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DOE OSTI2021

Policies and Practices to Improve the Chemistry Graduate Student Experience: Implications of the ACS Survey of Graduate Students

STEM graduate education is vitally important in producing the talent needed to fuel our economy and provide solutions for the challenges we face in emerging diseases and climate change. Yet recent research indicates that women and students who identify as members of minority groups traditionally underrepresented in STEM face extraordinary challenges in their graduate careers. This commentary describes ways in which chemistry graduate education could become more supportive and inclusive through changes by graduate students, faculty, departments, funding agencies, and professional organizations. As a result the scientific workforce could utilize the full range of available talent and become more productive.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

NASA NTRS1983

NASA LeRC/Akron University Graduate Cooperative Fellowship Program and Graduate Student Researchers Program

On June 1, 1980, the University of Akron and the NASA Lewis Research Center (LERC) established a Graduate Cooperative Fellowship Program in the specialized areas of Engine Structural Analysis and Dynamics, Computational Mechanics, Mechanics of Composite Materials, and Structural Optimization, in order to promote and develop requisite technologies in these areas of engine technology. The objectives of this program are consistent with those of the NASA Engine Structure Program in which graduate students of the University of Akron participate by conducting research at Lewis. This report is the second on this grant and summarizes the second and third year research effort, which includes the participation of five graduate students where each student selects one of the above areas as his special field of interest. Each student is required to spend 30 percent of his educational training time at the NASA Lewis Research Center and the balance at the University of Akron. His course work is judiciously selected and tailored to prepare him for research work in his field of interest. A research topic is selected for each student while in residence at the NASA Lewis Research Center, which is also approved by the faculty of the University of Akron as his thesis topic for a Master's and/or a Ph.D. degree.

Fertis, D. G.↗

NASA NTRS1981

NASA LeRC/Akron University Graduate Cooperative Fellowship Program and Graduate Student Researchers Program

The requisite methodology to solve linear and nonlinear problems associated with the static and dynamic analysis of rotating machinery, their static and dynamic behavior, and the interaction between the rotating and nonrotating parts of an engine is developed. Linear and nonlinear structural engine problems are investigated by developing solution strategies and interactive computational methods whereby the man and computer can communicate directly in making analysis decisions. Representative examples include modifying structural models, changing material, parameters, selecting analysis options and coupling with interactive graphical display for pre- and postprocessing capability.

Fertis, D. G.↗

NASA NTRS1992

The 1993/1994 NASA Graduate Student Researchers Program

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

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NASA NTRS1994

The 1995 NASA guide to graduate support

The future of the United States is in the classrooms of America and tomorrow's scientific and technological capabilities are derived from today's investments in research. In 1980, NASA initiated the Graduate Student Researchers Program (GSRP) to cultivate additional research ties to the academic community and to support promising students pursuing advanced degrees in science and engineering. Since then, approximately 1300 students have completed the program's requirements. In 1987, the program was expanded to include the Underrepresented Minority and Disabled Focus (UMDF) Component. This program was designed to increase participation of underrepresented groups in graduate study and research and, ultimately, in space science and aerospace technology careers. Approximately 270 minority students have completed the program's requirements while making significant contributions to the nation's aerospace efforts. Continuing to expand fellowship opportunities, NASA announced the Graduate Student Fellowships in Global Change Research in 1990. Designed to support the rapid growth in the study of earth as a system, more than 250 fellowships have been awarded. And, in 1992, NASA announced opportunities in the multiagency High Performance Computing and Communications (HPCC) Program designed to accelerate the development and application of massively parallel processing. Approximately five new fellowships will be awarded yearly. This booklet will guide you in your efforts to participate in programs for graduate student support.

