Appendices - American Mathematical Society · Mar 1996 Deans Focus Discussion I, Laguna Beach, CA. Apr 1996 Task Force meets in New Yor k, NY. ... 1 Research-Doctorate Programs in

AppendicesAppendices

235

Appendix AAppendix AAMS Task Force on ExcellenceAMS Task Force on Excellence

MEMBERS

Morton Lowengrub, Chair of the Task ForceDean of the College of Arts and Sciences, Indiana University

Thomas R. BergerProfessor, Colby College

John B. GarnettProfessor, University of California, Los Angeles

Ettore InfanteDean of the College of Arts and Sciences, Vanderbilt University

Raymond L. JohnsonProfessor, University of Maryland

Barbara L. KeyfitzProfessor, University of Houston

W. James LewisProfessor, University of Nebraska-Lincoln

Douglas LindProfessor, University of Washington

Donald E. McClureProfessor, Brown University

Alan C. NewellProfessor, University of Arizona and University of Warwick

Alan C. TuckerProfessor, SUNY at Stony Brook

David A. Vogan, Jr.Professor, Massachusetts Institute of Technology

AMS STAFFRaquel E. Storti

Assistant to the Executive Director, American Mathematical Society

236 APPENDICES

Chronology of the Task Force on Excellence

1992 AMS ad hoc Committee on Resource Needs for Excellence inMathematics Instruction appointed by AMS President Michael Artin,chaired by Professor Felix Haas.

Jan 1992 Committee meets in San Antonio.1993 Dr. Morton Lowengrub, Dean of Arts and Sciences, Indiana Univer-

sity assumes the chair of the Committee. The name of the Commit-tee is changed to AMS Task Force on Excellence in MathematicsScholarship: Assuring Quality Undergraduate and Graduate Pro-grams at Doctoral-Granting Institutions.

May 1993 Committee meets in Chicago, IL.

Mar 1994 Task Force meets in Chicago, IL.

Aug 1994 Task Force meets in Minneapolis, MN.

Focus Discussion I.

Oct 1994 Focus Discussion II, Washington, DC.

Jan 1995 Task Force meets in San Francisco, CA.

Focus Discussion III, IV.

Mar 1995 Focus Discussion V, Chicago, IL.

Aug 1995 Task Force meets in Burlington, VT.

Focus Discussion VI, VII.

Oct 1995 Focus Discussion VIII, Washington, DC.

Jan 1996 Focus Discussion IX, X, Orlando, FL.

Mar 1996 Deans Focus Discussion I, Laguna Beach, CA.

Apr 1996 Task Force meets in New York, NY.

May 1996 Deans Focus Discussion II, Chicago, IL.

Aug 1996 Focus Discussion XI, Seattle, WA.

Sep 1996 Site Visit—Oklahoma State University, Stillwater, OK.

Site Visit—University of Michigan, Ann Arbor, MI.

Oct 1996 Site Visit—University of Chicago, Chicago, IL.

Nov 1996 Deans Focus Discussion III, Philadelphia, PA.

Dec 1996 Site Visit—University of Texas at Austin, TX.

Jan 1997 Task Force meets in San Diego, CA.

Feb 1997 Site Visit—University of Arizona, Tucson, AZ.

Apr 1997 Task Force meets in Bloomington, IN.

Oct 1998 Task Force meets in Chicago, IL.

Aug 1999 Leadership Conference, Bloomington, IN.

237

Appendix BAppendix BGroupings of Departments:Groupings of Departments:AMS-IMS-MAA Annual SurveyAMS-IMS-MAA Annual Survey

(Found at http://www.ams.org/employment/groups_des.html)

The reports of the AMS-IMS-MAA Annual Survey present data for depart-ments divided into groups according to several characteristics, the principal onebeing the highest degree offered in the mathematical sciences. Doctoral-grantingdepartments of mathematics are further subgrouped according to their ranking by“scholarly quality of program faculty”, as reported in the 1995 publication Re-search-Doctorate Programs in the United States: Continuity and Change.1 Theserankings update those reported previously in a study published in 1982.2 Conse-quently, the departments that now (in 1996) comprise Groups I, II, and III differfrom those used in prior surveys. These groupings are used for statistical report-ing purposes only and may not accurately reflect current program quality at indi-vidual departments.

The subdivision of the Group I institutions into Group I Public and Group IPrivate is new with the 1996 Annual Survey. With the increase in the size of theGroup I departments from 39 to 48, the AMS-IMS-MAA Data Committee judgedthat a further subdivision along the lines of public and private would providemore meaningful reporting of the data for these departments.

1 Research-Doctorate Programs in the United States: Continuity and Change, edited

by Marvin L. Goldberger, Brendan A. Maher, and Pamela Ebert Flattau; National Acad-emy Press, Washington, D.C., 1995.

2 An Assessment of Research-Doctorate Programs in the United States: Mathemati-cal and Physical Sciences, edited by Lyle V. Jones, Gardner Lindzey, and Porter E. Cog-geshall; National Academy Press, Washington, D.C., 1982. The information on mathe-matics, statistics, and computer science was presented in digest form in the April 1983issue of the Notices, pages 257–267, and an analysis of the classifications was given inthe June 1983 Notices, pages 392–393.

http://www.ams.org/employment/groups_des.html

238 APPENDICES

Brief descriptions of all the groupings are as follows:

• Group I is composed of 48 departments with scores in the 3.00–5.00 range.

