Toward Better Utilization of Scientific and Engineering Talent: a Program for Action; Report (1964) / Chapter Skim
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UTILIZATION AND THE COLLEGES AND UNIVERSITIES
UTILIZATION AND THE COLLEGES AND UNIVERSITIES
Pages 31-42
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From page 31... ...
Without going over the ground these reports have covered, and with no intention of treating education comprehensively, this section deals with those aspects of scientific and engineering education which affect utilization. The growth in demand for teaching, research, and public service currently imposes a new order of responsibility upon our colleges and universities, both as users and as suppliers of scientific and engineering manpower.
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From page 32... ...
Colleges and universities engaged in scientific and engineering education must accept full responsibility for maintaining a proper balance among the claims of teaching, research, and public service. They should systematically seek the cooperation of the federal government in maintaining the proper balance.
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From page 33... ...
However, the more than 400 per cent increase in federal funds obligated for research and development at colleges and universities, from under $200 million in 1956 to about $900 million in 1963,* has created problems that require the continuing attention of both government and universities to ensure that, in the long run, education will continue to be strengthened by the partnership.
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From page 34... ...
Where practices inimical to higher education occur, the universities, and not the government, should take the initiative for eradicating them. Congress, as it reassesses the federal financing of research in the universities, can help achieve effective utilization of scientific manpower if it avoids requiring the Executive Branch to impose undue restrictions on personnel policies of universities, or excessive burdens of reporting and accounting on the researchers themselves.
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From page 35... ...
Until this year, the proportion of the total college population electing engineering has been dropping for several years, and the shift into the sciences has been sufficient only to maintain the percentage of the total college population studying science and engineering. These facts are shown in Table 2.
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From page 36... ...
One of their comparisons, based upon UNESCO data, is the distribution of students between science and technology, on the one hand, and humanities, law, and the arts on the other. In percentage of students studying science and technology, the United States stands substantially below the mean of sixteen advanced countries.
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From page 37... ...
1963. universities now offer -- perhaps the finest offered anywhere in the world -- more centers of true excellence in scientific research and education will be needed.
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From page 38... ...
These grants should be given to institutions that show particularly strong promise of emerging, through their own efforts and those of their communities, as important new centers of scientific research and education. The program to assist the development of new centers of strength recently initiated by the National Science Foundation accepts these objectives, but the funds presently available are inadequate.
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From page 39... ...
The task of keeping up to date is serious for all teachers, but is more serious for the liberal arts college science teacher if his teaching load is heavy and he is not within easy reach of a major research center. The Committee views the problem of maintaining the quality of science teaching in both four-year and two-year independent liberal arts colleges as urgently calling for imaginative solution.
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From page 40... ...
Engineering schools should emphasize science fundamentals, to give their graduates the versatility to adjust to our rapidly changing technology. However, engineering is not synonymous with science; the reason for including scientific fundamentals in engineering education is not to make scientists of engineers, but to enable engineers to use science effectively for engineering purposes.
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From page 42... ...
Management-development programs that provide opportunity for business executives to return to the campus for fixed periods to learn about recent developments in managerial practice provide one model of a successful procedure. The new Center for Advanced Engineering Study at the Massachusetts Institute of Technology provides another.
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