ABSTRACT
The United States has experienced and continues to experience an almost unprecedented sharp increase in knowledge inequality (Neuman, 2006), sometimes referred to as a knowledge gap, (Tichenor et al., 1970; Donohue et al., 1975; Gaziano, 1997; Hwang and Jeong, 2009) which is evident not only in individual students but also between groups of students. In fact, the school-university knowledge gap in science and engineering has regularly been both acknowledged and denounced over the last 3-4 decades (Chapter 4). In addition, acceptable methods of addressing the knowledge gap have not been developed.