• Group I Public and Group I Private are Group I departments at public in-stitutions and private institutions, respectively.

• Group II is composed of 56 departments with scores in the 2.00–2.99 range.

• Group III contains the remaining U.S. departments reporting a doctoral pro-gram, including a number of departments not included in the 1995 ranking ofprogram faculty.

• Group IV contains U.S. departments (or programs) of statistics, biostatistics,and biometrics reporting a doctoral program.

• Group V contains U.S. departments (or programs) in applied mathemat-ics/applied science, operations research, and management science which re-port a doctoral program.

• Group Va is applied mathematics/applied science; Group Vb is operationsresearch and management science.

• Group M contains U.S. departments granting a master’s degree as the high-est graduate degree.

• Group B contains U.S. departments granting a baccalaureate degree only.

APPENDIX B: ANNUAL SURVEY GROUPING 239

Group I Public(Scores 3.00–5.00; 25 departments)

City University of New York, Graduate CenterGeorgia Institute of TechnologyIndiana University, BloomingtonMichigan State UniversityOhio State UniversityPennsylvania State UniversityPurdue UniversityRutgers University, New BrunswickState University of New York, Stony BrookUniversity of California, BerkeleyUniversity of California, Los AngelesUniversity of California, San DiegoUniversity of California, Santa BarbaraUniversity of Illinois, ChicagoUniversity of Illinois, Urbana-ChampaignUniversity of Maryland, College ParkUniversity of Michigan, Ann ArborUniversity of Minnesota, MinneapolisUniversity of North Carolina, Chapel HillUniversity of OregonUniversity of Texas, AustinUniversity of UtahUniversity of VirginiaUniversity of WashingtonUniversity of Wisconsin, Madison

Group I Private(Scores 3.00–5.00: 23 departments)

Boston UniversityBrandeis UniversityBrown UniversityCalifornia Institute of TechnologyCarnegie Mellon UniversityColumbia UniversityCornell UniversityDuke UniversityHarvard UniversityJohns Hopkins UniversityMassachusetts Institute of TechnologyNew York University, Courant Institute

240 APPENDICES

Northwestern UniversityPrinceton UniversityRensselaer Polytechic InstituteRice UniversityStanford UniversityUniversity of ChicagoUniversity of Notre DameUniversity of PennsylvaniaUniversity of Southern CaliforniaWashington UniversityYale University

Group II(Scores 2.00–2.99: 56 departments)

Arizona State UniversityAuburn UniversityCase Western Reserve UniversityClaremont Graduate UniversityClemson UniversityColorado State UniversityDartmouth CollegeFlorida State UniversityIowa State UniversityKansas State UniversityKent State UniversityLehigh UniversityLouisiana State University, Baton RougeNorth Carolina State University, RaleighNortheastern UniversityOregon State UniversityPolytechnic UniversityState University of New York, AlbanyState University of New York, BinghamtonState University of New York, BuffaloSyracuse UniversityTemple UniversityTexas A&M UniversityTexas Tech UniversityTulane UniversityUniversity of ArizonaUniversity of California, DavisUniversity of California, IrvineUniversity of California, RiversideUniversity of California, Santa CruzUniversity of Cincinnati


University of Colorado, BoulderUniversity of ConnecticutUniversity of DelawareUniversity of FloridaUniversity of GeorgiaUniversity of HawaiiUniversity of HoustonUniversity of IowaUniversity of KentuckyUniversity of Massachusetts, AmherstUniversity of MiamiUniversity of Missouri, ColumbiaUniversity of Nebraska, LincolnUniversity of North TexasUniversity of OklahomaUniversity of PittsburghUniversity of RochesterUniversity of South CarolinaUniversity of TennesseeUniversity of Texas, ArlingtonVanderbilt UniversityVirginia Polytechnic Institute & State UniversityWashington State UniversityWayne State UniversityWesleyan University

Group III(Scores below 2.00: 29 departments)

Adelphi UniversityBowling Green State UniversityClarkson UniversityColorado School of MinesDrexel UniversityGeorge Washington UniversityHoward UniversityIdaho State UniversityIllinois State UniversityNew Mexico State UniversityNorthern Illinois UniversityOhio UniversityOld Dominion UniversitySouthern Illinois University, CarbondaleSouthern Methodist UniversitySt. Louis UniversityStevens Institute of Technology

242 APPENDICES

University of Alabama, HuntsvilleUniversity of Alabama, TuscaloosaUniversity of Maryland, BaltimoreUniversity of MississippiUniversity of Missouri, RollaUniversity of Rhode IslandUniversity of South FloridaUniversity of Southwestern LouisianaUniversity of Texas, DallasUniversity of Wisconsin, MilwaukeeUniversity of WyomingWestern Michigan University

(Not included in the 1995 NRC study: 43 departments)

Air Force Institute of TechnologyAmerican UniversityBrigham Young UniversityBryn Mawr CollegeCatholic University of AmericaCentral Michigan UniversityClark UniversityCollege of William & MaryEmory UniversityFlorida Atlantic UniversityIndiana University-Purdue UniversityMarquette UniversityMichigan Technological UniversityMississippi State UniversityMontana State UniversityNaval Postgraduate SchoolNew Jersey Institute of TechnologyNorth Dakota State UniversityOklahoma State UniversityPortland State UniversityRutgers University, NewarkTufts UniversityUniversity of Alabama, BirminghamUniversity of Alaska, FairbanksUniversity of ArkansasUniversity of Central FloridaUniversity of Colorado, DenverUniversity of DenverUniversity of IdahoUniversity of Kansas *

University of Memphis


University of Missouri, Kansas CityUniversity of MontanaUniversity of New HampshireUniversity of New Mexico *

University of North Carolina, CharlotteUniversity of Northern ColoradoUniversity of ToledoUniversity of VermontUtah State UniversityWest Virginia UniversityWichita State UniversityWorcester Polytechnic Institute

* These departments were formerly in Group II based on the 1982 NRC rankings.

Group IV(Statistics, biostatistics, and biometrics: 81 departments)

Auburn University, Discrete & Statistical SciencesCarnegie Mellon University, StatisticsCase Western Reserve University, StatisticsCase Western Reserve University, Epidemiology & BiostatisticsColorado State University, StatisticsColumbia University, StatisticsColumbia University, BiostatisticsCornell University, StatisticsCornell University, BiometricsCornell University, Social StatisticsDuke University, Statistics & Decision SciencesEmory University, BiostatisticsFlorida State University, StatisticsGeorge Mason University, Applied & Engineering StatisticsGeorge Washington University, StatisticsHarvard University, StatisticsHarvard University, BiostatisticsIowa State University, StatisticsJohns Hopkins University, BiostatisticsKansas State University, StatisticsMassachusetts Institute of Technology, StatisticsMedical University of South Carolina, Biometry & EpidemiologyMichigan State University, Statistics & ProbabilityNew York University, Statistics & Operations ResearchNorth Carolina State University, Raleigh, StatisticsNorth Dakota State University, StatisticsNorthwestern University, StatisticsOhio State University, Statistics

244 APPENDICES

Oklahoma State University, StatisticsOregon State University, StatisticsPennsylvania State University, StatisticsPurdue University, StatisticsRice University, StatisticsRutgers University, New Brunswick, StatisticsSouthern Methodist University, Statistical ScienceStanford University, StatisticsState University of New York, Albany, Statistics & BiometryState University of New York, Buffalo, StatisticsTemple University, StatisticsTexas A&M University, StatisticsUniversity of Alabama, Birmingham, BiostatisticsUniversity of Alabama, Tuscaloosa, Applied StatisticsUniversity of California, Berkeley, StatisticsUniversity of California, Berkeley, BiostatisticsUniversity of California, Davis, StatisticsUniversity of California, Los Angeles, BiostatisticsUniversity of California, Riverside, StatisticsUniversity of California, Santa Barbara, Statistics & Applied ProbabilityUniversity of Chicago, StatisticsUniversity of Cincinnati, Epidemiology & Biostatistics, Medical CollegeUniversity of Connecticut, StatisticsUniversity of Florida, StatisticsUniversity of Georgia, StatisticsUniversity of Hawaii, Public Health SciencesUniversity of Illinois, Urbana-Champaign, StatisticsUniversity of Iowa, Statistics & Actuarial ScienceUniversity of Kentucky, StatisticsUniversity of Maryland, College Park, Measure StatisticsUniversity of Michigan, Ann Arbor, StatisticsUniversity of Michigan, Ann Arbor, BiostatisticsUniversity of Minnesota, Minneapolis, StatisticsUniversity of Minnesota, Minneapolis, BiostatisticsUniversity of Missouri, Columbia, StatisticsUniversity of North Carolina, Chapel Hill, StatisticsUniversity of North Carolina, Chapel Hill, BiostatisticsUniversity of Oklahoma, Biostatistics & EpidemiologyUniversity of Pennsylvania, StatisticsUniversity of Pittsburgh, StatisticsUniversity of Pittsburgh, BiostatisticsUniversity of Rochester, StatisticsUniversity of South Carolina, StatisticsUniversity of Virginia, StatisticsUniversity of Washington, StatisticsUniversity of Washington, Biostatistics


University of Wisconsin, Madison, StatisticsUniversity of Wyoming, StatisticsVirginia Commonwealth University, BiostatisticsVirginia Polytechnic Institute & State University, StatisticsWest Virginia University, Statistics & Computer ScienceYale University, StatisticsYale University, Biostatistics

Group Va(Applied mathematics/ applied science: 18 departments)

Brown University, Applied MathematicsCalifornia Institute of Technology, Applied MathematicsCornell University, Applied MathematicsFlorida Institute of Technology, Applied MathematicsHarvard University, Engineering & Applied SciencesJohns Hopkins University, Mathematical SciencesNorthwestern University, Engineering Science & Applied MathematicsPrinceton University, Applied & Computational MathematicsRice University, Computational & Applied MathematicsState University of New York, Stony Brook, Applied Mathematics & StatisticsUniversity of Arizona, Applied MathematicsUniversity of Colorado, Boulder, Applied MathematicsUniversity of Iowa, Applied Mathematical & Computational SciencesUniversity of Louisville, Engineering Mathematics & Computer ScienceUniversity of Texas, Austin, Computational & Applied MathematicsUniversity of Virginia, Applied Mathematics & MechanicsUniversity of Washington, Applied MathematicsWashington University, Systems Science & Mathematics

