Graduate STEM Education for the 21st Century (2018) / Chapter Skim
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6 A Call for Systemic Change
6 A Call for Systemic Change
Pages 127-138
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From page 127... ...
Achieving it will require a clear commitment and changes in both policies and practices throughout the system, as well as focused actions by every stakeholder. Achieving what the committee sees as an ideal, modern graduate STEM education will require substantial cultural change throughout the system.
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From page 128... ...
These recommendations build on the current strengths of the graduate STEM enterprise, urging careful attention to core educational elements and learning objectives -- one set for the master's degree and another for the Ph.D. -- that are common across all STEM fields. However, many of the recommendations in this report are also intended to stimulate review and revision of incentive and reward policies, teaching and mentoring practices, and curricular offerings.
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From page 129... ...
Experiences where students "learn by doing," rather than simply learn by lecturing and coursework, would be the norm. • Students would be encouraged and given time, resources, and space to explore diverse career options, perhaps through courses, seminars, internships, and other kinds of real-life experiences.
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From page 130... ...
• Graduate programs would develop course offerings and other tools to en able student career exploration and to expose students to career options. Faculty advisors would encourage students to explore career options broadly and would not stigmatize those who favor careers outside of academia.
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From page 131... ...
• Federal and state agencies that support graduate education should require STEM doctoral students to create and update annually individual develop ment plans in consultation with faculty advisors to map educational goals, career exploration, and professional development.
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From page 132... ...
• Private foundations that support graduate education should require STEM doctoral students to create and to update annually individual development plans in consultation with faculty advisors to map educational goals, ca reer exploration, and professional development. INSTITUTIONS OF HIGHER EDUCATION Many colleges and universities have programs and existing commitments that align with the recommendations made in this report, but the continued excellence of the U.S.
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From page 133... ...
• Require faculty and postdoctoral researchers, who have extensive contact with graduate students, to undergo training, provided by those institutions, to learn evidence-based and inclusive teaching and mentoring practices. • Integrate professional development opportunities, including relevant course offerings and internships, into graduate curriculum design.
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From page 134... ...
• Post publicly how their programs reflect the core competencies for mas ter's and doctoral students, including the milestones and metrics they use in evaluation and assessment. • Engage in discussions with professional societies, nonprofit organizations, employers, and other stakeholders to disseminate innovative approaches and to receive feedback on how to align graduate curricula and other edu cational experiences with changes in the nature of science and engineering activity and of STEM careers.
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From page 135... ...
This list includes some substantial changes in the way some faculty regard and interact with graduate students. The committee recognizes that expecting such changes in faculty behavior will not be possible unless there are broader cultural changes in the entire graduate education system, and that these changes will not be expressed at the faculty level unless the academic incentive system is adjusted as discussed in this report.
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From page 136... ...
The professional societies have important roles to play in shaping graduate STEM education in their disciplines by developing appropriate implementation strategies and connecting students, institutions, faculty, and employers with existing resources. To support the recommendations made in this report, professional societies should • Develop comprehensive strategies that use evidence-based models and programs and include measures to evaluate outcomes to ensure a diverse, equitable, and inclusive environment.
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From page 137... ...
• National laboratories and other research organizations should develop comprehensive strategies that use evidence-based models and programs and include measures to evaluate outcomes to ensure a diverse, equitable, and inclusive environment. • Employers from all sectors, as key stakeholders in graduate STEM edu cation, should engage with graduate programs, employers, and other stakeholders to provide feedback on how to align graduate curricula and other educational experiences with changes in the nature of science and engineering activity and of STEM careers.
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From page 138... ...
• Create an individual development plan that includes the core compe tencies, as outlined in this report for master's or doctoral degrees, as a key feature of their own learning and career goals and that utilizes the resources provided by their university and relevant professional societies. Students should update these plans annually in consultation with faculty advisors to map educational goals, career exploration, and professional development.
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