the Chair's intent to go in the order in which we introduced the panel, if that is agreeable to members, which means Dr. Fretwell, you would proceed to be followed by Dr. Mehlinger, the Reverend Byron, Mr. Brod, and finally, Dr. Smith. If that is agreeable, Dr. Fretwell, we will start with you. STATEMENTS OF E. K. FRETWELL, JR., CHANCELLOR, UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE, ON BEHALF OF THE AMERICAN ASSOCIATION OF STATE COLLEGES AND UNIVERSITIES; HOWARD D. MEHLINGER, DEAN, SCHOOL OF EDUCATION, AND PROFESSOR OF EDUCATION AND HISTORY, INDIANA UNIVERSITY, BLOOMINGTON, IND.; REV. WILLIAM J. BYRON, PRESIDENT, CATHOLIC UNIVERSITY OF AMERICA; RICHARD BROD, DIRECTOR, FOREIGN LANGUAGE PROGRAMS, MODERN LANGUAGE ASSOCIATION, AND SECRETARY-TREASURER, JOINT NATIONAL COMMITTEE FOR LANGUAGES, WASHINGTON, D.C.; AND JOSHUA SMITH, PRESIDENT, BOROUGH OF MANHATTAN COMMUNITY COLLEGE, NEW YORK, N.Y., ON BEHALF OF THE AMERICAN ASSOCIATION OF COMMUNITY AND JUNIOR COLLEGES, AND THE ASSOCIATION OF COMMUNITY COLLEGE TRUSTEES Mr. FRETWELL. Thank you, Senator. I am E. K. Fretwell, chancellor of the University of North Carolina at Charlotte, and I am speaking today for those of us in North Carolina and also for 20 organizations listed on the cover of the testimony, which I am glad to present for the record. I might say, incidentally, I am a former elementary and secondary schoolteacher. The current nature of the problem in science and mathematics education, I think, is so well known that I am not going to spend time this morning viewing with alarm. I think we are aware of the problem and that my colleagues on this panel and the earlier panel have made that very clear indeed. I would like to suggest, however, that there may be some hope for the society as far as we are concerned, and one of the things that I find useful-and I hope it goes somewhere-is what appears to be a bipartisan recognition of the growing crisis. President Reagan, in a message to the 1982 National Academy of Sciences convocation on sciences and math in the schools declared, "The problems today in elementary and secondary school science and mathematics education are serious, serious enough to compromise American's future ability to develop and advance our traditional industrial base to compete in international marketplaces." A special task force on long-term economic policy in the House Democratic Caucus observed in a report called "Rebuilding the Road to Opportunity," and I quote from that source: In the future a well educated, well trained work force will be essential to sustained economic growth. The future will be won with brainpower. The research we must undertake to produce new technologies requires that, yet we are not graduating sufficient numbers of scientists, engineers, and technicians. Now, there seems to be general agreement on the dimensions of the problem, but not yet consensus on the solution. And my view is that constructive actions are not needed at just one level, but si 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 gov. ernment and private resources have been used to build a high-technology base. Our State has been successful in attracting high-technology industry 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, NC., 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, mathematcs, 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:] "Statement By" E. K. Fretwell, Jr. Chancellor University of North Carolina at Charlotte on Science, Mathematics and Technology Education Legislation American Association of State Colleges and Universities and American Association of Colleges for Teacher Education American Council on Educatiun American Educational Research Association Association of Affiliated College and University Offices 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 Schoo's in the United States Council of Independent Colleges National Association for Equal Opportunity in Higher Education 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, 1963 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 Association 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 |