Group Vb(Operations research and management science: 31 departments)

Case Western Reserve University, Operations ResearchCornell University, Operations Research & Industrial EngineeringGeorge Mason University, Operations Research & EngineeringGeorge Washington University, Operations ResearchGeorgia Institute of Technology, Industrial & Systems EngineeringMassachusetts Institute of Technology, Operations ResearchMassachusetts Institute of Technology, Management ScienceNaval Postgraduate School, Operations ResearchNorth Carolina State University, Raleigh, Operations ResearchNorthwestern University, Managerial Economics & Decision ScienceNorthwestern University, Industrial Engineering & Management SciencePurdue University, Industrial Engineering

246 APPENDICES

Rensselaer Polytechic Institute, Decision Science & Engineering SystemsRutgers University, New Brunswick, Operations ResearchStanford University, Engineering-Economic Systems & Operations ResearchState University of New York, Buffalo, Industrial EngineeringSyracuse University, Industrial Engineering & Operations ResearchUnion College, Administrative & Engineering SystemsUniversity of Alabama, Tuscaloosa, Management Science & StatisticsUniversity of California, Berkeley, Industrial Engineering & Op ResearchUniversity of Chicago, Graduate School of BusinessUniversity of Cincinnati, Quantitative Analysis & Operations ManagementUniversity of Florida, Industrial & Systems EngineeringUniversity of Miami, Management ScienceUniversity of Michigan, Ann Arbor, Industrial & Operations EngineeringUniversity of Minnesota, Minneapolis, Management ScienceUniversity of North Carolina, Chapel Hill, Operations ResearchUniversity of Pittsburgh, Industrial EngineeringUniversity of Tennessee, Management ScienceUniversity of Wisconsin, Madison, Industrial EngineeringVirginia Polytechnic Institute & State University, Indus & Systems Engineering

247

Appendix CAppendix CThe Carnegie FoundationThe Carnegie FoundationClassification of Higher Education –Classification of Higher Education –

(Found at http://www.carnegiefoundation.org/cihe/)

Foreword (excerpts)Ernest L . Boyer

The Carnegie Classification of higher education groups American collegesand universities according to their missions. This classification was developed byClark Kerr in 1970 primarily to improve the precision of the Carnegie Commis-sion’s research. Over the years, the system has gained credibility and served as ahelpful guide for scholars and researchers.

The Carnegie Classification is not intended to establish a hierarchy amonghigher learning institutions. Rather, the aim is to cluster institutions with similarprograms and purposes, and we oppose the use of the classification as a way ofmaking qualitative distinctions among the separate sectors. We have, in thiscountry, a rich array of institutions serving a variety of needs, and there are in-stitutions of distinction in every category of the Carnegie Classification.

Over the years, we have modified the definitions somewhat to improve thegroupings in this new edition, the most consequential change we’ve made is toclassify all institutions, for the first time, according to the highest level of degreeconferred—from associate of arts to doctoral degrees. This means that the “Lib-eral Arts” category—which will now be called “Baccalaureate”—includes allcolleges where the baccalaureate is the highest degree awarded. The “Compre-hensive” category—which will now be called “Master’s (Comprehensive)” in-cludes master’s–granting institutions. We’re convinced that classifying campuseson the basis of degree level brings still more clarity and objectivity to the proc-ess.

Looking for larger patterns we are once again impressed that with all the talkabout cutbacks and retrenchment over 400 new institutions appear in this edition—the majority being two-year institutions listed in the Associate of Arts cate-gory. Approximately 100 of the new colleges are specialized institutions. Thisgrowth is counterbalanced by over 200 institutions that merged, closed, or other-wise are no longer eligible for inclusion in this listing. The overall number of

http://www.carnegiefoundation.org/cihe/

248 APPENDICES

institutions in the 1994 Carnegie Classification increased from 3,389 to 3,595.The new Carnegie Classification also reveals what some have called the “upwarddrift” in higher education, and of special interest is the continuing expansion ofresearch and doctoral institutions. America must continue to support a core ofworld-class research centers; they are essential to the advancement of knowledgeand to human achievement. Such activity is costly, however, and it is crucial thatwe have available the fiscal resources needed to sustain an expanding network ofinstitutions devoted to scholarly research.

We also note, with satisfaction that the balance between the private and pub-lic sector has, since 1987 remained relatively constant and, in spite of earliertrends and dark predictions, the independent colleges in America have shownresiliency and growth. We urge that public policy continue to acknowledge thecontributions of both sectors.

…In summary, the 1994 Carnegie Classification reveals a healthy and expand-

ing network of higher learning institutions in the nation. Voices of gloom andpredictions of decline are not supported by the trends. Americans, perhaps asnever before need a vibrant system of higher education one that is closely tied tothe economic and social vitality of the nation and to the private hopes of studentsand their families

Colleges and universities in the United States have an amazing capacity torespond creatively to new conditions. This system, accomplished without a“master plan” and federal directive remains one of America’s most remarkableachievements.

APPENDIX C: CARNEGIE CLASSIFICATION 249

DEFINITIONS OF CATEGORIESThe 1994 Carnegie Classification includes all colleges and universities in the

United States that are degree-granting and accredited by an agency recognized bythe U.S. Secretary of Education.

