Reviews efforts of Britain's Committee on the Public Understanding of Science (COPUS) and identifies specific initiatives of the program. Evaluates aspects of the Royal Society's report and examines the status and future direction of the program in enhancing the public image of science. (ML)

Distinguishes between science literacy and scientific literacy. Argues that the two approaches are often in contention and have different implications for education, testing, and the public funding of science. Suggests that both are needed for effective participation in the real world. (DDR)

Proposes that an undergraduate core curriculum minimizes science and does not provide students with an adequate background for understanding contemporary science and technology. Critiques Harvard's science requirements in that it does not reflect the vertical or intensive nature of learning that is essential in science education. (ML)

Discussed is the idea that scientific illiteracy among scientists lies at the heart of the problems with undergraduate science education. Included is a description of a science literacy course for nonmajors and a proposed list of the most important ideas underlying science. (KR)

Described is a two-year course for non-college-bound high school students called Principles of Technology. The goals, design, and units of the course are discussed. Criticism of the course is reviewed. (CW)

Projections are analyzed for the future supply and demand of scientists and engineers. The demographics of the college-age population combined with estimates of the percentage of students who will pursue careers in science and engineering indicate significant shortfalls between the supply and demand for the next several decades. (CW)

Provided are projections for the scientific job market in the 1990s. Predicted are increases in the numbers of engineering positions above the rate of growth for all other occupations. The status and outlook for minority groups are highlighted. (CW)