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DOE OSTI2021

The Chemistry Graduate Student Experience: Findings from an ACS Survey

Graduate training is a key element in producing a scientific workforce that reflects the nation’s diversity. This paper examines data from a 2013 American Chemical Society (ACS) survey of 2,544 chemistry masters and doctoral students and reveals barriers to reaching this goal. Multivariate statistical analyses indicate that women reported significantly less supportive relationships with advisors. Women were less likely to plan to finish their degrees, and for PhD students, the discrepancy was larger for students at the start of their graduate program. Women were also less likely to pursue the next level of training, and the gender difference related to postdoctoral plans was greater for those who identified with a racial-ethnic group traditionally underrepresented in chemistry (underrepresented minority, URM). URM students who were beyond the first year of their graduate program reported significantly less supportive relationships with peers. They were also less likely to have funding sufficient to meet their needs and more often used personal resources including loans. Despite these difficulties, URM students were more likely to definitely plan to finish their degrees, and men who identified as URM were more likely to plan to pursue postdoctoral work. Independent of gender and identification as URMs, students in more highly ranked schools reported less advisor support. Extensive open-ended comments indicated that large proportions of the students desired more attention and meaningful feedback from advisors and changes within their programs to promote support for students and advisor accountability. Suggestions for future research are given, and a companion commentary discusses needed directions for change.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗

NASA NTRS1986

Graduate engineering research participation in aeronautics

The Aeronautics Graduate Research Program commenced in 1971, with the primary goal of engaging students who qualified for regular admission to the Graduate School of Engineering at Old Dominion University in a graduate engineering research and study program in collaboration with NASA Langley Research Center, Hampton, Virginia. The format and purposes of this program are discussed. Student selection and program statistics are summarized. Abstracts are presented in the folowing areas: aircraft design, aerodynamics, lift/drag characteristics; avionics; fluid mechanics; solid mechanics; instrumentation and measurement techniques; thermophysical properties experiments; large space structures; earth orbital dynamics; and environmental engineering.

Roberts, A. S., Jr.↗

NASA NTRS1998

NASA Graduate Student Researchers Program Ronald E. McNair PhD Program

The NASA Ronald E. McNair PHD Program was funded in September 1995. Implementation began during the spring of 1996. The deferment of the actual program initial semester enabled the program to continue support through the fall semester of 1998. This was accomplished by a no-cost extension from August 15, 1998 through December 31, 1998. There were 12 fellows supported by the program in 1996, 15 fellows in 1997, and 15 fellows 1998. Current program capacity is 15 fellows per funding support. Support for the academic outreach component began in spring 1998. The program was named the "Good Enough" Crew Activity (GECA) in honor of Dr. McNair's philosophy of everyone being good enough to achieve anything they want bad enough. The program currently enrolls 65 students from the third through the eight grades. The program is held 12 Saturdays per semester. The time is 9:00 AM to 12:30 PM each Saturday Morning. Program direction and facilitation is jointly administered with the PHD fellows and the Saturday Academy staff. Dr. John Kelly, REM-PHD Principal Investigator serves in a program oversight and leadership capacity. Ms. Sunnie Howard, The NASA REM-PHD Administrative Coordinator serves in an administrative and logistical capacity. Mr. Aaron Hatch, the NASA-AMES Liaison Officer, serve@'in a consultative and curriculum review capacity. The first recognition activity will be held on December 12, 1998, with the students, parents, faculty, PHD fellows, and other local student support services persons. Program outreach efforts are jointly supported by the NASA REM-PHD Program and the National Space Grant College and Fellowship Program. The Ph.D. program reached its first milestone in May 1998. North Carolina A&T State University graduated the first Ph.D. fellows. The first three Ph.D. Alumni were Ronald E. McNair PHD Program Fellows. It is hoped that this is just the beginning of a highly acclaimed doctoral program. The ultimate program success will be recognized when the program begins to graduate 15 fellows per year. The Ph.D. Program is only three and a half years old and the expectations of graduating PH.D's in that timeframe, is a phenomenal accomplishment for any program in the country. Since inception of the NASA REM-PHD program, tuitions and fees have increased. Stipend support was increased to offer the Ph.D. program on a competitive basis. These increases will place allocation restraints on r_ the current level of funding. These issues are being addressed in the proposal and will bear their own merit.

