Ruey-Jen Hwu Sadwick, University of Utah - To recognize leadership in fundamental engineering research to enable practical high-power, high-frequency electronic and optoelectronic systems.

Robert Kennedy, University of Florida - For outstanding research in bioanalytical chemistry, including development of an insulin-sensitive microelectrode that can detect secretions from single cells and of rapid immunoassay techniques based on capillary electrophoresis.

Michael Kremer, Massachusetts Institute of Technology - For emerging work on the role of education and health policy in developing nations and creative analysis of economic growth and economic development on factors that affect divergent growth rates among industrial economies.

Charles Marcus, Stanford University - For innovative investigations of the physics of electron conduction in the mesoscopic regime, a physically and quantum mechanically constrained region relevant to the development of atomic and molecular scale electronic devices and to the understanding of neural networks. Massoud Pedram, University of Southern California - In recognition of outstanding contributions to computer-aided design technology, especially in low power analysis and synthesis of integrated circuits relevant to the development of portable information systems.

John Sutherland, Michigan Technological University - For excellence in research on the environment, machining, and applied statistics, and for studies focusing on critical issues in environmentally conscious manufacturing.

Todd Verdoorn, Vanderbilt University - In recognition of outstanding innovative neuropharmacology research that advances understanding of the structure and function of neuronal glutamate receptors. Michael Wysession, Washington University in St. Louis To recognize excellence in research on the geophysics of the solid Earth, especially for combining seismic imaging with geophysical constraints to understand the dynamics of the complex boundary between the core and the mantle of the deep earth.

John Yin, Dartmouth College - In recognition of achievement in research on the dynamics of viral growth and adaption and their potential to influence the design of efficient multi-molecular manufacturing processes.

Although our research universities remain unmatched, there have been numerous indications that stress on these institutions is increasing. The sources of stress are varied, reflecting the broader societal transformations affecting many institutions. Given the importance of the research universities and of the strong university-government partnership aimed at advancing science and technology in the national interest, the Administration is heeding a call from the President's Committee of Advisors on Science and Technology (PCAST) for a government-wide policy and administrative review of the partnership. That partnership extending deep into the past century, when the Land Grant universities were founded - has been transformed over the last half century into the core element of our world-leading science and technology enterprise.

A multi-agency task force convened under the auspices of the National Science and Technology Council (NSTC) will: (1) identify major stresses in the areas of research, education, and administrative regulations; and (2) determine what the Federal government's role should be in addressing issues raised by this examination. The task force findings and recommendations will be presented in the summer of 1997.

The study may also review the mechanisms used to support graduate students, since the Federal government supports 20 percent of those enrolled in U.S. institutions. Since the late 1960s, the form of graduate support has shifted significantly from fellowships and traineeships, to research assistantships. Each of these mechanisms vests responsibility for the graduate training experience in different system participants. The portability of fellowships is attractive to the recipients, while assistantships delegate responsibility for the graduate research experience to faculty principal investigators. Traineeships provide funds to departments or programs with the expectation that a cadre of faculty will share responsibility for training new Ph.D.s, typically in emerging interdisciplinary research specialties or in areas of national need as identified by Federal agency missions. The optimal mix for developing the nation's scientific and engineering human capital needs to be revisited.

As we work to develop the finest scientists and engineers for the twenty-first century, human resources policy must move beyond simply the supply and demand of personnel and address the composition of the science and engineering workforce. Achieving diversity throughout the ranks of the scientific and technical workforce presents a formidable challenge; the number of women and minorities in science and engineering, relative even to professions such as medicine and law, remains low. We need to draw upon the full talent pool.

In most science fields, women receive a disproportionately smaller number of degrees than men. By the early 1990s, women were awarded 28 percent of the doctorates in science and engineering combined, with great variations by broad field one of every two awarded in the social and behavioral sciences, one in four in the natural sciences, one in ten in engineering. Predictably, this translates into under-representation of women in the academic workforce, again with wide variations by field and institution type. At research and doctoral institutions, women represent 35 percent of the non-science and engineering faculty. Among science and engineering fields, women's faculty presence ranges from less than 6 percent in engineering and 8 percent in the physical sciences to over 20 percent in the biological and social sciences and over 40 percent in psychology. The picture in 1993 is similar in comprehensive and liberal arts institutions and in public and two-year institutions, except that the women are better represented in all fields.

