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Notes 1 Contact: Undergraduate Curriculum Development in Mathematics Program, Division of Undergraduate Science, Engineering, and Math- ematics Education, National Science Foundation, Washington, DC 20550. 2 Contact: Divisional REU Coordinator, (name of discipline), NSF. 3 The MAA, ORSA, SIAM, ASA, Society of Actuaries, Association for Women in Mathematics, and Department of Labor all have free or nominally priced brochures on mathematical sciences careers. 4 The AMS has repons on assistantships and graduate fellowships, professional training, and employment opportunities. 5 Contact: Ben Fusaro, Salisbury State University, Salisbury, MD. 6 Sources such as the College Board's Student Search Service, New York, and the Educational Testing Service's Graduate Record Exam- ination (ORE) Student Locator Service, Princeton, New Jersey, can provide lists of prospective undergraduates and graduates, respectively. 7 Contact: Robert Mattison, CTFP Coordinator, University of Califor- nia at Berkeley. ⢠Contact: State Mathematics Coalitions Project, Mathematical Sci- ences Education Board (MSEB), National Research Council, Wash- ington, D.C. 9 Contacts: Alfred Manaster at the University of California at San Diego and Bert Waits at the Ohio State University. 1° Contact: Division of Research Career Development, Directorate for Education and Human Resources, National Science Foundation. 11 A new Board on Mathematical Sciences study of doctoral and postdoctoral programs will evaluate ten existing programs and identify key ingredients necessary for success. The results of this study are expected to be published in late 1991. 23
Actions for Renewing U.S. Mathematical SCiences Departments ⢠use of computers in the classroom; ⢠mentoring, advising, and developing undergraduate and graduate research activities; ⢠undergraduate and graduate recruitment; ⢠cooperative efforts with the K-12 community; ⢠preparing K-12 teachers at all levels; and ⢠participating in summer programs for gifted and/or minority students. The important factors are that these criteria be accepted as comparably rigorous to those used in research, and that colleagues who meet these standards receive concrete recognition and tangible rewards. These changes are crucial in encouraging more faculty members to contribute their efforts to the full range of professional activities. Mathematical sciences departments often argue that their college or university, and in particular their administration, will not accept or recognize contributions in areas other than research. While this is no doubt true in some cases, it is also often the case that such an attitude is entrenched at the departmental level and that the administration simply acquiesces. If a department is solidly behind a broadened reward system and produces a well-crafted set of criteria for assessing a range of scholarly work, it can usually affect the institution's reward system. 22