Research Universities I: These institutions offer a full range of baccalaure-ate programs, are committed to graduate education through the doctorate, andgive high priority to research. They award 50 or more doctoral degrees1 eachyear. In addition, they receive annually $40 million or more in federal support.2

Research Universities II: These institutions offer a full range of baccalaure-ate programs, are committed to graduate education through the doctorate, andgive high priority to research. They award 50 or more doctoral degrees1 eachyear. In addition, they receive annually between $15.5 million and $40 million infederal support.2

Doctoral Universities I: These institutions offer a full range of baccalaureateprograms and are committed to graduate education through the doctorate. Theyaward at least 40 doctoral degrees1 annually in five or more disciplines.3

Doctoral Universities II: These institutions offer a full range of baccalaure-ate programs and are committed to graduate education through the doctorate.They award annually at least ten doctoral degrees in three or more disciplines, or20 or more doctoral degrees in one or more disciplines.3

Master’s (Comprehensive) Universities and Colleges I: These institutionsoffer a full range of baccalaureate programs and are committed to graduate edu-cation through the master’s degree. They award 40 or more master’s degrees an-nually in three or more disciplines.3

Master’s (Comprehensive) Universities and Colleges II: These institutionsoffer a full range of baccalaureate programs and are committed to graduate edu-cation through the master’s degree. They award 20 or more master’s degrees an-nually in one or more disciplines.3

Baccalaureate (Liberal Arts) Colleges I: These institutions are primarilyundergraduate colleges with major emphasis on baccalaureate-degree programs.They award 40 percent or more of their baccalaureate degrees in liberal artsfields4 and are restrictive in admissions.

Baccalaureate Colleges II: These institutions are primarily undergraduatecolleges with major emphasis on baccalaureate-degree programs. They awardless than 40 percent of their baccalaureate degrees in liberal arts fields4 or are lessrestrictive in admissions.

Associate of Arts Colleges: These institutions offer associate of arts certifi-cate or degree programs and, with few exceptions, offer no baccalaureate de-grees.5

Specialized Institutions: These institutions offer degrees ranging from thebachelor’s to the doctorate. At least 50 percent of the degrees awarded by theseinstitutions are in a single discipline. Specialized institutions include: theologicalseminaries, bible colleges, medical schools, schools of engineering and technol-ogy, schools of business and management, schools of art and design, schools of

250 APPENDICES

music, schools of law, teachers’ colleges, graduate centers, maritime academies,military institutes, and tribal colleges.

Notes on Definitions1Doctoral degrees include Doctor of Education, Doctor of Juridical Science,Doctor of Public Health, and the Ph.D. in any field.2Total federal obligation figures are available from the National Science Founda-tion’s annual report called “Federal Support to Universities, Colleges, and Non-profit Institutions”. The years used in averaging total federal obligations are1989, 1990, and 1991.3Distinct disciplines are determined by the U.S. Department of Education’s Clas-sification of Instructional Programs’ 4-digit series.4The liberal arts disciplines include English language and literature, foreign lan-guages, letters, liberal and general studies, life sciences, mathematics, philosophyand religion, physical sciences, psychology, social sciences, the visual and per-forming arts, area and ethnic studies, and multi- and interdisciplinary studies. Theoccupational and technical disciplines include agriculture, allied health, archi-tecture, business and management, communications, conservation and naturalresources, education, engineering, health sciences, home economics, law and le-gal studies, library and archival sciences, marketing and distribution, militarysciences, protective services, public administration andservices, and theology.5This group includes community, junior, and technical colleges.


Research and Doctoral Universities

Research Universities I (Public)ALABAMA

University of Alabama at BirminghamARIZONA

Arizona State UniversityUniversity of Arizona

CALIFORNIAUniversity of California at BerkeleyUniversity of California at DavisUniversity of California at IrvineUniversity of California at Los AngelesUniversity of California at San DiegoUniversity of California at San FranciscoUniversity of California at Santa Barbara

COLORADOColorado State UniversityUniversity of Colorado at Boulder

CONNECTICUTUniversity of Connecticut

FLORIDAFlorida State UniversityUniversity of Florida

GEORGIAGeorgia Institute of TechnologyUniversity of Georgia

HAWAIIUniversity of Hawaii at Manoa

ILLINOISUniversity of Illinois at ChicagoUniversity of Illinois at Champaign-Urbana

INDIANAIndiana University at BloomingtonPurdue University, Main Campus

IOWAIowa State UniversityUniversity of Iowa

KANSASUniversity of Kansas, Main Campus

KENTUCKYUniversity of Kentucky

LOUISIANALouisiana State University and Agricultural

and Mechanical CollegeMARYLAND

University of Maryland at College ParkMASSACHUSETTS

University of Massachusetts at AmherstMICHIGAN

Michigan State UniversityUniversity of Michigan at Ann ArborWayne State University