Participation of racial and ethnic minorities and persons with disabilities leaves much room for improvement and continued policy considerations. At all degree levels in U.S. science and engineering, AfricanAmericans, Hispanics, and Native Americans remain under-represented. In any given year of this decade, minorities awarded the Ph.D. in a science or engineering field still number in the tens. The trend in minority admissions and degree awards is not encouraging. Thus, the pool of prospective faculty is not increasing fast enough.

Today, the science and engineering workforce hardly reflects the face of America. But by 2010, about half of America's school-age population will be from minority groups, emphasizing the importance to the nation of broader participation in science and engineering careers. Expanding such participation will require drawing on and developing talent at all stages of educational preparation leading to advanced study. For example, only a small fraction (perhaps one-eighth) of all high school graduates have the mathematics and science preparation that would permit advanced study in a technical field; for under represented minorities, the fraction is only half as much.

The work of individuals and organizations to inspire and mentor young people, and offer role models is crucial. To recognize this, the annual Presidential Awards in Science, Mathematics, and Engineering Mentoring were established in 1996. Ten individuals and six organizations were honored for their outstanding mentoring efforts that have encouraged significant numbers of minorities, women, and disabled persons to succeed in these fields.

SUSTAINING WORKFORCE TRAINING

Workplace and societal changes driven by technological advances are, if anything, accelerating. The increased value placed on acquiring, manipulating, and communicating data and knowledge increasingly places work not in a particular geographical location but wherever the knowledgeable and skilled workforce resides. For example, the number of telecommuters just in the United States has been growing at 15 percent per year and now exceeds ten million. Industrial jobs are rapidly being transformed into technology jobs. About half of California's workers are now "wired," using information technology as a core part of their work. In addition, analysis of major policy issues facing the citizenry, whether in the arena of health care or social policy or national defense or the environment, increasingly requires some familiarity with science and technology. The Administration, recognizing the importance of these issues to a vibrant economy and society, has moved aggressively to raise each individual's opportunity for success in our increasingly technology-based economy. For example, the School-to-Work Opportunities Act promotes improvements in the way students are prepared for careers, college, and citizenship. The integration of school-based and work-based learning in a school-to-work system makes learning relevant and enhances chances for a successful transition from school to the workforce.

We must retrain displaced workers if we are to fully develop our human resources in the next century. A recent study in Pennsylvania demonstrated that for each year of education provided through a special program for older displaced workers, earnings increased by 7 percent. A major study of the Job Training Partnership Act found that the Title II-A program for economically disadvantaged adults increased earnings by 8 percent for adult males and 15 percent for adult females, compared to non-participants 30 months after program entry. The Administration has proposed a "Middle Class Bill of Rights" to ensure that individual Americans have the opportunity to upgrade their skills by returning to school or by obtaining the training they need for new jobs.

The Administration also is encouraging consolidation of employment and training programs through grants to states to implement "one stop career development centers" where American workers can discover new employment opportunities, learn about new training programs, and apply for financial assistance from such programs. In addition, the Administration has proposed legislation - the G.I. Bill for America's Workers to consolidate education and training pro

Information technology has revolutionized America's businesses. Sixty percent of the new jobs in the year 2020 will require skills possessed by only 22 percent of our workers today. The degree to which our nation flourishes in the twenty-first century will rest upon our success in developing a well-educated workforce able to embrace the rapid pace of technological change. The FY 1998 budget includes a second installment for the President's new five-year, $2 billion Technology Literacy Challenge Fund to encourage States and communities, working with private sector partners, to develop and implement plans for fully integrating educational technology into their school criteria.

grams at national and local levels, mandate the provision of training vouchers for dislocated workers, and create a system of high-quality information on the performance of education and training providers. The overall purpose is to create a more effective, marketdriven education and training system for workers.

