Wisely, these performance standards for Applied Learning do not suggest that this be a separate subject. Rather, the standards seek to identify skills that should be interwoven within the context of different subjects. In the case of Future City, these standards serve to complement such necessary skill areas to be developed within the science curriculum as "scientific thinking; scientific tools and technologies; scientific communication; and scientific investigation."[2]

One student after another commented on how much "fun" he/she had in developing the models, each of which was limited to one moveable part in order to equalize expenses and provide a uniform format. There were bridges that moved, underground highways, solar panels, even a baseball/football stadium with a retractable dome that opened 21 minutes faster than the one in Toronto, we were proudly informed. Water supplies were protected, greenery abounded — for both aesthetic and environmentally sensitive reasons, we were assured — and multi-occupancy residential zones emerged. The scientists and engineers who served as judges, many of whom participated all three years we have sponsored this competition, commented repeatedly on the depth of the thinking that went into creating the models, and the quality of the presentations and "defenses" of the projects offered by these young people, who were drawn from diverse racial and social backgrounds and represented diverse educational experiences.

As a way of encouraging school completion, higher academic aspirations, college attendance, and the pursuit of studies (and careers) in science, mathematics, engineering, and technology, Polytechnic University offers to each member of the first-place team a $5,000 annual scholarship, contingent on being accepted and attending Polytechnic. The second-place team each receives an annual $2,000 scholarship, and the third-place team members, $1,000. In addition, the winning team receives an escorted, all-expenses-paid trip to the national finals in Washington, D.C. All participants receive medals from ASCE, teams scoring in first through fifth place receive trophies, and eight teams qualify for special awards, in categories such as "Most Creative Use of Materials," "Most Sustainable Transportation System," "Best Residential Zone," and "Most Environmentally Friendly." ASCE members solicit prizes to support these special awards from engineering, financial, and government concerns.

Special recognition must be given to the USENIX Association for its generous award to support Polytechnic's sponsorship of this activity. Dr. Helene Dunkelblau joined my staff this year as a consultant, for the express purpose of coordinating the many tasks that go into this event — recruiting schools, mentor-engineers, and judges; volunteers for the event itself; Polytechnic students who work with teams and assist with logistics; and the large planning group that is representative of both the university and ASCE. The USENIX grant supported the consultant's salary, student stipends, refreshments for students, volunteers and judges, rental of tables and chairs, and media activities to ensure that there would be a photographic record of the event. And the university supplemented this support by generously providing free space and expertise, such as that provided by the Media Office, which coordinated contacts with newspapers and television networks to secure positive attention for the students who entered this event.

Although this is a worthwhile, replicable project that serves a very important purpose in encouraging scientific study, an institution attempting to sponsor this activity should note certain caveats:

1. It is imperative that you have the complete cooperation of the local school system, and preferably some private and parochial schools as well as the public schools. It will be necessary to "sell" the project and enlist support from the district administration in order that those teachers who volunteer as "coaches" because they believe in the project not be allowed to become abandoned and isolated. The hours we have to devote, particularly as the date of the event draws closer, can reduce the strongest among us to tears unless we receive encouragement and support from our school's administration. Moreover, since it is permissible for a school to be represented by more than one team, this should be encouraged, both because of the positive peer pressure that will develop and because of the potential for meaningful curriculum reform as a result of shared-curriculum—based goal-setting.

2. Proximity to practicing engineers gives some schools an advantage over others in securing assistance. One school, fortuitously, had a teacher on staff who had been trained as an engineer, so he paired with a colleague who served as the team's teacher-coach. Email can help to ensure equal and continuing attention, even though the engineer may not be able to visit the school.

3. Someone has to be the taskmaster who is attentive to the deadlines for assignments. The program has grown from nine schools in 1998, to 17 in 1999, to 31 in 2000, but even this year there were still more than ten teams that did not complete various tasks in time for the finals.

4. Development of a functioning central planning team that communicates regularly and meets occasionally face-to-face is essential if the myriad tasks that go into conducting the event are not to become overwhelming in the final days before the actual event. Responsi-bilities must be shared and clearly delineated. Who will maintain contact with each school and be responsible for status reports? Who will be the media contact? Who will create the program? Who will arrange for custodial services? Security? Video support? Breakfast and lunch? And who will coordinate all of these duties and ensure that tasks get completed?

5. During the week after the event, planning for next year should begin, starting with a debriefing to determine what needs to be changed and who should be thanked for special services rendered. Of course, letters that acknowledge the winning teams and any scholarships awards they have won must be disseminated, and acknowledgments should also be sent to the principals, school boards, and other important supporters of the schools' entries.

Students are afforded many opportunities to learn through television, computers, and libraries, but not every student is afforded an equal opportunity to participate in these experiences. Future City tries to democratize this exposure by offering an organized approach to applied scientific and social learning, under the guidance of responsible adults working together. Add to the mix a university working closely with a professional organization, and the possibilities for success are endless.

Polytechnic University is most pleased to take the lead in supporting learning in the precollegiate community and in finding other opportunities for young people to enjoy learning while working with adults who are willing to share, to guide, and to encourage. Through the leadership of the Packard Center, the university's walls have been extended outward to foster the integration of community organizations, teachers who wish to improve their skills, and students interested in experiencing academic enrichment. Under the banner of Polytechnic's Center for Youth in Engineering and Science, the "YES Center," secondary-school students have become a constant presence on campus, as they study in advanced credit-bearing courses both at Polytechnic and in their own high schools, and as they participate in a full range of activities that are offered during the summer as well as throughout the year. For example, students apply to participate in the YES Center's highly competitive Summer Research Program, which fosters the acquisition of research skills that prepare students for entrance into the Intel Science Talent Search and the International Science and Engineer-ing Fair, through a qualifying round that is held at the university.[3] By encouraging the pursuit of rigorous academic courses and challenges, we offer the best chance for students to begin traveling down the road that leads to college success.[4]

Future City is but one of the programs we offer that bring young people together with mentors to make learning fun, raise their aspirations, and direct them to goal-oriented activities that synthesize academic knowledge with perfor-mance.[5] It is Polytechnic's commitment to the education of students well before they are eligible for university study that offers the best promise for the type of collaborative experience that builds a continuum of excellence.

RESOURCES
[1] National Center on Education and the Economy and the University of Pittsburgh, 1997, "Performance Standards, High School."

[2] The University of the State of New York: The State Education Department, 1996, "Learning Standards for Mathematics, Science, and Technology."

[3] The New York City Mathematics, Science, and Engineering Fair is a collaborative venture begun in 1998 among Polytechnic University, the New York City Board of Education, the New York Academy of Science, and New York City Technical College of the City University of New York.

[4] United States Department of Education, 1997, "Getting Ready for College Early."

[5] United States Department of Education, 1998, "Yes, You Can: Establishing Mentoring Programs to Prepare Youth for College."