MINNESOTAUniversity of Minnesota at Twin Cities

MISSOURIUniversity of Missouri at Columbia

NEBRASKAUniversity of Nebraska at Lincoln

NEW JERSEYRutgers, the State University of New Jersey,

New Brunswick CampusNEW MEXICO

New Mexico State University, Main Cam-pus

University of New Mexico, Main CampusNEW YORK

State University of New York at BuffaloState University of New York at Stony

BrookNORTH CAROLINA

North Carolina State UniversityUniversity of North Carolina at Chapel Hill

OHIOOhio State University, Main Campus, TheUniversity of Cincinnati, Main Campus

OREGONOregon State University

PENNSYLVANIAPennsylvania State University, Main Cam-

pusTemple UniversityUniversity of Pittsburgh, Pittsburgh Campus

TENNESSEEUniversity of Tennessee at Knoxville

TEXASTexas A&M UniversityUniversity of Texas at Austin

UTAHUniversity of UtahUtah State University

VIRGINIAUniversity of VirginiaVirginia Commonwealth UniversityVirginia Polytechnic Institute and State

UniversityWASHINGTON

University of WashingtonWEST VIRGINIA

West Virginia UniversityWISCONSIN

University of Wisconsin at Madison

252 APPENDICES

Research Universities I (Private)CALIFORNIA

California Institute of TechnologyStanford UniversityUniversity of Southern California

CONNECTICUTYale University

DISTRICT OF COLUMBIAGeorgetown UniversityHoward University

FLORIDAUniversity of Miami

GEORGIAEmory University

ILLINOISNorthwestern UniversityUniversity of Chicago

MARYLANDJohns Hopkins University

MASSACHUSETTSBoston UniversityHarvard UniversityMassachusetts Institute of TechnologyTufts University

MISSOURIWashington University

NEW JERSEYPrinceton University

NEW YORKColumbia University in the City of New

YorkCornell UniversityNew York UniversityRockefeller UniversityUniversity of RochesterYeshiva University

NORTH CAROLINADuke University

OHIOCase Western Reserve University

PENNSYLVANIACarnegie Mellon UniversityUniversity of Pennsylvania

RHODE ISLANDBrown University

TENNESSEEVanderbilt University

Research Universities II (Public)ALABAMA

Auburn UniversityARKANSAS

University of Arkansas, Main CampusCALIFORNIA

University of California at RiversideUniversity of California at Santa Cruz

DELAWAREUniversity of Delaware

FLORIDAUniversity of South Florida

IDAHOUniversity of Idaho

ILLINOISSouthern Illinois University at Carbondale

KANSASKansas State University

MISSISSIPPIMississippi State UniversityUniversity of Mississippi

NEW YORKState University of New York at Albany

OHIOKent State University, Main Campus

Ohio University, Main CampusOKLAHOMA

Oklahoma State University, Main CampusUniversity of Oklahoma, Norman Campus

OREGONUniversity of Oregon

RHODE ISLANDUniversity of Rhode Island

SOUTH CAROLINAClemson UniversityUniversity of South Carolina at Columbia

TEXASTexas Tech UniversityUniversity of Houston

VERMONTUniversity of Vermont

WASHINGTONWashington State University

WISCONSINUniversity of Wisconsin at Milwaukee

WYOMINGUniversity of Wyoming


Research Universities II (Private)DISTRICT OF COLUMBIA

George Washington UniversityINDIANA

University of Notre DameLOUISIANA

Tulane UniversityMASSACHUSETTS

Brandeis UniversityNortheastern University

MISSOURISaint Louis University

NEW YORKRensselaer Polytechnic InstituteSyracuse University, Main Campus

PENNSYLVANIALehigh University

TEXASRice University

UTAHBrigham Young University

Doctoral Universities I (Public)ALABAMA

University of Alabama, TheARIZONA

Northern Arizona UniversityCOLORADO

University of Northern ColoradoGEORGIA

Georgia State UniversityILLINOIS

Illinois State UniversityNorthern Illinois University

INDIANABall State University

KENTUCKYUniversity of Louisville

MICHIGANWestern Michigan University

MISSISSIPPIUniversity of Southern Mississippi

MISSOURIUniversity of Missouri at Kansas CityUniversity of Missouri at Rolla

NEW YORKCity University of New York Graduate

School and University Center

State University of New York atBinghamtonNORTH CAROLINA

University of North Carolina at GreensboroOHIO

Bowling Green State UniversityMiami UniversityUniversity of Akron, Main CampusUniversity of Toledo

PENNSYLVANIAIndiana University of Pennsylvania

TENNESSEEMemphis State University

TEXASEast Texas State UniversityTexas Woman’s UniversityUniversity of North TexasUniversity of Texas at ArlingtonUniversity of Texas at Dallas

VIRGINIACollege of William and MaryOld Dominion University

Doctoral Universities I (Private)CALIFORNIA

Claremont Graduate SchoolUnited States International University

COLORADOUniversity of Denver

DISTRICT OF COLUMBIAAmerican University, TheCatholic University of America

FLORIDAFlorida Institute of TechnologyNova University

GEORGIAClark Atlanta University

ILLINOISIllinois Institute of TechnologyLoyola University of Chicago

MASSACHUSETTSBoston College

MICHIGANAndrews University

NEW YORKAdelphi UniversityFordham University

254 APPENDICES

Hofstra UniversityNew School for Social ResearchPolytechnic UniversitySaint John’s UniversityTeachers College, Columbia University

