Pan-Organizational Summit on the U.S. Science and Engineering Workforce Meeting Summary (2003) / Chapter Skim
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Position Paper on the U.S. Science & Engineering Workforce
Position Paper on the U.S. Science & Engineering Workforce
Pages 18-22
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From page 18... ...
AAAS seeks to "advance science and innovation throughout the world for the benefits of all people." To fulfill this mission, the AAAS Board has set the following broad goals: Foster communication among scientists, engineers, and the public · Enhance international cooperation in science and its applications · Promote the responsible conduct and use of science and technology · Foster education in science and technology for everyone · Enhance the science and technology workforce and infrastructure · Increase public understanding and appreciation of science and technology · Strengthen support for the science and technology enterprise Although stated as a separate goal, building and maintaining a strong U.S. science and engineering (SHE)
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From page 19... ...
Strategies include involving experts and stakeholders in the development of tools that guide educational policies, programs, and practices; development of S&E career resources; and evaluation and research on S&E human resources development. LESSONS LEARNED From studies and policy forums with scientists, educators, policymakers, and students, AAAS staff members have identified factors, along the educational and career continuum, that facilitate or limit progression in S&E.
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From page 20... ...
· High school SMT teaching that often lacks rigor and mentoring toward S&E careers · College and university SMT teaching that often does not take into account the learning styles of students, as well as a lack of faculty mentoring toward S&E doctoral careers · Community college SMT curricula that may not be aligned with curricula in bachelor of science degree-granting institutions · Undergraduate SMT curricula that may not have the depth and breadth to prepare students for success in S&E doctoral programs · College and university departmental policies, practices, and cultures that may slow degree completion or affect the retention of all students (especially underrepresented groups) in S&E, particularly for those in pursuit of doctorate degrees and participation in the professoriate (George, Yolanda, et al., 2001)
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From page 21... ...
Specifically, AAAS urges policymakers, government agencies, businesses, educational institutions, labor unions, and professional societies to work collaboratively to support the following: · An increase in attention, resources, and accountability related to S&E career development in existing SMT educational reform programs. Many initiatives are already in place to bring about structural reforms in educational institutions that prepare and train the S&E workforce, including reforms related to pre-college, undergraduate, and graduate education, as well as postdoc training and the professoriate.
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From page 22... ...
Does the educational debt burden of science and engineering doctorates differ by race/ethnicity and sex? National Science Foundation.
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