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Science at Liberal Arts Colleges:A Better Education?

Thomas R. Cech

IT WAS THE SUMMER OF 1970. Carol and I had spent four yearsat Grinnell College, located in the somnolent farming com-munity of Grinnell, Iowa. Now, newly married, we drovewestward, where we would enter the graduate program inchemistry at the University of California, Berkeley. How wouldour liberal arts education serve us in the Ph.D. program of oneof the worlds great research universities? As we met our newclassmates, one of our preconceptions quickly dissipated: Ber-keley graduate students were not only university graduates.They also hailed from a diverse collection of collegesmany ofthem less known than Grinnell. And as we took our qualifyingexaminations and struggled with quantum mechanics problemsets, any residual apprehension about the quality of our under-graduate training evaporated. Through some combination ofwhat our professors had taught us and our own hard work, wewere well prepared for science at the research university level.

I have used this personal anecdote to draw the readersinterest, but not only to that end; it is also a truth in advertis-ing disclaimer. I am a confessed enthusiast and supporter ofthe small, selective liberal arts colleges. My pulse quickenswhen I see students from Carleton, Haverford, and Williamswho have applied to our Ph.D. program. I serve on the boardof trustees of Grinnell College. On the other hand, I teachundergraduates both in the classroom and in my research labo-ratory at the University of Colorado, so I also have personalexperience with science education at a research university.

Thomas R. Cech is Distinguished Professor of Chemistry and Biochemistry at theUniversity of Colorado, Boulder, and an Investigator of the Howard Hughes Medi-cal Institute.

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Thus, recognizing that I may be too close to this subject to becompletely unbiased, I have attempted to broaden my view inseveral ways. I have gathered statistics that quantify someaspects of the success of science education in liberal arts col-leges versus research universities, although interpretation ofthese numbers is not unambiguous. I have also interviewedscientists who have achieved the highest levels of success inacademia and government to obtain their perspective on therelative strengths and weaknesses of the preparation affordedby liberal arts colleges. I did so knowing that those interviewedhad excelled in their profession, so one would expect them to begenerally enthusiastic about the education that had precededtheir success. Finally, I have sought the counsel of some of thecountrys best college science teacher-scholars, those who aretruly immersed in the subject. Others who have analyzed thesubject of science education at liberal arts colleges have inde-pendently come to similar conclusions, providing some confi-dence that this shared view must not be too far off the mark.1

The aim of this essay is to explore three questions regardingundergraduate science education. First, how successful are thosegraduating from liberal arts colleges compared to their contem-poraries at large universities? This analysis is based on objec-tive measures of success, including the percentage of graduateswho go on to obtain Ph.D. degrees. Second, how does theeducation at liberal arts colleges compare with that encoun-tered by undergraduates at large universities? Both classroomeducation and research experiences will be considered. Third,why are the top liberal arts colleges so successful in trainingsuccessful scientists? Here we confront a vexing conundrum:are these colleges successful because they do a great job train-ing students, or are the students who enter their programsalready so highly selected that they are destined to be success-ful no matter what sort of education they receive?

HOW SUCCESSFUL ARE LIBERAL ARTSCOLLEGES AT EDUCATING SCIENTISTS?

Before examining the question of what it is about liberal artscolleges that makes them so successful at training future scien-

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tists, it is useful to review the objective data that indicate thatthey are indeed successful. Only about 8 percent of studentswho attend four-year colleges or universities are enrolled inbaccalaureate colleges (a category that includes national lib-eral arts colleges).2 Among the students who obtain Ph.D.s inscience, 17 percent received their undergraduate degree at abaccalaureate college.3 Thus, these colleges are about twice asproductive as the average institution in training eventual Ph.D.s.On the other hand, these same schools trained only 4 percent ofthe eventual Ph.D.s in engineering, so their productivity is halfthe average in that field. This is unsurprising, as few liberal artscolleges have engineering programs.

