, Mathematical Sciences Education Board (through June 30, 1995)

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FROM ANALYSIS TO ACTION: Report of a Convocation ACKNOWLEDGMENTS. The National Academy of Sciences gratefully acknowledges the ExxonEducation Foundation for its generous financial support of the Convocationand this report, and the National Science Foundation for its co-sponsorshipof the Convocation.

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FROM ANALYSIS TO ACTION: Report of a Convocation CONTENTS     Acknowledgments   v     FROM ANALYSIS TO ACTION   1      The Convocation   3      Main Recommendations   4      Additional Issues   7      Conclusion   9     SYNOPSIS OF THE CONVOCATION   11      Students   13      Access   14      Literacy   15      Teaching   17      Competency   18      Depth   19      Faculty   20      Curriculum   21      Pedagogy   22      Educational Technologies   23      Preparation and Development   24      Institutions   26      Accountability   26      Resources   27      Transitions   28      Partnerships   29      Funders   31      Conclusion   32     References   35     Workshop Chairs and Rapporteurs   37

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