TY - BOOK AU - National Research Council TI - Evaluation of the Markey Scholars Program SN - DO - 10.17226/11755 PY - 2006 UR - https://nap.nationalacademies.org/catalog/11755/evaluation-of-the-markey-scholars-program PB - The National Academies Press CY - Washington, DC LA - English KW - Policy for Science and Technology KW - Health and Medicine AB - One of five in a series evaluating the grant programs of the Lucille P. Markey Charitable Trust, this report examines the Markey Scholars Awards in Biomedical Sciences. The Scholars program awarded more than $50 million to outstanding young investigators as postdoctorates and junior faculty. Using analysis of curriculum vitae, data on citations and grants, and interviews, the report examines the career outcomes of Scholars relative to those of individuals who applied for the Scholars award. The authoring committee concludes that the Scholars program was a success and provides a template for current programs designed to address the career transitions of young investigators. ER - TY - BOOK AU - National Research Council TI - Research Training in the Biomedical, Behavioral, and Clinical Research Sciences SN - DO - 10.17226/12983 PY - 2011 UR - https://nap.nationalacademies.org/catalog/12983/research-training-in-the-biomedical-behavioral-and-clinical-research-sciences PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Education AB - Comprehensive research and a highly-trained workforce are essential for the improvement of health and health care both nationally and internationally. During the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph.D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Paula Whitacre TI - Building Defense Research Capacity at U.S. Minority Institutions: Proceedings of a Workshop Series—in Brief DO - 10.17226/27437 PY - 2023 UR - https://nap.nationalacademies.org/catalog/27437/building-defense-research-capacity-at-us-minority-institutions-proceedings-of PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - There are more than 400 public and private, two- and four-year minority institutions (MIs) across every U.S. state and territory, including many in areas near Department of Defense (DoD) facilities. Many already conduct cutting-edge research in areas of high priority to the U.S. government, while others could be positioned to do so with strategic investments. With their diverse populations, MIs support students and faculty that have a wealth of knowledge and talent to support diversifying STEM research, and ultimately strengthening national security. DoD supports and recognizes the potential contributions of many MI programs, but there are significant discrepancies in the amount, duration, and type of DoD funding, as well as the research infrastructure at MIs, when compared to non-MIs. To explore opportunities for the DoD and historically underresourced minority institutions to adapt in support of increasing the engagement of MIs in the defense research ecosystem, the National Academies convened a nine-member committee of STEM professionals across sectors and disciplines to develop a series of three town hall workshops. This proceedings-in-brief serves to highlight points made by presenters in the series. ER - TY - BOOK AU - National Research Council TI - Advancing the Nation's Health Needs: NIH Research Training Programs SN - DO - 10.17226/11275 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11275/advancing-the-nations-health-needs-nih-research-training-programs PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Policy for Science and Technology KW - Education AB - The National Institutes of Health’s role in supporting research has long been recognized as a major factor in advancing the health needs in the nation and the world. The National Research Council was charged with the responsibility of periodically assessing the National Institutes of Health’s National Research Service Awards program, thus this book is the twelfth edition in the series. While the National Research Service Awards program now supports only a fraction of the training in the biomedical, clinical, behavioral, and social sciences, it sets a high standard for the training in all doctoral programs in these fields. Also included are the training needs of oral health, nursing, and health services research. This book has been broadly constructed to take into account the rapidly evolving national and international health care needs. The past and present are analyzed and predictions with regard to future needs are presented. ER - TY - BOOK TI - Building a Diverse Work Force: Scientists and Engineers in the Office of Naval Research SN - DO - 10.17226/5837 PY - 1997 UR - https://nap.nationalacademies.org/catalog/5837/building-a-diverse-work-force-scientists-and-engineers-in-the PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues KW - Engineering and Technology ER - TY - BOOK AU - National Research Council TI - Funding Biomedical Research Programs: Contributions of the Markey Trust SN - DO - 10.17226/11627 PY - 2006 UR - https://nap.nationalacademies.org/catalog/11627/funding-biomedical-research-programs-contributions-of-the-markey-trust PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - During an interval of 15 years, the Lucille P. Markey Charitable Trust spent over $500 million on four programs in the basic biomedical sciences that support the education and research of graduate students, postdoctoral fellows, junior faculty, and senior researchers. The Markey Trust asked the NRC to evaluate these programs with two questions in mind: “Were these funds well spent?” and “What can others in the biomedical and philanthropic communities learn from the programs of the Markey Trust, both as an approach to funding biomedical research and as a model of philanthropy?” One of five resulting reports, this volume examines the Research Program Grants, which awarded $323 million to support investigators with a major commitment to the life sciences and to assist in the establishment, reorganization, or expansion of significant biomedical research centers or programs. Using information from Markey archives, materials from grant recipients, and site visits to a sample of institutional grant recipients, the authoring committee describes the impact that Markey grants made on the centers and programs funded by these grants, along with the unique aspects of the Markey approach to funding that may be applicable to other funders of biomedical research programs. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - André Porter A2 - Paula Whitacre TI - Building Defense Research Capacity at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Minority-Serving Institutions: Proceedings of Three Town Halls: Proceedings of Three Town Halls SN - DO - 10.17226/27511 PY - 2024 UR - https://nap.nationalacademies.org/catalog/27511/building-defense-research-capacity-at-historically-black-colleges-and-universities-tribal-colleges-and-universities-and-minority-serving-institutions-proceedings-of-three-town-halls PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - A planning committee of the National Academies of Sciences, Engineering, and Medicine convened a series of three hybrid workshops to examine the key issues highlighted in the National Academies 2022 consensus study report, Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. As Department of Defense and other partners sought to implement the 2022 report recommendations, key questions remained to be explored, particularly related to how to seek ways of building research capacity at minority institutions (MIs) and develop true partnerships between MIs, other institutions of higher education, and federal agencies. The workshops featured commissioned research and literature reviews as well as case studies to illuminate problems, barriers, and approaches to increase research capacity at Historically Black Colleges and Universities. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Lida Beninson A2 - Joe Alper TI - Meeting Regional STEMM Workforce Needs in the Wake of COVID-19: Proceedings of a Virtual Workshop Series SN - DO - 10.17226/26049 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26049/meeting-regional-stemm-workforce-needs-in-the-wake-of-covid-19 PB - The National Academies Press CY - Washington, DC LA - English KW - Industry and Labor AB - The COVID-19 pandemic is transforming the global economy and significantly shifting workforce demand, requiring quick, adaptive responses. The pandemic has revealed the vulnerabilities of many organizations and regional economies, and it has accelerated trends that could lead to significant improvements in productivity, performance, and resilience, which will enable organizations and regions to thrive in the "next normal." To explore how communities around the United States are addressing workforce issues laid bare by the COVID-19 pandemic and how they are taking advantage of local opportunities to expand their science, technology, engineering, mathematics, and medicine (STEMM) workforces to position them for success going forward, the Board of Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine convened a series of workshops to identify immediate and near-term regional STEMM workforce needs in the wake of the COVID-19 pandemic. The workshop planning committee identified five U.S. cities and their associated metropolitan areas - Birmingham, Alabama; Boston, Massachusetts; Richmond, Virginia; Riverside, California; and Wichita, Kansas - to host workshops highlighting promising practices that communities can use to respond urgently and appropriately to their STEMM workforce needs. A sixth workshop discussed how the lessons learned during the five region-focused workshops could be applied in other communities to meet STEMM workforce needs. This proceedings of a virtual workshop series summarizes the presentations and discussions from the six public workshops that made up the virtual workshop series and highlights the key points raised during the presentations, moderated panel discussions and deliberations, and open discussions among the workshop participants. ER - TY - BOOK AU - National Research Council TI - Science Professionals: Master's Education for a Competitive World SN - DO - 10.17226/12064 PY - 2008 UR - https://nap.nationalacademies.org/catalog/12064/science-professionals-masters-education-for-a-competitive-world PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Industry and Labor AB - What are employer needs for staff trained in the natural sciences at the master's degree level? How do master's level