Access to postsecondary education - college, community college, and vocational schools - has been improved by an expanded Pell Grant Program for needy students, as well as through student loan reforms that reduce the overall cost of college loans for

INDIVIDUALS

Martha G. Absher, Duke University, Durham, NC
Howard G. Adams, National Institute on Mentoring,
Georgia Institute of Technology, Atlanta, GA
Diola Bagayoko,

Southern University, Baton Rouge, LA

Joaquin Bustoz, Arizona State University, Tempe, AZ
Carlos G. Gutierrez, California State University-Los
Angeles, Los Angeles, CA

Janet S. Herman, University of Virginia,
Charlottesville, VA

Susan J. S. Lasser, Clemson University, Clemson, SC
Melvin B. Robin, Science High School, Newark, NJ
Walter S. Smith, University of Akron, Akron, OH
Richard A. Tapia, Rice University, Houston, TX

INSTITUTIONS

Columbia University Double Discovery Center, New York, NY

Dartmouth College Women in Science Project,
Hanover, NH

National Action Council for Minorities in
Engineering, Inc. (NACME), New York, NY
New Mexico MESA, Inc., Albuquerque, NM
Oregon Graduate Institute of Science &
Technology Saturday Academy Program,
Portland, OR

University of Maryland Baltimore County,
Baltimore, MD

both taxpayers and students. The Direct Loan Program has a broad range of repayment options, including income-contingent repayment, under which students may repay their loans as a percentage of their income, without fear of defaulting on their loan. The Administration has supported savings in both the guaranteed and direct student loan programs, which have been enacted by Congress and will save both taxpayers and students billions of dollars by the year 2000 by reducing or eliminating subsidies to financial middlemen. The Administration has also proposed a tax credit of $1,500 for the first year of college, as well as a tax deduction of up to $10,000 annually per family for education and training expenses.

EXPANDING TECHNOLOGICAL LITERACY

Over the past decade, technology has pervaded virtually every aspect of our daily lives. Yet the opportunities for American students to learn about and from rapidly advancing technology are severely limited in our classrooms. The U.S. Department of Education estimates that only 4 percent of schools had one computer for every five students and only 9 percent of classrooms were connected to the Internet. In schools with large concentrations of low-income students, the percentages are even lower.

In 1995 President Clinton challenged the nation's parents, teachers, and business and community leaders to work together to ensure that all American children. are technologically literate by the dawn of the twentyfirst century. Such literacy constitutes the ability to use computers and other technology that improves learning, productivity, and performance. It is a “survival kit" necessary for success in the twenty-first century. The Administration's Technology Innovation Challenge Grants program, funded at $57 million in FY1997, encourages communities to form local partnerships to develop and implement innovative applications of educational technology. Federal funds leverage local resources by more than three to one.

The President's $2 billion, five-year Technology Literacy Challenge Fund, first funded in 1997, provides formula grants to states to stimulate public-private sector partnerships focused on fully integrating technology into teaching and learning. The Challenge Fund complements the Challenge Grants and helps ensure that all students have the skills they will need to succeed in the new century. All students if they are to perform well across the curricula in mathematics, reading and social studies - need scientific and technological literacy. Today's interactive software and online

resources can be invaluable tools to help students learn and teachers teach.

The Challenge Fund will help fulfill four Administration goals:

• All teachers will have the training and support to help their students learn to use computers and the information superhighway.

• All students and teachers will have access to stateof-the-art multimedia computers in their classrooms. Every classroom will be connected to the information superhighway, making the nation's rich research and cultural resources available to students and teachers wherever they are located.

• Affordable software and online learning resources will be high-quality, learner-centered, and related to the school's curriculum and new standards.

The Technology Literacy Challenge Fund helps states and local communities create and implement their own plans for integrating educational technology into their school curricula.

In its leadership role, the Federal government will conduct the necessary research and development to support teachers' professional development. It will also play a critical role in helping to close the "digital divide" between the technology "haves" and "have nots." Under the leadership of Vice President Gore, the private sector, working with Tech Corps, a national organization that supports private sector volunteers, assists schools with integrating technology into classrooms. The U.S. Department of Education's six Regional Technology in Education Consortia that provide technical assistance in the development and implementation of educational technology, plan to connect every school in the nation's 15 Empowerment Zones to the information superhighway.

Many Federal agencies are making public investments in educational technology to benefit our nation's schools. The Department of Commerce's Telecommunications and Information Infrastructure Assistance Program provides grants to develop telecommunications networks for education and other nonprofit services. To meet rural students' needs, the Department of Agriculture supports telecommunications links to provide access to advanced courses. The National Science Foundation funds programs to demonstrate how electronic networks can best support systemic education reforms and improve K-12 science and mathematics education. The National Aeronautics and Space Administration in conjunction with the National Science Foundation, the Environmental Protection Agency, the Department of the Interior, and the