Документ взят из кэша поисковой машины. Адрес оригинального документа : http://www.naic.edu/general/PDF/RI/John_Mathews.pdf Дата изменения: Mon May 14 16:19:09 2012 Дата индексирования: Wed Feb 6 09:34:26 2013 Кодировка: Поисковые слова: massive stars

The Role of Arecibo Observatory in 21st Century Education
J. D. Mathews, Penn State Un. Arecibo Observatory has always presented a remarkable mix of education and research without placing artificial boundaries between the various disciplines represented in its day-to-day functioning. The fruits of this multidisciplinary and interdisciplinary environment are found in the generations of AO "graduates" and in the hundreds of important scientific and engineering advances developed here. As university education must evolve beyond its centuries-old models and embrace the realities and opportunities of the 21st century, AO is presented with an opportunity to be a leader of this revolution. An outline of some possible paradigms is presented.


AO Futures Proposal · AO is already a global success with "graduates" found around the globe--Puerto Rico, Brazil, India, · · ·
Japan, Sweden, Peru, Greece...! Arecibo Observatory is part of our global cultural paradigm. AO becomes a core facility of an interdisciplinary graduate education & research "institute" for advanced studies--perhaps the Puerto Rican Institute for Advanced Studies (PRIAS). As the founding core of a PhD granting research institute, what AO has done implicitly for ~50 years, it would now do explicitly. Initial areas covered would be radio astronomy & space and atmospheric sciences. PRIAS would be the premier institute for graduate research and education in Latin America and beyond. But how would this ever work?

Some Realities · The university paradigm is centuries old--this is the 21st century and it's time to develop a new ·
paradigm. Old paradigm: University is "a series of individual faculty entrepreneurs held together by a common grievance over parking*" - Clark Kerr. Departments formed around classical areas for undergrad education do not well serve PhD education and training as the cutting-edge is interdisciplinary. And "critical mass" is difficult to achieve! Besides, fights break out all the time..... New paradigm: Global scale cutting-edge research & cutting-edge education cannot be separated. New paradigm: The high-BW internet enables communications as "telepresence" becomes truly workable. * substitute your department's favorite complaint.

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Implementation? · Faculty and students not only can but must be distributed around the world. Rather unique--and · · · · · · ·
therefore difficult--agreements must be forged with universities and other entities to bring together PRIAS faculty, staff scientists and engineers, and students. How about PRIAS "certified" PhD guides/advisors not affiliated with major institutions but otherwise qualified? In developing nations, bureaucracy, red tape, and local politics make institutional collaborations with PRIAS difficult or impossible--let's work around this. (PhDs without boarders.) The basic approach exists--e.g., NANOgrav.org, eventhorizontelescope.org, & Arecibo Science Advocacy Partnership. This will become the norm. As for courses see: Stanford CS221: Introduction to Artificial Intelligence. This course has 160,000 students! This approach is where PRIAS must go but with a unique research instrument. Brazilian scholarship program--half undergrads and half grad students--for 100,000 students studying abroad. This will cost ~$1.65B by 2015. PRIAS is (currently) unique and, correctly presented, will attract major support. Funding needed? $100-300M.......... ($10-20M it get seriously started.) Let's get moving!

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PRIAS
Relationships Among Scientific Paradigms.
Computation Math Geoscience Cognition Chemistry Astronomy Physics

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