PART ONE: Social Demands and Student Needs.

1. The National Context for Reform (G. Doyle Daves, Jr.): Educational cultures must be changed to strengthen the learning of all students.

2. New Truths and Old Verities (Judith A. Ramaley): The leaders of educational institutions must work to ensure that undergraduates gain mastery of the ideas and ways of thinking of science and mathematics.

PART TWO: The Curriculum and the Sequences of Learning.

3. Changing Assumptions About Who Can Learn (George Campbell, Jr.): We must address our failure as a nation to develop a more diverse cadre of students and to bring them into the natural sciences, mathematics, and engineering professions.

4. Science for All Americans (George D. Nelson): This chapter proposes a project to ensure that in ten years, all students graduating from American colleges and universities will be literate in mathematics, science, and technology.

5. A Multidisciplinary Core Curriculum (Trace Jordan): A major research university has made a strong commitment to general mathematics and science education for its undergraduate students. It is addressing the educational challenge of mathematical and scientific literacy for undergraduate students.

6. Building Natural Science Communities (Thomas E. Brady): A community collaborative is formed to ensure academic opportunity and success for a diverse region of the country. Emphasis is placed on a standards-based curriculum, better teacher preparation, and the increased engagement of leaders, parents, teachers, and faculty from all parts of the community.

7. Cognitive Science and the Work of Reform (Diane F. Halpern): Research in how people think, learn, and remember can be used as a guide in redesigning higher education.

8. Effective Assessment and Institutional Change (Christine Brooks Cote, Marianne Jordan): The assessment process contributes to keeping teaching ideas fresh and responsive to student needs.

PART THREE: Investing in Science Education.

9. Investing in Faculty (Project Kaleidoscope, Core Institution Task Force): Investing in faculty must be an institutional priority.

10. Learning and Teaching Centers: Hubs of Educational Reform (Susan R. Singer): Learning and teaching centers maximize the forward momentum of educational reform.

11. Linking Departmental and Institutional Mission (J. K. Haynes): A departmental mission statement frames planning and provides consistent programmatic activities, thereby creating a closer community of scholars.

12. A Perspective on Campus Planning (Arthur J. Lidsky): Campus planning is the process of guiding the development of a campus so that it supports functional, aesthetic, and economic goals within the context of the institution s history, mission, and vision for the future.

13. Investing in Digital Resources (David McArthur): Emerging technologies enhance existing methods of learning and create new ways for institutions of higher education to fulfill their core teaching and learning missions.

PART FOUR: The Perspectives of Leadership.

14. The Variables of Positive Change (Daniel F. Sullivan): A strategy for systemic reform must involve faculty innovators and administrative leaders working together.

15. The Role of the Grants Officer (Lee W. Willard): Grants officers have a central role to play in promoting institutional progress.

16. The Role of the Science Dean (James M. Gentile): One college s science dean is a campus and divisional leader who helps faculty to frame programs that suit institutional and disciplinary needs and is a key advocate for those programs inside and external to the institution.

17. Fund Development for Science Facilities (James R. Appleton): A president shares his wisdom on the critical elements of a capital campaign program.

18. The People and Process of Investing in Facilities (Elizabeth S. Boylan): The author offers working principles that appear to lead to more satisfactory and satisfying outcomes in planning and building new facilities.

19. Communication in Reform (Melvin D. George): A communications plan is an integral prelude to and part of any major curricular or pedagogical change.

20. Assessment to Improve Student Learning (David F. Brakke, Douglas T. Brown): Efforts to improve student learning must be tied to ongoing evaluation and assessment.

INDEX.