OHIOUnion Institute

PENNSYLVANIADrexel University

TEXASSouthern Methodist University

WISCONSINMarquette University

Doctoral Universities II (Public)ALABAMA

University of Alabama at HuntsvilleALASKA

University of Alaska at FairbanksCALIFORNIA

San Diego State UniversityCOLORADO

Colorado School of MinesUniversity of Colorado at Denver

FLORIDAFlorida Atlantic UniversityFlorida International UniversityUniversity of Central Florida

IDAHOIdaho State University

INDIANAIndiana State UniversityIndiana University-Purdue University at

IndianapolisKANSAS

Wichita State University, TheLOUISIANA

Louisiana Tech UniversityUniversity of New OrleansUniversity of Southwestern Louisiana

MAINEUniversity of Maine

MARYLANDUniversity of Maryland Baltimore County

MASSACHUSETTSUniversity of Massachusetts at Lowell

MICHIGANMichigan Technological University

MISSOURIUniversity of Missouri at Saint Louis

MONTANAMontana State UniversityUniversity of Montana, The

NEVADAUniversity of Nevada, Reno

NEW HAMPSHIREUniversity of New Hampshire

NEW JERSEYNew Jersey Institute of TechnologyRutgers, The State University of New Jer-

sey, Newark CampusNEW YORK

State University of New York College ofEnvironmental Science and ForestryNORTH DAKOTA

North Dakota State University, Main Cam-pus

University of North Dakota, Main CampusOHIO

Cleveland State UniversityWright State University, Main Campus

OREGONPortland State University

SOUTH DAKOTAUniversity of South Dakota

TENNESSEEMiddle Tennessee State UniversityTennessee State University

TEXASTexas Southern University

VIRGINIAGeorge Mason University

PUERTO RICOUniversity of Puerto Rico, Rio Piedras

Campus

Doctoral Universities II (Private)CALIFORNIA

Biola UniversityLoma Linda UniversityPepperdine UniversityUniversity of LaVerneUniversity of San DiegoUniversity of San FranciscoUniversity of the Pacific

ILLINOISDe Paul University

MASSACHUSETTSClark UniversityWorcester Polytechnic Institute

MICHIGANUniversity of Detroit, Mercy

NEW HAMPSHIREDartmouth College


NEW JERSEYSeton Hall UniversityStevens Institute of Technology

NEW YORKClarkson UniversityPace University

NORTH CAROLINAWake Forest University

OKLAHOMAUniversity of Tulsa

PENNSYLVANIADuquesne UniversityHahnemann University

TEXASBaylor UniversityTexas Christian University

257

Appendix DAppendix DNational Science Foundation ProgramsNational Science Foundation Programs

A comprehensive and up-to-date list of NSF programs can be found at:http://www.nsf.gov/home/programs/start.htm.

Excerpts from the NSF Web site are included below to illustrate the kinds of in-formation available about specific divisions or programs. Navigating the Website also provides an overall view of the structure of the National Science Foun-dation—helpful knowledge when dealing with your administration or the Foun-dation itself.

Division of Mathematical Sciences (DMS)The Division of Mathematical Sciences (DMS) supports a wide range of

projects aimed at developing and exploring the properties and applications ofmathematical structures. Most of these projects are those awarded to single in-vestigators or small groups of investigators working with graduate students andpostdoctoral researchers. Programs such as Mathematical Sciences Infrastructurehandle activities that fall outside this mode.

DMS supports research through the following programs and activities:

• Algebra And Number Theory• Applied Mathematics• Analysis• Computational Mathematics• Geometric Analysis• Statistics And Probability• Topology And Foundations• Mathematical Sciences Infrastructure Program• Grants For Vertical Integration Of Research And Education• Cross-Disciplinary Interactions

Proposals submitted to DMS for general conferences, workshops, symposia,special years, and related activities should be submitted to the appropriate disci-plinary program. Proposals should be submitted one year in advance of the startof the activity. Contact the Division for information on proposal requirements.

In addition to the usual types of research grants awarded to principal investi-gators and institutions, DMS supports the following:

http://www.nsf.gov/home/programs/start.htm

258 APPENDICES

• University/Industry Cooperative Research. DMS feels it is importantto provide more opportunities to conduct research and training in an in-dustrial environment and for industrial scientists to return periodically toacademia. To facilitate both research and training, the Division providesMathematical Sciences University/Industry Postdoctoral Research Fel-lowships, Senior Research Fellowships, and Industry-Based GraduateResearch Assistantships and Cooperative Fellowships in the Mathemati-cal Sciences.

• Interdisciplinary Grants. These grants enable faculty to expand theirskills and knowledge into areas beyond their disciplinary expertise, andto subsequently apply the knowledge to their research as well as enrichthe educational experiences and career options for students. These grantssupport interdisciplinary experiences at the principal investigator’s (PI’s)institution (outside of the PI’s department), or at different institutionssuch as academic, financial, and industrial institutions, in a nonmathe-matical science environment.

