Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students. Three categories of diversity that have been shown to have important implications for teaching and learning are differences in students' learning styles (characteristic ways of taking in and processing information), approaches to learning (surface, deep, and strategic), and intellectual development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated). This article reviews models that have been developed for each of these categories, outlines their pedagogical implications, and suggests areas for further study.

Understanding Student Differences

No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.

Invisible colleges : diffusion of knowledge in scientific communities

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Why so Few Women in Science, Technology, Engineering and Mathematics

The Social Contexts of Research. Edited by Saad Z. Nagi and Ronald G. Corwin. Pp. xii + 409. (John Wiley: New York and London, August 1972.) £5.65.

Sociology of Science

Engineering, education to workplace, is not just about technical knowledge. Rather, who becomes an engineer and why says much about the profession. Engineering has a “diversity” problem. Like all professions, it must narrow the gap between practitioners on the one hand, and their clientele on the other; it must become “culturally competent.” Given the current composition of the engineering faculty and the profession's workforce more generally, it behooves engineering education to diversify while assisting current and future practitioners in becoming culturally competent. Programs that work to diversify engineering are reviewed, with research and evaluation-based findings applied to education and workforce practice.

Diversifying the Engineering Workforce

This paper examines the various factors that contribute to the success of minority students in engineering programs by exploring past and current paradigms promoting success and analyzing models for advancing the participation of members of these populations. Included is a literature review of articles, government reports, Web sites, and archives published since 1980. Student success is correlated to several indicators, including pre-college preparation, recruitment programs, admissions policies, financial assistance, academic intervention programs, and graduate school preparation and admission. This review suggests that the problem of minority underrepresentation and success in engineering is soluble given the appropriate resources and collective national “will” to propagate effective approaches.

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

Peerless Science: Peer Review and U.S. Science Policy

Study of interdisciplinary research processes and performance is hampered by a lack of data. This project investigated possible indicators based in the open scientific literature to measure such processes. Focusing on theJournal Citation Reports as a suitable data base, alternative indicators were validated on a sample of 383 articles drawn from 19 journals. The results support the use ofCitations Outside Category as an indicator of cross-disciplinary research activity. An estimated version of this indicator is used to examine three research categories — Demography, Operations Research/Management Science, and Toxicology — as to the extent of cross-disciplinary citation occurring by the journals in these categories and to them. Results suggest thatCitations Outside Category can be a quite informative bibliometric measure. A key substantive finding is that citation across broad field categories (engineering, life sciences, physical sciences, and social sciences) is extremely infrequent.

An indicator of cross-disciplinary research

The controversy over peer review is viewed as a dialectic. The arguments espoused by advocates and critics of the system wherein research proposals are evaluated by advisors to funding agencies are reviewed, particularly the findings of two recent studies of peer review at the National Science Foundation These findings seem to establish merit as the primary factor m the recommendations of peer reviewers to fund proposals The findings also beg several questions as to 'acceptable' definitions of meritoriousness and innovativeness, the links among belief, perception, and evaluation, and the sanctioned operation of particularistic factors m the review process Future studies, it is suggested, must include psychological variables - especially measurement of applicants' and reviewers' 'cognitive styles' - if data are to narrow gaps in knowledge and inform the debate itself Finally, three models which undergird views of peer review are discussed and related to key social issues m the debate

Daryl E. Chubin

Papers

Diversifying the Engineering Workforce

A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

Peerless Science: Peer Review and U.S. Science Policy

An indicator of cross-disciplinary research

Peer Review at the NSF: A Dialectical Policy Analysis: