Masters Degree In Science Education

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Masters Degree In Science Education

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Master’s Degree Requirements: Eligibility, Prerequisites & Tips

SCIENTIFIC PROFESSIONALS THINKING EDUCATION FOR A COMPETITIVE WORLD Natural Sciences Council Higher Education and Workforce Policy and Global Affairs Master’s Degree Improvement Committee

THE NATIONAL ACADEMIES PRESSâ 500 Fifth Street, N.W.â Washington, DC, 20001 NOTICE: The project referred to in this report has been approved by the board of the National Research Council, of which the Councils of the National Academies are members. Sciences, National Academy of Engineering and Institute of Medicine. The committee members responsible for the report are selected based on their specific expertise and strike an appropriate balance. This research was supported by grant no. 3/22/2005 between the National Academy of Sciences and the Alfred P. Sloan Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the organization or agency that provided support for the project. International Standard Book Number-13:â 978-0-309-11471-4 International Standard Book Number-10:â 0-309-11471-3 Library of Congress Control Numberâ 2008934107 Additional copies of this report are available from the Press of the National Academies, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (Washington metropolitan area); Internet, http://. Copyright 2008 by the National Academy of Sciences. All rights reserved.

The National Academy of Sciences is a private, non-profit, independent organization consisting of distinguished scientists engaged in scientific and engineering research, dedicated to the advancement of science and technology and their use for the public good. According to the 1863 The Academy is empowered by its charter from Congress to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is the President of the National Academy of Sciences. The National Academy of Engineering was established in 1964. under the charter of the National Academy of Sciences as a parallel organization of distinguished engineers. It is autonomous in terms of administration and membership, and is responsible, along with the National Academy of Sciences, for advising the federal government. The National Academy of Engineering also supports engineering programs designed to meet national needs, promote education and research, and recognize outstanding achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering. Institute of Medicine in 1970. was established by the National Academy of Sciences in order to use the services of leading representatives of the relevant professions in examining fundamental issues related to public health. The Institute operates under its congressional charter to the National Academy of Sciences to act as an advisor to the federal government and to identify, on its own initiative, problems in medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine. National Research Council in 1916. organized by the National Academy of Sciences to connect the broad science and technology community with the Academy’s mission to disseminate knowledge and advise the federal government. Acting in accordance with the general policies established by the Academy, the council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering, providing services to government, the public, and the scientific and engineering community. . The Council is jointly administered by both the Academy and the Institute of Medicine. Dr. Ralph J. Cicerone and Drs. Charles M. Vest is chairman and vice chairman, respectively, of the National Research Council.

Natural Sciences Graduate Studies Committee Rita R. Colwell, Chair, Canon US Life Sciences, Inc., Chair, and Emeritus Professor, University of Maryland, College Park and Johns Hopkins University Bloomberg School of Public Health David David S. Chapman, University of Utah Professor of Geology and Geophysics Jung Choi, Associate Professor of Molecular Genetics and Faculty Coordinator of the Graduate Program in Bioinformatics, Georgia Institute of Technology Daryl E. Chubin, Director of the Center for Advancement in Science and Engineering Capabilities, American Association for the Advancement of Science Mary E. Clutter, Assistant Director of Biological Sciences, National Science Foundation (retired) Paul G. Gaffney II, President, Monmouth University Lee L. Huntsman, President Emeritus, University of Washington, Professor, Department of Bioengineering, University of Washington, and Executive Director, Life Sciences Discovery Foundation Service Jonathan Kayes, Chief Learning Officer as, Central Intelligence Agency Don ald N. Langenberg Professor of Physics and Electrical Engineering (Retired), University of Maryland College Park and Chancellor Emeritus of the University of Maryland System George M. Langford, Dean of the College of Natural Sciences and Mathematics, University of Massachusetts, Amherst Henry Riggs, founder and professor emeritus of the Keck Institute for Applied Life Sciences James C. Spohrer, Almaden IBM Research Center Almaden Services Research Director Richard A. Tapia, university professor, Maxfield-Oshman Professor of Engineering, director of the Center for Competency and Equity in Education, director of graduate studies at Rice University Deputy Thomas Tritton, President, Chemical Heritage Foundation and President Emeritus of Haverford College Philip Tuchinsky, Technical Specialist, Systems Analytics Research Group, Advanced Research & Engineering Ford Motor Co. (retired) Staff Peter H. Henderson, Director of Studies Kara Murphy, Project Assistant

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Council on Higher Education and the Workforce Ronald G. Ehrenberg, Chairman Irving M. Ives Professor of Industrial and Labor Relations and Economics, Cornell University Burt Barnow, Director, Institute for Policy Studies, Johns Hopkins University Donald L. Bitzer, University Distinguished Professor of Computer Science, North Carolina State University Department Research Professor Donald Johnson, Vice President of Product and Process Technology, Grain Processing Corporation Michael Nettles, Edmund W. Gordon Chair of Evaluation and Policy Research, Educational Testing Service Debra Stewart, President, Council Staff Peter H. Henderson Graduate School Principal James Voytuk, Senior Program Officer John Sislin, Program Officer Kara Murphy, Project Assistant Rae Allen, Administrative Coordinator vi

Preface This study examines the role of graduate education in the natural sciences and whether and how graduate programs can be improved to improve our nation’s workforce and science-based industries. To carry out the research, the National Academy appointed a committee of experts responsible for examining and answering the following questions, as far as possible, based on the available data: 1. What are the employers’ needs for personnel trained in the master’s degree in natural sciences. degree level? Will they be able to find or develop the employees they need at this stage? How do employers communicate their job requirements to educational programs and how can this communication be improved? 2. How do science graduates contribute to the workplace? What employee qualities do employers look for in employees with a college degree? Do graduate professionals enter the job market with a master’s degree or do they enter with a bachelor’s degree and then get a master’s degree? 3. What is known about students who pursue and obtain master’s degrees in natural sciences? What are their educational and career goals? How does the graduate program meet or support these educational and career goals? â By natural sciences we mean physical science, biological science, geography, mathematics and computer science. vii

Viii PREFACE 4. What can be learned from efforts to reform the bachelor’s degree in science? What effective practices have been identified that can be adopted by others? 5. What can natural science graduate programs learn from each other? What can they learn from how business, public policy, public health, and engineering degree programs are designed to meet the needs of employers? 6. What inferences and conclusions can be drawn from the answers to the previous questions about appropriate goals and effective practices for undergraduate science education? 7. What recommended next steps might the committee offer to students, faculty, department chairs, university administrators, employers, federal agencies, and policymakers interested in improving graduate professional education? In carrying out this duty, the committee has determined that there is a significant employer need for graduates of professional science graduate programs, and that these graduates will make a significant contribution to our nation’s competitiveness. and safety as they work in a variety of science-based roles in industry, government, and nonprofit organizations. As a result, these reports, while addressing each chargeable issue, tend to focus more on questions about employer needs, student characteristics, and how graduates can contribute to the workplace and what they can do.

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