Richard W. Linton Dean in Residence National Science Foundation Council of Graduate Schools

1. Advancing the Federal-University Partnership in STEM Graduate Education and Workforce Development:A Dialogue with the NSF Dean in Residence Richard W. Linton Dean in Residence National Science Foundation Council of Graduate Schools rlinton@nsf.gov Federal Demonstration Partnership Faculty Committee Lunch Forum January 28, 2013 Washington, D.C.

2. Outline of Presentation • Role of the NSF/CGS Dean in Residence • Challenges facing graduate education • NSF ‘s support of STEM graduate education • National efforts to transform graduate education • Dialogue on prospective engagement of FDP

3. I. Role of the NSF/CGS Dean in Residence • Rotating position funded by NSF grant • Housed within the Division of Graduate Education • Works in association with both NSF and the Council of Graduate Schools (CGS) • Serves as a resource to advance STEM graduate education nationally • Promotes collaborative engagement: • Across NSF and its Directorates/Offices • Between NSF and other federal agencies • Between NSF and the graduate education community

4. II. Challenges Facing Graduate Education

5. Graduate Education in the United States • Recognized leader in graduate education globally • A cornerstone of the U.S. research and innovation enterprise • Critical to competitiveness and productivity of research universities What transformations are needed to sustain U.S. global leadership in a dynamic societal, economic, scientific and technological context?

6. Advancing Education and U.S. Competiveness: Dynamic Context Nature and health of U.S. economy Changing Workforce and Desired Skill Sets: Need for Educational Reforms Scientific advances and technological innovation Demographic shifts and societal challenges Global competition and collaboration

7. Advancing Education and U.S. Competiveness: Dynamic Context “My prediction is that the biggest domestic issue in the next four years will be how we respond to changes in technology, globalization and markets… The only decent-wage jobs will be high-skilled ones.” “The answer to that challenge will require a new level of political imagination — a combination of educational reforms and unprecedented collaboration between business, schools, universities and government to change how workers are trained and empowered to keep learning.” Source: Thomas L. Friedman, “Hope and Change: Part 2”, New York Times, Nov. 7, 2012 Structure and health of .S. economy Grand challenges facing society Global competition and collaboration

8. National Context: Challenges to Graduate Education • Research and Innovation: Sustaining U.S. competitiveness globally through professional workforce development • Jobs:Enhancing training to support diverse career pathways beyond academia and to elevate transferable skills • Demographic Changes: Advancing inclusive excellence to sustain the professional workforce • Efficiencies: Optimizing graduate enrollments and addressing attrition, completion and time-to-degree concerns • Resources: Spurring innovations in funding models and mechanisms supporting institutions and graduate students

9. III. NSF’s Support of STEM Graduate Education

10. Current NSF Investments in Graduate Students • Total NSF budget is over $7 billion across 7 directorates. • NSF currently supports 42,000 graduate students with total annual funding in excess of $1 billion. • 6-8% traineeships (IGERT) • 10-15% fellowships (GRFP) • ~80% research assistantships (RAs) • The Division of Graduate Education (DGE) has responsibility for IGERT and GRFP administration. • Research and Related Activities budgets of the Directorates support RAs.

11. NSF Graduate Fellowships and Traineeships Integrative Graduate Education and Research Traineeship (IGERT) supports education of U.S. Ph.D. scientists and engineers to deepen interdisciplinary knowledge and enhance transferable skills. Graduate Research Fellowships (GRF) support graduate study leading to research-based masters or doctoral degrees. Three years of support are provided for use within a five-year period.

12. NSF Funding Mechanisms for Graduate Students

13. NewPrograms at NSF Impacting Graduate Education • Interdisciplinary Research and Education • INSPIRE • Innovation and Entrepreneurship • I-Corps • Inclusiveness and Broadening Participation • AGEP 2.0 • International Engagement and Collaboration • SAVI,GRFP (GROW) • Intellectual Capital and Workforce Development • IGERT (CIF-21 Pilot)

14. Questions Driving NSF Priorities in STEM Education • How can the education of tomorrow’s scientists be advanced? • How can STEM students be better prepared for a wide range of career pathways? • How can the diversity of the U.S. population be reflected in the STEM workforce? What transformations of graduate education are needed?

