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The future security, economic growth, and competitiveness of the United States depend on its capacity to innovate. Major sources of innovative capacity are the new knowledge and trained students generated by U.S. research universities. However, many of the complex technical and societal problems the United States faces cannot be addressed by the traditional model of individual university research groups headed by a single principal investigator. Instead, they can only be solved if researchers from multiple institutions and with diverse expertise combine their efforts. The National Science Foundation (NSF), among other federal agencies, began to explore the potential of such center-scale research programs in the 1970s and 1980s; in many ways, the NSF Engineering Research Center (ERC) program is its flagship program in this regard. The ERCs are "interdisciplinary, multi-institutional centers that join academia, industry, and government in partnership to produce transformational engineered systems and engineering graduates who are adept at innovation and primed for leadership in the global economy. To ensure that the ERCs continue to be a source of innovation, economic development, and educational excellence, A New Vision for Center-Based Engineering Research explores the future of center-based engineering research, the skills needed for effective center leadership, and opportunities to enhance engineering education through the centers.
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Many coastal communities have built structures at their beaches and added quantities of sand in contoured designs to combat erosion. Are such beach nourishment projects technically and economically sound? Or are they nothing more than building sand castles, as critics claim? Beach Nourishment and Protection provides a sound technical basis for decision-making, with recommendations regarding the utility of beach nourishment, the appropriate role of federal agencies, responsibility for cost, design methodology, and other issues. This volume: Examines the economic and social role of beaches, the history of beach nourishment projects, and management strategies for shore protection. Discusses the role of the U.S. Army Corps of Engineers and other federal agencies, with a close-up look at the federal flood insurance program. Explores the state of the art in project design and prediction of outcomes, including the controversy over the use of traditional and nontraditional shore protection devices. Addresses what is known about the environmental impacts of beach nourishment. Identifies what outcomes should be targeted for continued monitoring by project officials. Beach Nourishment and Protection provides insight into the technical, economic, environmental, and policy implications of beach nourishment and protection, with examples and suggested research directions.