Howard, Sunnie↗

NASA NTRS2005

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. 1

communications↗

DOE OSTI2020

Panel Session 37: The Wants and Needs of Graduating Students and New Engineers: Are Companies Even Listening? (R8.1)

This panel focused on new hires, graduating scientists and engineers having open lines of communication with employers. Considering the projected shortfalls in the workforce, effective communication of wants-and-needs of both the employer and employee must exist. Do these needs differ between industries and/or generations? Currently, it seems that both sides must work harder to achieve this level of communication. With this new approach, both sides can express their wants and needs for a more satisfied workforce and a better work environment. Panelists with presentations: The Future of Work: What Employers Seek From Recent Graduates (Melody Bell); Graduating Students and New Engineers - Wants and Needs - Are Companies Even Listening? (Joseph Aylor); Industry and Education: Bridging the Gap (Arthur Baranovskiy)

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2020

Workforce Development Survey Results: Industry, Government Laboratories, Academia, and Recent Graduates

Herein, we describe the results of the survey from the TMS Education committee. The committee designated a subcommittee on Workforce Development to survey professionals in industry/government laboratories (I/G), academia (A), and recent graduates (RG) to gain insights into the alignment of materials science curricula with workforce needs. The survey project began with a charter to explore any disconnects that might exist between university materials curriculum and workforce knowledge, skill, and ability needs for MSE-related careers, and also highlight critical areas of excellence that should be preserved. Focused surveys for each category were developed and received over 150 responses, including 83 responses from industry/government, 40 responses from recent graduates, 29 responses from academia.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2021

The Geography of Employment Outcomes for Radiation Oncology Graduates in 2019

The geographic distribution of practicing radiation oncologists is of concern for multiple stakeholders within the field. Employment outcomes of graduating residents can affect that distribution, and they are of major concern to current residents. Data investigating employment outcomes of recent graduates are sparse. We aimed to analyze the employment outcomes of the radiation oncology residency class of 2019.

62 RADIOLOGY AND NUCLEAR MEDICINE↗

DOE OSTI2021

A convergence research perspective on graduate education for sustainable urban systems science

Sustainable urban systems (SUS) science is a new science integrating work across established and emerging disciplines, using diverse methods, and addressing issues at local, regional, national, and global scales. Advancing SUS requires the next generation of scholars and practitioners to excel at synthesis across disciplines and possess the skills to innovate in the realms of research, policy, and stakeholder engagement. Here, we outline key tenets of graduate education in SUS, informed by historical and global perspectives. The sketch is an invitation to discuss how graduates in SUS should be trained to engage with the challenges and opportunities presented by continuing urbanization.

99 GENERAL AND MISCELLANEOUS↗

DOE OSTI2021

The Early Years and Evolution of the DOE Computational Science Graduate Fellowship Program

The U.S. Department of Energy Computational Graduate Fellowship Program, celebrating 30 years of existence in 2021, is one of the most successful graduate fellowships in the world as well as one of the longest running programs in the U.S. Department of Energy. Furthermore, this article discusses the conception, early years and evolution of the fellowship over the past thirty years.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2026

Graduate Traineeships in Accelerator Engineering and Physics

This final report summarizes the Norfolk State University portion of the project Graduate Traineeships in Accelerator Engineering and Physics. In the funded proposal, Norfolk State University participated as a collaborating institution in a broader multi-institution traineeship effort designed to prepare graduate students for work in accelerator engineering and physics, including students from Old Dominion University, Norfolk State University, and Hampton University.

43 PARTICLE ACCELERATORS↗

NASA NTRS1985

NASA Lewis Research Center/University Graduate Research Program on Engine Structures

NASA Lewis Research Center established a graduate research program in support of the Engine Structures Research activities. This graduate research program focuses mainly on structural and dynamics analyses, computational mechanics, mechanics of composites and structural optimization. The broad objectives of the program, the specific program, the participating universities and the program status are briefly described.

Chamis, C. C.↗

NASA NTRS1985

NASA Lewis Research Center/university graduate research program on engine structures

Chamis, C. C.↗

NASA NTRS1991

The 1991/92 graduate student researchers program, including the underrepresented minority focus component

The Graduate Student Research Program (GSRP) was expanded in 1987 to include the Underrepresented Minority Focus Component (UMFC). This program was designed to increase minority participation in graduate study and research, and ultimately, in space science and aerospace technology careers. This booklet presents the areas of research activities at NASA facilities for the GSRP and summarizes and presents the objectives of the UMFC.

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