Educating Mathematical Scientists Doctoral Study and the Postdoctoral Experience in the United States (1992) / Chapter Skim
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8 TOWARD MORE SUCCESSFUL PROGRAMS
8 TOWARD MORE SUCCESSFUL PROGRAMS
Pages 47-51
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From page 47... ...
A focused and realistic mission, a positive learning environment, and relevant professional development are the ingredients that create success. The best undergraduate students with strong mathematical backgrounds can choose to continue their studies in the mnthem?
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From page 48... ...
system of doctoral and postdoctoral education was created by the combined efforts of the faculty, departmental management, collegiate administrators, and the federal agencies with influence by students and, to some extent, by society. The efforts of these groups have been fundamental not only in creating standard-model programs but also in creating specialized programs.
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From page 49... ...
FEDERAL AGENCIES Research support from federal agencies has been one of the foundations of the success of the mathematical sciences in the United States. In the past, this research support has usually been given without an assessment of its effects on doctoral and postdoctoral education.
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From page 50... ...
in order to provide a larger fraction of new PhDs with an opportunity for a postdoctoral fellowship, restrictions on new PhDs being supported for more than two years by postdoctoral fellowships, whether funded by federal agencies or universities, might be useful. The benefit that new PhDs receive from being postdoctoral associates at research universities is important enough that a larger fraction of new PhDs should have the experience.
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From page 51... ...
The departments at research universities have a special responsibility to raise the level and increase the knowledge of talented but underprepared entering American doctoral students. Federal agencies should continue their programs and also increase their awareness of the impact of their programs on the doctoral and postdoctoral system.
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