A more detailed view is provided by considering studentstrained by the top national liberal arts colleges. The institutionslisted alphabetically in table 1 are representative of the best inthe United States. Examination of table 1 indicates that most ofthe nations top colleges educated one to three hundred of thestudents who obtained Ph.D.s during the five-year period from19911995. These numbers put several of the liberal arts col-leges in the top hundred of all institutions in Ph.D. production(see Rank in table 1). However, most of the institutionsranking in the top hundred are research universities with typi-cal enrollments of twenty to thirty thousand students, whereasthe liberal arts colleges typically enroll thirteen to twenty-sixhundred, roughly tenfold fewer. Thus, to compare relative Ph.D.productivity of institutions of different size, the ratio of Ph.D.sper hundred enrolled has been calculated. Note that this ratiois approximately equal to the percentage of baccalaureate de-gree recipients from the college who eventually obtain a Ph.D.in science or engineering. (Because it integrates five years, itwould exactly equal the percentage if one-fifth of a collegestotal enrollment graduated in any given year; considering attri-tion and the number of students who take more than four yearsto graduate, this is a reasonable approximation.) Thus, most ofthe top liberal arts colleges see between 5 percent and 18percent of their graduates going on to obtain a Ph.D. in scienceor engineering (table 1, last column). Considering that theirgraduates majored in English, history, art, and other humani-ties disciplines as well as in science, this represents an astound-ing percentage.

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Table 1. Top National Liberal Arts Colleges: How many of theirbaccalaureate degree students go on to receive Ph.D.s (19911995)?a

Institution Number of Ph.D.sb Rankc Ph.D.s/100 enrolledd

Amherst 118 169 7Barnard 133 143 6Bowdoin 89 205 6Bryn Mawr 121 165 9Carleton 260 69 15Claremont McKenna 12 741 1Colgate 132 145 5Davidson 76 231 5Grinnell 128 151 10Haverford 114 174 11Middlebury 82 219 4Mount Holyoke 124 160 6Oberlin 266 68 10Pomona 135 138 10Smith 153 120 6Swarthmore 248 73 18Vassar 125 158 6Wellesley 137 137 6Wesleyan 189 96 7Williams 155 119 8aStudents who received an undergraduate degree at the listed institution and wenton to receive a Ph.D. in science or engineering.bNumber of former graduates who received a Ph.D. from 19911995 (NSF 96-334).2cRank among all universities and colleges, based on raw numbers from previouscolumn; the top 820 institutions were ranked.d(Number of Ph.D.s) x 100/(Number of undergraduates enrolled).Source: NSF 96-334.

For comparison, let us examine the extent to which baccalau-reate degree recipients from the nations top research universi-ties go on to receive science and engineering Ph.D. degrees.After all, these are the institutions that grant most of the Ph.D.degrees, so one might expect their undergraduates to be ori-ented towards graduate education. Indeed, as shown in table 2,undergraduates from each of the nations top research univer-sities accounted for three hundred to more than one thousandPh.D.s in the recent five-year period. (The criterion of federalcontract and grant money favors larger institutions and under-rates those not associated with a medical school; e.g., CalTechdid not make this particular list.4 Yet the institutions on this

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top twenty list mostly remain on the list when other criteriaof research success are substituted.) Most of these researchuniversities rank among the fifty-largest producers of under-graduates who go on to obtain science and engineering Ph.D.s(see Rank column). When normalized to the size of the un-dergraduate population, as few as 1 percent or as many as 22percent of these undergraduates go on to obtain Ph.D.s (seePh.D.s/100 enrolled).

Table 2. Top Research Universities: How many of their baccalaureatedegree students go on to receive Ph.D.s (19911995)?

Institutiona Number of Ph.D.sb Rankc Ph.D.s/100 enrolledd

Columbia U. 270 65 2Cornell U. 1090 3 9Harvard U. 752 9 11Johns Hopkins U. 324 50 10M.I.T. 1000 5 22Penn State U. 865 7 3Stanford U. 519 23 8U. of Colorado 500 26 3U. of Michigan 1060 4 5U. of Minnesota 712 10 3U. of No. Carolina 354 43 2U. of Pennsylvania 535 21 6U. of So. California 192 94 1U. of Washington 560 19 2U. of Wisconsin, Madison 995 6 4UC Berkeley 1590 1 7UC San Diego 535 22 4UCLA 781 8 3UCSF 0e - -Yale U. 495 27 10aAlphabetical listing of institutions with the greatest federally financed researchand development expenditures, 19891996. These twenty institutions accountedfor 36 percent of the total research expenditures of the 493 institutions ranked.4bNumber of former graduates who received a Ph.D. from 19911995 (NSF 96-334).2cRank based on raw n