Preserving Strength While Meeting Challenges -- Copyright -- PREFACE -- Contents -- INTRODUCTION -- Introductory Comments -- Expectations and New Opportunities at the Division of Mathematical Sciences -- Communicating Mathematics to the Public -- A View from Capitol Hill -- Physical Scientists Are from Mars, Mathematicians Are from Venus -- How on Earth Can We Communicate? -- BACKGROUND -- OBSERVATIONS -- RECOMMENDATIONS -- The Growing Impact of Mathematics in Molecular Biology -- INTRODUCTION -- THE HUMAN GENOME PROJECT -- GENETIC MAPPING -- PHYSICAL MAPPING -- DNA SEQUENCING -- SEQUENCE COMPARISON -- EVOLUTIONARY BIOLOGY -- Mathematicians as Educators -- Educating Mathematical Sciences Graduate Students -- A View of Major Trends at Research Universities -- EXTERNAL PRESSURES AND CHALLENGES -- INTERNAL RESPONSES -- CONCLUDING REMARK -- Background and Overview -- Highlights -- DEFINING DEPARTMENTAL RESPONSIBILITIES -- BROADENING AND IMPROVING EDUCATION -- MAKING CONNECTIONS WITH OTHER DISCIPLINES -- RETHINKING FACULTY EVALUATION -- FRAMING FUNDING STRATEGIES -- IMPROVING COMMUNICATION -- Closing Observations -- APPENDICES -- Agenda -- DISCUSSION MATERIALS -- Small Group Discussion1 -- 1. Communication (within and outside the discipline) -- 2. How to Improve the Educational Program -- 3. Shrinking Funding (external and internal), and What Should Be Done in Light of It -- 4. Evaluating Performance (both educational and interdisciplinary) -- References -- Appendix B The "Douglas" Report's Executive Summary -- Appendix C National Science Foundation Workshop Summary Report -- Preface -- Introduction -- Findings -- (1) Resources -- (2) Breadth of Skills and Knowledge -- (3) The Balance between Education and Research -- (4) Diversity of the Graduate Student Population -- Recommendations.

(1) There should be a move to broaden the intellectual content and increase the diversity of skills ... -- (2) Mechanisms for shortening the average time to Ph.D. should be examined. -- (3) Increased use of off-campus internships and other real-world experiences. -- (4) Gradual shift in graduate student support mechanisms. -- Conclusion.