Preparing STEM graduates for diverse careers: Preparing faculty to be effective guides NRT TEAM MEETING MAY 3, 2016

Data HOW ARE STEM PHD HOLDERS EMPLOYED?

4-yr Educational Institutions Other Educational Institutions Private, For-Profit Private, Non-Profit Federal Government State/Local Government Self-Employed Employed doctoral scientists and engineers, by field of doctorate and sector of employment: 2013

4-yr Educational Institutions Other Educational Institutions Private, For-Profit Private, Non-Profit Federal Government State/Local Government Self- Employed

Employed doctoral scientists and engineers, by field of doctorate and primary work activity: 2013 Applied Research Basic Research Design Development Computer Applications Management, Sales, or Administration Professional Services Teaching Other Research & Development

Applied Research Basic Research Design Development Computer Applications Management, Sales, or Administration Professional Services Teaching Other Research & Development

4-yr Educational Institutions Other Educational Institutions Private, For-Profit Private, Non-Profit Federal Government State/Local Government Self- Employed Most employed doctoral scientists and engineers work outside academia Research & Development and most do not engage in Research & Development as their primary work activity.

Data source: NSF 2011, 2012 Available STEM Faculty Positions versus New STEM PhDs Cumulative PhDs awarded Cumulative faculty positions Annual faculty positions

National Reports

Are we producing too many PhDs? Does the current graduate education system adequately prepare science and engineering students for today's marketplace? Recommendations are aimed at creating a new PhD that would retain the existing strengths of the current system while substantially increasing the information available, the potential versatility of students, and the career options afforded to them by their PhD education. COSEPUP 1995

Deficiencies Identified in STEM Graduate Education ◦Graduate education is not aligned with disciplinary, workforce, societal, and student needs. ◦Graduate students are narrowly trained and lack transferrable professional skills. ◦Graduate student career mentoring is narrowly focused on academe, though the majority of graduate degree recipients will pursue and have non-academic careers.

Questions to Address 1.Preparing STEM graduates for diverse careers: a.How do students become familiar or knowledgeable of the “diverse careers” available in their field? How do they find out what transferrable skills make them competitive for those careers? b.What are the transferrable skills that are needed to prepare students for a multitude of career paths? 2.Preparing faculty to be effective guides: a.How do we train faculty to be knowledgeable of the career trajectories available to STEM graduates? b.How do we give faculty first-hand experience working with/in non-academic sectors? 3.Balancing existing strengths while increasing professional training a.How do we balance ”outcomes” (papers, funding, etc) that tend to drive or define academic success with the “needs” to train students for industry, policy, not-for-profits, government? b.How do we develop industry-academy partnerships that are “win-win?” c.How do we integrate diverse career path options into existing graduate education infrastructure while reducing time to graduation? d.Externships (short-term, shadowing) and internships (longer term) versus : Which option is more effective/feasible for integration into existing graduate education infrastructure? What is the best timing for internships/externships?