Atomic, Molecular, and Optical Science An Investment in the Future (1994) / Chapter Skim
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3 Education and Human Resources
3 Education and Human Resources
Pages 108-115
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From page 108... ...
Human Resources SCIENCE EDUCATION The nation's problems in science education have been described and documented in numerous reports and studies. The general level of scientific and technological literacy lags that of other developed nations and is inadequate for understanding and dealing rationally with scientific and technological issues and opportunities; precollege education and teacher preparation are in a state of disrepair; and despite universities and graduate programs that are the envy of the world, there is concern that the flow of talent into careers in science and engineering from all segments of society will be inadequate to meet future needs.
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From page 109... ...
An important investment opportunity therefore lies in upgrading the curriculum of prospective and continuing teachers to acquaint them with exciting and rapidly moving research areas as well as to provide solid training in the fundamentals. Undergraduate and Graduate Education AMO science plays an important role in the education of science and engineering students at the college and university level.
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From page 110... ...
At the graduate level the small scale of AMO science requires that students get involved in many or all aspects of an experiment from vacuum system design to data analysis and interpretation, and from laser development to computer control of equipment (Figure 3.1~. This experience provides students with a diverse array of practical skills and promotes independent thinking.
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From page 111... ...
Graduate training in AMO science, through its focus on phenomena that occur at energies characteristic of the world around us, provides students with skills and experience that have immediate application in addressing many of the problems facing the economic and technical vitality of the nation. AMO doctoral graduates play key roles in industry, government, and education and are among the professional men and women who are critically important to the future position of this nation in an increasingly competitive world.
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From page 112... ...
Thus, using the SED figure of 2,725 PhDs employed in AMO physics, the survey suggests that the number of PhD professionals actively engaged in AMO science is about 6,000 to 7,000 and does not appear to be changing rapidly. About half of these scientists work at universities and one-quarter in industry, and the remainder are employed primarily by the federal government or in government research laboratories.
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From page 113... ...
The outward flow of professionals is balanced by a comparable influx from other disciplines: the FAMOS survey shows that only about 30% of the PhDs now working in AMO science actually have degrees in AMO physics. The distribution of PhD specialties of AMO professionals responding to the FAMOS survey is shown in Figure D.2 of Appendix D and confirms the interdisciplinary nature of AMO science and the career mobility within it.
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From page 114... ...
Combining the AIP and FAMOS survey data suggests that about half of all AMO PhDs are initially employed outside AMO science. This conclusion is consistent with the AIP employment survey, which found that only 56% of PhDs in atomic and molecular physics remained in the field for their postdoctoral work.
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From page 115... ...
The historical and demographic data show that PhDs in AMO science undertake a wide range of occupations, with many working in areas enabled by AMO science, but few leaving science. AMO graduates are readily adaptable to occupational/ mobility, perhaps because the small scale of most AMO projects requires students to become intimately involved with all aspects of the project, including planning, design, execution, and data analysis and presentation.
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