Additional suggestions from NASA include: 



" Universities should develop realistic budgets that maximize the amount of actual research being conducted. 



• Universities should produce timely evidence of completed work. 



• Universities should be held accountable for quality work. 



• Universities should intensify efforts to recruit and retain women, minorities and persons with disabilities 

 into science and engineering courses and majors. 



Legislative/Executive Authorities for NASA's Relationship with 

 Research-Intensive Universities: 



The Authority for NASA's relationship with the university community is derived from the National Aeronautics 

 and Space Act of 1958, as amended. Sec. 203(a)(2) of the Act calls on the agency to: 



... arrange for participation by the scientific community in planning scientific measurements and observa- 

 tions to be made through use of aeronautical and space vehicles, and conduct or arrange for the conduct of 

 such measurements and observations. 



NATIONAL ENDOWMENT FOR THE HUMANITIES 

 (NEH) PERSPECTIVE 



General Description of Current Relationship: 



The National Endowment for the Humanities (NEH), as a discretionary grant making agency, has no ongoing 

 nor entitlement programs. All awards are made for specifically defined projects; and if further support is proposed 

 after one grant has been finalized, the project is considered anew, assessed on its own merits and competes with other 

 proposals in a given round. NEH supports no research and development activities; and because it does not support 

 the purchase of equipment nor building costs associated with a project, NEH makes no awards to supf)ort infrastruc- 

 ture costs. Whatever compensation an RIU receives for its overhead expenses is received through indirect cost al- 

 location. 



NEH's relationship with research-intensive universities mainly involves its support of humanities research. 

 Authoritative texts, editions, bibliographies, as well as projects that investigate humanities topics, are almost all lo- 

 cated at research universities. Further, archaeological projects that NEH supports are generally administered by a 

 university, and RIUs provide the overhead and administrative support for scholarly conferences as well as preserva- 

 tion and cataloguing activities. 



Because RIUs generally do not place much emphasis on firm, coherent, integral undergraduate curriculum, they 

 are not frequent nor often successful applicants for higher education support. NEH supported curriculum and faculty 

 development projects are mostly located in two- and four-year colleges. These projects are designed to assist institu- 

 tions in their efforts to enrich faculty understanding and to bring coherence to their humanities curricula. Research 

 intensive universities, however, are often sites for national institutes which bring together faculty from many colleges 

 and universities to study humanities topics. For example, this summer (1995) the University of California, Berkeley, 

 is hosting a six-week institute for twenty-four college and university faculty on the question of ethics in literature and 

 in philosophy. 



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