Science Professionals Master's Education for a Competitive World (2008) / Chapter Skim
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, and the National Defense Education Act of 1958, each reflecting the needs of its times, spurred social, economic, and technological change through undergraduate and graduate education. There is growing consensus that we are again at one of those moments when we need bold actions.
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to create a new program of grants to four-year institutions that will provide for the creation or expansion of PSM programs. Through this authorization, Congress acknowledged the role in our economy and government at this point in history of the professional who possesses a balanced breadth and depth of scientific knowledge and practical workplace skills for the productive and innova While the MBS and PSM degree programs represent different institutional approaches to effecting change in professional science master's education (see Boxes 2-3 and 2-4 in Chapter 2)
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Rather, faculty develop them to serve the needs of students who require a different graduate experience for the workplace: banks, insurance and financial companies, and large firms who hire graduates of PSM programs in financial and industrial mathematics; a maturing biotechnology industry with a growing need for middle managers who have both advanced scientific knowledge and broader business skills; services corporations like IBM that require employees with depth in science and breadth in business and customer skills; and government employers (particularly in the military, intelligence, and homeland security agencies) that have an increasing need for science- and technology-savvy staff, particularly those with an interdisciplinary background.
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2. Higher education institutions are responding to the increased need for professionals who bring both scientific knowledge and professional skills to the workplace by developing professional science master's programs in the natural sciences that provide: • Advanced education in the sciences; • Opportunities for more interdisciplinary training, often in informatics, computation, or engineering, than a typical science degree; • Hands-on experiential learning through internships and team projects; • Professional skills and experience in communication, teamwork, project management, business administration, innovation and commercialization, legal and regulatory issues, ethics, and/or the international environment; and • Strong links with employers in industry, government, and nonprofits through external advisory boards, curriculum development, internships/co-ops, mentoring, sponsored team projects, and employment.
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Yet stakeholders -- notably the federal government, state governments, philanthropic institutions, national associations, higher education institutions, employers, and students -- must undertake additional steps in order to secure the long-run success of our nation's efforts to address this important workforce need.
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PSM programs will provide students with deeper, often interdisciplinary, scientific knowledge and must include opportunities for the development of professional skills and practice The major federal science agencies are those that have the largest shares of federal research and development spending and together comprise more than 90 percent of such spending. These include, in addition to the NSF, the Departments of Defense, Energy, Health and Human Services (National Institutes of Health)
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The use of external employer advisory councils will provide substantive, real-time input for framing of new science master's programs and practical assistance with curriculum development, mentoring, marketing, employers ponsored projects, internships, hiring for graduates, and financial support. Institutions should also provide outreach to students, informing undergraduate students and potential graduate students of the PSM degree opportunity.
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