Sample Programs:• Mid-Career Methodological Opportunities (NSF 99-33)

• Integrative Graduate Education and Research Training Program (IGERT)(NSF98-96)

• Optimized Portable Algorithms and Application Libraries (OPAAL) (NSF 98-64)

• Knowledge and Distributed Intelligence (NSF 99-29)

• Scientific Computing Research Environments in the Mathematical Sciences(NSF 99-48)

• Grants for Vertical Integration of Research and Education in the MathematicalSciences (VIGRE) (NSF 99-16)

• Professional Opportunities for Women in Research and Education (POWRE)(NSF 98-160)

• Grant Opportunities for Academic Liaison with Industry (GOALI) (NSF 98-142)

• Mathematical Sciences Postdoctoral Research Fellowships (NSF 98-135)

• Faculty Early Career Development (CAREER) Program (NSF 98-103)

• Interdisciplinary Grants in the Mathematical Sciences (NSF 98-145)

Education and Human Resources (EHR)The Directorate for Education and Human Resources (EHR) has primary re-

sponsibility for NSF’s efforts to provide national leadership in improving sci-ence, mathematics, engineering, and technology education. Its comprehensiveand coordinated programs address every education level (i.e., pre-kindergartenthrough postdoctoral study), as well as early career development and science lit-eracy in the general public.

APPENDIX D: NSF 259

EHR has five major long-term goals that provide the focus for the variousactivities of the seven divisions/offices described here. These goals ensure that:

• Standards-based science and mathematics education is available to everychild in the United States, thus enabling all who have interest and talentto pursue technical careers at all levels;

• The educational pipelines that carry students to careers in science,mathematics, and engineering yield adequate numbers of well-educatedindividuals who can meet the needs of the technical workplace in theUnited States;

• Those who select science or engineering careers have available the bestprofessional undergraduate and graduate education, and opportunities areavailable at the college level for interested nonspecialists to broaden theirscientific backgrounds;

• The instructional workforce has the disciplinary and pedagogical skills toensure an excellent education for every student and learner; and

• Opportunities for quality informal science education are available tomaintain public interest in, and awareness of, scientific and technologicaldevelopments.

EHR programs intend to reform education venues and strengthen educationpipelines, so that all students are well prepared for an increasingly technology-driven society and workplace. Programmatic foci of the directorate include sys-temic reform of science and mathematics education in grades K–12, and the de-velopment of resources critical to that reform; preparation of the instructionalworkforce; achievement of an integrated understanding of institutional reform atthe undergraduate level; cultivating a research base of knowledge for imple-menting innovative reform strategies in grades K–16; advanced training of scien-tists, mathematicians, and engineers for the 21st century; and the application oftechnology across all education levels (of particular interest are projects that in-tegrate content, technology, and pedagogy).

The EHR Directorate comprises the following Divisions:

• Division of Educational System Reform (ESR)

• Division of Elementary, Secondary, and Informal Education (ESIE)

• Division of Undergraduate Education (DUE)

• Division of Graduate Education (DGE)

• Division of Human Resource Development (HRD)

• Division of Research, Evaluation, and Communication (REC)

• Experimental Program to Stimulate Competitive Research (EPSCoR)

Division of Undergraduate Education (DUE)Within EHR the Division of Undergraduate Education (DUE) serves as the

focal point for NSF’s efforts in undergraduate education. Whether preparing stu-dents to participate as citizens in a technological society, to enter the work force

260 APPENDICES

with two- or four-year degrees, to continue their formal education in graduateschool, or to further their education in response to new career goals or workplaceexpectations, undergraduate education provides the critical link between the Na-tion’s secondary schools and a society increasingly dependent on science andtechnology.

DUE’s programs and leadership efforts aim to strengthen the vitality of un-dergraduate science, mathematics, engineering, and technology (SMET) educa-tion for all students, including SMET majors, prospective teachers of grades pre-K–12, students preparing for the technical workplace, and students in their role ascitizens in a technological society.

Projects submitted to programs in DUE are encouraged to incorporate, as ap-propriate, features that address one or more of four themes that have been tar-geted for special emphasis. These themes are teacher preparation, professionaldevelopment for faculty, increasing diversity within SMET fields, and integratingtechnology in education. Although the activities described below are expected toconstitute the majority of projects supported through DUE, proposals that addressother mechanisms for improving undergraduate SMET education will be consid-ered.

DUE supports research through the following programs and activities:

• Advanced Technological Education

• Course, Curriculum, and Laboratory Improvement

• NSF Collaboratives for Excellence in Teacher Preparation

Sample Programs:

• Advanced Technological Education (NSF 99-53)

• Centers of Research Excellence in Science and Technology (CREST)

• Collaborative Research on Learning Technologies (CRLT)

• Course, Curriculum, and Laboratory Improvement (NSF 99-53)

• Graduate Teaching Fellows in K–12 Education (TBA)

• Integrative Graduate Education and Research Training Program (IGERT)(NSF98-96)

• Optimized Portable Algorithms and Application Libraries (OPAAL) (NSF 98-64)

• Professional Opportunities for Women in Research and Education (POWRE)(NSF 98-160)

• Major Research Instrumentation Program (NSF98-16)

• Minority Research Planning Grants and Career Advancement

• New Computational Challenges (NCC)

• NSF Collaboratives for Excellence in Teacher Preparation (NSF 99-53)

• Presidential Early Career Awards for Scientists and Engineers

• Research Experiences for Undergraduates

• Research in Undergraduate Institutions

APPENDIX D: NSF 261

• Research Opportunity Awards

• Urban Research Initiative

Documents

Appendices - American Mathematical Society · Mar 1996 Deans Focus Discussion I, Laguna Beach, CA. Apr 1996 Task Force meets in New Yor k, NY. ... 1 Research-Doctorate Programs in