15. IV. National Efforts to Transform Graduate Education

16. National Context: What are the Drivers for Transforming Graduate Education? • Over 60,000 doctorates are awarded by US academic institutions per year1 • More than 50% of doctorate holders work in fields outside of academia2 • Between 2010 and 2020, 2.6 million jobs are expected to require an advanced degree3 1Graduate Enrollment and Degrees: 2001-2011, Council of Graduate Schools, 2012. 2Survey of Doctorate Recipients, NSF/National Center for Science and Engineering Statistics, 2008. 3Employment Projections: 2010-2020, Bureau of Labor Statistics, 2012.

17. S&E doctoral recipients by employment sector, citizenship, and current residency: 2008

18. Developing Transferable Knowledge and Skills for the 21st Century* • Three Competency Clusters: • Cognitive Domain: cognitive processes, knowledge, creativity • Intrapersonal Domain: intellectual openness, work ethic, self-evaluation • Interpersonal Domain: teamwork, collaboration, leadership • Recommendation: • Funding agencies should support further research on relationships between 21st Century competencies and successful adult outcomes *Source: “Education for Life and Work”, J.W. Pellegrino and M.L. Hilton, eds., Committee on Defining Deeper Learning and 21st Century Skills, NRC, 2012.

19. National Graduate Education Strategy: Guidance from the Council of Graduate Schools* • Prioritize financing of graduate education • Implement doctoral traineeships in areas of national need • Provide supplemental support on research grants to promote graduate student professional development • Support Master’s programs to help meet workforce needs • Increase the proportion of Americans with graduate degrees • Retain international talent through a 21st century visa policy *Source: “Developing the Graduate Talent We Need”, CGS Message to the New Administration and Congressional Leaders, November, 2012.

20. National Context: Recent Reports and Recommendations

21. National Context: Recent Reports and Recommendations

22. National Context: Recent Reports and Recommendations

23. National Context: Studies and Recommendations (cont’d) Graduate Education Modernization (GEM) Working Group • Responsive to reports by CGS, NIH, NRC, PCAST, ACS • Convened by the Office of Science and Technology Policy • Strives to advances U.S. competitiveness in STEM fields • Promotes multi-agency efforts supporting professional development of STEM doctoral students and preparation for diverse careers, including those outside academia

24. Graduate Education Modernization (GEM) Desired Outcomes • Academic institutions will prepare graduate students with diverse skills needed for the full range of professional STEM career paths, without compromising the research enterprise. • Federal agencies will provide incentives for increased educational opportunities for graduate students: • Program, funding, and policy modifications • Improved evaluation strategies to measure outcomes • Harmonization across federal agencies where appropriate

25. Graduate Education Modernization- NIH Response NIH Implementation Plan (December 6, 2012) • New “trans-NIH” grant program established to seek innovations in graduate training (25 awards expected) • Individual development plans required for all trainees supported by NIH • A comprehensive tracking system for trainees will be developed to assess career outcomes • Institutions will establish expected durations for completion of doctoral study • NIH will create a unit providing a unified source of data and information on the biomedical workforce

26. Graduate Education Modernization- What is the NSF Role? 2012-2013 NSF Year of Dialogue on Graduate Education: • Internal and external forums on graduate education related to NSF’s portfolio and prospective role • Framework informing future NSF investments and priorities • Convergence of views (NSF leadership and graduate deans) on key needs for graduate education, e.g.: • Enhance professional development and training of graduate students • Address faculty and institutional capacities to elevate graduate training • Examine graduate student funding models and mechanisms • Stimulate R&D related to effective practices • Advance data and information on career pathways and outcomes

27. V. Prospective Engagement of the Federal Demonstration Partnership: Faculty Committee Perspectives

28. Prospective Directions in the NSF Portfolio- Connections to FDP Initiatives or Demonstration Projects? • Workforce: How can NSF catalyze educational reforms that balance disciplinary depth, research skills, interdisciplinarity, global competencies, and professional development to meet workforce needs? • Funding: How can NSF enhance and harmonize goals, policies and practices surrounding funding mechanisms for graduate students? • Faculty: How can workload demands and professional development opportunities for faculty be managed to enhance graduate training? • Mentoring:How can the recent NSF post-doctoral mentoring plan requirement inform a graduate student mentoring plan requirement? • Education R&D:How can knowledge and practices be advanced to improve graduate education, including development, implementation, dissemination, assessment, and scale-up of effective practices? • Outcomes: How can the value and impact of NSF programs be assessed and related to career outcomes and broadening participation?

29. Discussion with FDP Faculty Committee