professionals in the natural sciences contribute in the workplace? How do master's programs meet or support educational and career goals? Science Professionals: Master's Education for a Competitive World examines the answers to these and other questions regarding the role of master's education in the natural sciences. The book also focuses on student characteristics and what can be learned from efforts underway to enhance the master's in the natural sciences, particularly as a professional degree. This book is a critical tool for Congress, the federal agencies charged with carrying out the America COMPETES Act, and educational and science policy makers at the state level. Additionally, anyone with a stake in the development of professional science education (four year institutions of higher education, students, faculty, and employers) will find this book useful. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Eugene M. DeLoatch A2 - Aliecia R. McClain A2 - Leigh Miles Jackson TI - Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes SN - DO - 10.17226/26399 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26399/defense-research-capacity-at-historically-black-colleges-and-universities-and-other-minority-institutions PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend. ER - TY - BOOK AU - National Research Council TI - Workforce Needs in Veterinary Medicine SN - DO - 10.17226/13413 PY - 2013 UR - https://nap.nationalacademies.org/catalog/13413/workforce-needs-in-veterinary-medicine PB - The National Academies Press CY - Washington, DC LA - English KW - Agriculture KW - Biology and Life Sciences AB - The U.S. veterinary medical profession contributes to society in diverse ways, from developing drugs and protecting the food supply to treating companion animals and investigating animal diseases in the wild. In a study of the issues related to the veterinary medical workforce, including demographics, workforce supply, trends affecting job availability, and capacity of the educational system to fill future demands, a National Research Council committee found that the profession faces important challenges in maintaining the economic sustainability of veterinary practice and education, building its scholarly foundations, and evolving veterinary service to meet changing societal needs. Many concerns about the profession came into focus following the outbreak of West Nile fever in 1999, and the subsequent outbreaks of SARS, monkeypox, bovine spongiform encephalopathy, highly pathogenic avian influenza, H1N1 influenza, and a variety of food safety and environmental issues heightened public concerns. They also raised further questions about the directions of veterinary medicine and the capacity of public health service the profession provides both in the United States and abroad. To address some of the problems facing the veterinary profession, greater public and private support for education and research in veterinary medicine is needed. The public, policymakers, and even medical professionals are frequently unaware of how veterinary medicine fundamentally supports both animal and human health and well-being. This report seeks to broaden the public's understanding and attempts to anticipate some of the needs and measures that are essential for the profession to fulfill given its changing roles in the 21st century. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Kerry Brenner A2 - Maria Lund Dahlberg A2 - Joe Alper TI - Undergraduate and Graduate STEM Students’ Experiences During COVID-19: Proceedings of a Virtual Workshop Series SN - DO - 10.17226/26024 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26024/undergraduate-and-graduate-stem-students-experiences-during-covid-19-proceedings PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. From that moment, leaders of institutions of higher education have had to make quick decisions about how to provide high-quality educational experiences for their students while protecting the health of their students, faculty, and staff and maintaining the fiscal stability of their institutions. Institutions of higher learning took various approaches to the COVID-19 pandemic, which raised two questions: what factors informed decisions at these institutions, and what new initiatives or practices seem to be effective for students during the COVID-19 pandemic? To explore these questions and others regarding the effect of higher education’s current COVID-19 response on students in undergraduate and graduate science, technology, engineering, and mathematics programs, the National Academies of Sciences, Engineering, and Medicine held a virtual workshop consisting of four online sessions that took place between September 22 and October 6, 2020. Organized by the Board on Science Education and the Board on Higher Education and Workforce, the virtual workshops provided an opportunity for participants from a range of institutions to share strategies and lessons learned. This publication summarizes the presentation and discussion of the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Robert Floden A2 - Amy Stephens A2 - Layne Scherer TI - Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace SN - DO - 10.17226/25603 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development. ER -