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Graduate STEM Education for the 21st Century (2018) / Chapter Skim
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Appendix B: Discussion Document and Callfor Community Input
Pages 147-152

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From page 147...
... Committee on Revitalizing Graduate STEM Education for the 21st century are soliciting input into ways to structure U.S. graduate education programs to better serve the needs of diverse students, the scientific enterprise, and the Nation.1 We would appreciate your reactions to some of the input the Committee has received from various stakeholders (e.g., students, faculty, scientific societies, and funding agencies)
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From page 148...
... The National Academies charged this Committee with considering the questions of how well the current graduate education system is equipping students for current and anticipated future needs and what changes should be made to increase its effectiveness. The Committee recognizes that many elements of the existing graduate education system are working well and serve many of the needs of an array of higher education institutions, academic departments, faculty members, and other stakeholders.
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From page 149...
... This alignment framework was the product of a year-long dialogue that included 150 graduate school deans.5 Of the three defining characteristics of master's degree programs, the section on competencies describes four developmental dimensions that graduate school deans believe should be common among all or most master's degree programs: 1. Disciplinary and interdisciplinary knowledge: Master's students should develop core disciplinary knowledge and the ability to work between disciplines.
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From page 150...
... Taken together, the core educational elements would establish the STEM Ph.D. educational mission: stimulate curiosity; develop intellectual capacity to recognize, formulate, and communicate a complex problem; create multidimensional, quantitative approaches toward its solution; discover knowledge that advances understanding; and communicate the impact of the research to peers and the broader public.
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From page 151...
... are necessary to ensure that graduate STEM education is effective and relevant going forward. Given that each group operates within a different context and with its own unique set of incentives and rewards, how might those incentives be adjusted to better align the behavior of various groups to achieving the goals of 21st-century graduate education?
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From page 152...
... You may submit your feedback online at http://nas.edu/GradEdInput by September 22, 2017, or you may submit general comments via e-mail to STEMGradEd@nas.edu. The Committee on Revitalizing Graduate STEM Education for the 21st Century has received support from the following sponsors: • The Burroughs Wellcome Fund, • The Institute for Education Sciences, • The National Science Foundation, and • The Spencer Foundation.
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Key Terms

  • graduate stem
  • stem education
  • educational elements
  • revitalizing graduate
  • graduate schools

  • scientific enterprise
  • school deans
  • workforce demands
  • alignment framework
  • stem graduate

  • broader public
  • community input
  • equipping students
  • traditionally define
  • ideas received

  • preparing students
  • education leaders
  • deans believe
  • emerging interdisciplinary
  • graduate student

  • educating graduate
  • national stem
  • research careers
  • education institutions
  • institutional policies

  • program structure
  • degree independently
  • capabilities described
  • ethical character
  • enhance diversity


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