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ENHANCING THE POSTDOCTORAL EXPERIENCE FOR SCIENTISTS AND ENGINEERS
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The Committee on Science, Engineering, and Public Policy (COSEPUP) has, for some time, been concerned with the many issues that surround the education and training of scientists and engineers in the United States. Its 1993 report, Science, Technology, and the Federal Government: National Goals for a New Era, emphasized the importance of human resources to the research enter- prise. A second report, Reshaping the Graduate Education of Scientists and Engineers (1995), urged institutions to offer graduate students expanded educa- tional experiences so that they would be better equipped to choose from among the broad range of careers now open to scientists and engineers. This report led to the development of one guide for students, Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond (1996), and another for their mentors, Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering (1997). In the course of its work on these reports and guides, COSEPUP became increasingly aware of the need to also address the experiences of those who undertake additional research training after completing their doctoral degrees—the postdoctoral scholars, or postdocs. The present report is the result of the committee’s intensive study of the postdoctoral experience. It is concerned largely with the personal and institutional settings of that experience. The core of a postdoc’s world, the research effort that is at the center of the hugely successful US scientific and engineering research enterprise, is of course of primary importance, but it is not the subject of this guide.
National Academy of Sciences, National Academy of Engineering, Institute of Medicine - Organizational Body
978-0-309-38628-9
NONE
Information Technology
English
1-211
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