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multaneously at the institutional, local, State, and National levels, and I would direct our attention to that for a few moments.

I would like to draw a little bit on the experience of North Carolina, not because we are unique, but because I know it best. Our experience serves as an important example of how a range of government and private resources have been used to build a high-technology base.

Our State has been successful in attracting high-technology in. dustry because we have substantially invested in the State and local level in quality education from preschool through graduate and professional education, and we intend to do more.

Gov. Jim Hunt, the recently named chairman of the National Task Force on Education for Economic Growth, acknowledged the importance of the relationships when he spoke of productivity, profits, and progress. They go forward together. One of that task force's major goals will be to forge an alliance between government at various levels and business.

And I point out again that business, as well as national defense, has a heavy need to have well-prepared people from all segments of society.

Turning to the local scene, in one particular community, Charlotte, N.C., we have recently put together but not yet fully funded a cooperative arrangement in which all of these elements are working toward the common goal: improvement of science, mathematics, and technology education. In brief, a campuswide approach to the preparation of teachers and getting away from some of the turf problems which have plagued teacher education in the past; a really superb working arrangement with the Charlotte-Mecklenburg countywide public school systems in a variety of ways.

For example, we held a large mathematics contest for kids who are doing well in math on our campus yesterday; we have an arrangement with Discovery Place, a hands-on-science museum, in which our university is sharing a staff person with them.

We have instituted a broad-based community advisory committee to be chaired by a scientist from a major technology corporation in the university research park at Charlotte. We maintain close working relations with the State department of public instruction, Governor Hunt's office of science and technology, the Microelectronics Center of North Carolina, and various others.

And I might mention that Operation Pipeline, which is being funded by industry through our engineering school, is seeking out talent at the junior high level among all students with heavy emphasis on minorities and female students so that we do not get into the problem which Dean Graham indicated earlier of science being, up to now, largely a field of white males.

Now, we recognize that teaching and learning take place in a local context, but we focus attention on the vital role which the Federal Government must play, for reasons, I think, that are abundantly clear. And we are proposing on behalf of our constituency, the 20 organizations mentioned, three programs:

A $100 million program providing opportunities for teachers, young scholars, and researchers through expanded graduate fellowships. This would be under the Department of Education.

A program to strengthen educational research in mathematics, science, and technology education, involving the National Institute of Education in cooperation with the National Science Foundation.

A program of opportunities for teachers, young scholars, and researchers through expanded fellowships, traineeships, and so forth, through the National Science Foundation. The amounts are indicated in the prepared testimony which I have submitted for all of these.

A program to upgrade and improve instructional programs in mathematics, science, and technology, all levels, through NSF.

And finally, a program to upgrade undergraduate instructional equipment and its utilization-$200 million through NSF.

Summarizing these and again, I point out that the details are in the document-we are proposing a $575 million project, an approach which will enable the Federal Government to spend as much money on this as it spends perhaps on two or three aircraft. And I present the idea that this, a commitment to math and science education, is another form of, a very vital form of, national defense.

Thank you, gentlemen.
[The prepared statement of Mr. Fretwell follows:]

Amencan Associabon of State Colleges and Universipea temen Peypont Circle/Suite 700/Washington, DC 20036 (202) 293.7070

E. K. Fretwell, Jr.

Chancellor

University of North Carolina at Charlotte

on

Science, Mathematics and Technology Education Legislation

On Behalf of

American Association of State Colleges and Universities

and

American Association of Colleges for Teacher Education
American Association of Community and Junior Colleges

American Council on Education
American Educational Research Association
Association of Affiliated College and University Offices

Association of American Colleges
Association of American Publishers
Association of American Universities

Association of Catholic Colleges and Universities
Association of Jesuit Colleges and Universities

Association of Urban Universities

California State University
Council of Graduate Schools in the United States

Council of Independent Colleges
National Association for Equal Opportunity in Higher Education
National Association of college and University Business Officers
National Association of Independent Colleges and Universities
National Association of Schools and Colleges of the United Methodist Church
National Association of State Universities and Land-Grant Colleges

State University of New York

Before the
Senate Subcommittee on Education Arts and Humanities

U.S. Senate
March 9, 1983

Chairman, James W. Cleary. President, California State University, Northndge Chairman-Elect, Joseph J Orze, President Northwestern State University. LA Past-Chairman, John J Kamerick, President, University of Northern Iowa, Secretary Treasurer. Janet Gorman Murphy. President. Lyndon State College VT, Pres.deni Allan W. Ostar.

Directors Harold Abal, President, Central Michigan University, Warran J. Baker, President. Calfornia Polytechnic State University San Luis Obispo, Myron L. Coulter, President, Idaho State University, M Douglas Covington, Chancellor, Winston-Salem State University, NC, Janet Greenwood, President, Longwood College VA, Eugene Hughes, President, Northern Arcona University, Aubrey K Lucas, President University of Southern Mississippi. Walter Smith, President Flonda A&M University Lloyd I Watkins, President, illinois State Universey, Mbort A Watret, President. Dickinson State College, NO. Gregory Wotte, President. Florida International University, James M Young. Chancellor, University of Arkansas at Little Rock

Cable Address AASCU-Washington DC

My name is E. K. Fretwell and I am Chancellor of the University of North Carolina at Charlotte, one of the 16 campuses of the University of North Carolina System. A former college teacher I have also served as the President of State University of New York College at Buffalo, a University Dean at the City University of New York and as Assistant Commissioner for the Higher Education of New York State.

I served in such elected offices as Chair of the American Council on Education, President of American Association of State Colleges and Universities, Chair of the Board of the Carnegie Foundation for the

Advancement of Teaching, President of the Middle States Associat

of Colleges and Schools and President of the American Association for Higher Education.

I am pleased to have the opportunity to appear before this Subcommittee to testify on the needs for science, mathematics and technology education legislation.

I represent the 354 member institutions of the American Association of State Colleges and Universities (AASCU). With a combined enrollment of close to 2 1/2 million students the 354 state colleges and universities of AASCU enroll one out of five of. all baccaulaureate degree students in the country. Our institutions play a major role in our nation's science effort. Many students who ultimately pursue advanced degrees in scientific and technical fields received their basic undergraduate training at our institutions. A large

portion of the nation's future elementary and secondary school science and mathematics teachers are educated at AASCU colleges and universities.

These teachers must be able to communicate the knowledge and skills that

will enable youth to live in an increasingly complex and technologydependent society. AASCU institutions award close to one-fifth of the B. S. degrees in engineering annually and over one-third of the B.S.

degrees in computer and information sciences.

In addition, I am also speaking on behalf of the 21 associations who participated in the development of "Higher Education's Agenda in Science, Mathematics and Technology Education." These associations collectively include the over 3,000 degree granting american colleges and universities who will pay a major role in the economic revitalization and technogical advancement of this nation.

Current Nature of the Problem in Science Education

The current national crisis in science, mathematics and technology education is a threat to our future economic survival and military se

curity. The dimensions of the problem confronting our nation are broad.

For example,

o documented declines in student achievement in mathematics

and sciences. Average science and mathematics scores on
standardized college entrance tests have been dropping

steadily for 20 years;

o a serious shortage of qualified mathematics and science

teachers. During the 1970's the number of secondary

21-3900 - 83 - 25

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