they have already acquired general college educations. During his tenure, a NASA trainee does not just hear about research or read about it, he does it. This is a useful and creative period in his life, not a passive experience, and our entire society benefits from his creativity. The annals of research are replete with accounts of major contributions by graduate students.

Figure 167 indicates the extent to which we have made grants for research laboratory facilities at selected institutions already substantially committed to continuing research in space and aeronautics. In this way, we have sought to stimulate the provision of facilities

UNIVERSITY RESEARCH FACILITIES

not otherwise available to accommodate space-related research and training. The next chart (fig. 168) gives a representative idea of the laboratory structures for which facilities grants have been made to date. Among these, incidentally, are examples of cost sharing, because of expected mutual benefits, by other NASA program offices, other Federal agencies, State governments, and private fund sources. Figure 169 shows our investment in special purpose research designed to augment and complement project research. This chart shows in particular the proportion of resources which has been available to draw new institutions into the program while productive work by established groups continues. This modest effort exerts a powerful and effective force on the continued development of space research capabilities throughout the Nation. This phase of the Sustaining University Program encourages multidisciplinary activities where appropriate, consolidates related activities, and encourages the de

velopment of new competence-frequently among young investigators who will become the senior researchers of tomorrow.

Through the Sustaining University Program we have endeavored to broaden the research base by making a conscious effort to seek out competence in many universities not previously involved and to fan the spark of creativity in places where even modest encouragement to move ahead can produce results of major significance. In the United States there are nearly 1,500 colleges and universities equipped to award at least a bachelor's degree on the basis of a 4-year course of study. Some 1,100 of them award degrees in science or technology. However, for research essential to the space program, NASA must rely largely on about 150 such institutions which award the Ph. D. degree or its equivalent in at least one field of science or engineering. It is important to remember that quality is not necessarily synonymous with size and that major contributions to scientific research come from both large and small institutions or groups. The first direct measurements of the solar wind were made by the Massachusetts Institute of Technology. The University of Arizona is pioneering in lunar photointerpretation, as part of an effort to identify landing sites on the Moon. The California Institute of Technology has discovered "hot spots" on the lunar surface. From the Texas Woman's University have come measurements of significant calcium loss from bones as a result of prolonged physical inactivity. These and many other research projects are centered on outstanding individuals of special competence and particular importance to some part of the space program.

Figure 170 shows the distribution of the training, facilities, and research activities of the Sustaining University Program throughout the United States. Institutions both large and small are involved. Many which are not yet ready to undertake major research activities have found their entry into the national space program through the training of graduate students in selected areas of science and technology-a function which they are already well equipped to perform. This program attempts to make sound use of the flexibility so wisely provided by the Congress in the National Aeronautics and Space Act of 1958. It relies heavily upon the leadership, integrity, and creativity of the university community. In return, it promises a contribution to the accomplishment of NASA's total mission which is attainable in no other way.

Future

The Sustaining University Program has been developed by NASA to enlist the participation of the universities in the accomplishment of the NASA mission, in ways which also strengthen the universities. The program was conceived as the most effective, least expensive, and fastest means of obtaining the maximum direct contribution by the university community to the national space effort and encouraging the transfer of new knowledge into the general economy. We respect and work within the existing university structure rather than generate activities which tend to weaken the universities, distort their proper functions, or pull university researchers away from teaching, thus preserving the established academic climate in which basic research flourishes.

It is anticipated that the Sustaining University Program will continue in the training field during fiscal year 1965 by supplemental agreements extending work of each of the presently participating universities, with the addition of several new institutions.

In the facilities area, as a minimum effort to satisfy only the most critical needs of actively ongoing space research and training it is foreseen that approximately 275,000 gross square feet of laboratory space will be required at about 11 universities heavily involved in NASA work in fiscal year 1965.

In the research area, it is contemplated that agreements will be made for continuations with many of the universities presently participating as well as grants to a selected number of new institutions.