Early career STEMM professionals - individuals entering graduate school or seeking postdoctoral positions - face decreasing programmatic support, resulting in smaller cohort sizes. Amid growing tension and uncertainty, critical questions have reemerged around the role of trainees within this system and their place in a rapidly changing future. This confluence of events has created a landscape which invites a comprehensive examination and fundamental rethinking of the STEMM enterprise towards clarity on priorities for reform and advancement in the future. To explore training and career development of STEMM graduate students and postdoctoral scholars, the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine convened a Summit on July 22-23, 2025. This publication summarizes the presentation and discussion of the summit.
20 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-60090-1
DOI:
https://doi.org/10.17226/29283
National Academies of Sciences, Engineering, and Medicine. 2025. Reimagining STEMM Graduate Education and Postdoctoral Career Development: Proceedings of a Summit—in Brief. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.
The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.
100 pages
·
7 x 10
·
ISBN Ebook: 0-309-09914-5
DOI:
https://doi.org/10.17226/29092
National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_in_brief
People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.
On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.
13 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-99444-6
DOI:
https://doi.org/10.17226/29177
National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_in_brief
As part of their ongoing work, the Board on Higher Education and Workforce and the Roundtable on Mentorship, Well-being, and Professional Development of the National Academies of Sciences, Engineering, and Medicine convened an in-person and online workshop on Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem on April 30, 2024, on the campus of Duke University in Durham, North Carolina. The workshop sought to highlight the roles senior leaders (e.g., presidents, provosts, and deans) play in embodying an equitable research ecosystem - sharing strategies and resources and allowing participants to develop actionable plans that integrate mentorship, well-being, and professional development for graduate and professional students and postdoctoral scholars. This publication summarizes the presentations and discussion of the workshop.
13 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-73373-1
DOI:
https://doi.org/10.17226/28908
National Academies of Sciences, Engineering, and Medicine. 2025. Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Engaging the full breadth of talent in the United States is an important component of growing and sustaining dominance in research and development (R&D) and supporting national security into the future. By 2030, one-fifth of Americans will be above age 65 and at or nearing retirement from the workforce. Estimates of race and ethnic demographic changes between 2016 and 2030 show a decrease in the non-Hispanic white population and an increase in terms of both number and share of all other demographic groups, and this trend will continue to increase. These population shifts signal a citizenry and workforce that will be increasingly diverse. For the United States to maintain its global competitiveness and protect its security interests, targeted support is needed to cultivate talent from communities throughout the nation.
The nation's more than 800 Minority-Serving Institutions (MSIs) provide an impactful and cost-effective opportunity to focus on cultivating the current and future U.S. population for careers in science, technology, engineering, and mathematics (STEM), including in fields critical to the U.S. Department of Defense (DOD). At the request of DOD, this report identifies tangible frameworks for increasing the participation of MSIs in defense-related research and development and identifies the necessary mechanisms for elevating minority serving institutions to R1 status (doctoral universities with very high research activity) on the Carnegie Classifications of Institutions of Higher Education scale.
190 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-72206-3
ISBN Ebook: 0-309-72207-1
DOI:
https://doi.org/10.17226/27838
National Academies of Sciences, Engineering, and Medicine. 2024. A Plan to Promote Defense Research at Minority-Serving Institutions. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_series
People with disabilities are the largest minority group in the United States. While nothing about science, technology, engineering, and mathematics (STEM) education, jobs, or workplaces would seem to inherently exclude people with disabilities, in practice, stigma and discrimination continue to limit opportunities for disabled people to fully contribute to and be successful in the STEM ecosystem. The planning committee for Beyond Compliance: Promoting the Success of People with Disabilities in the STEM Workforce of the National Academies of Sciences, Engineering, and Medicine, with funding from the U.S. National Science Foundation, organized a hybrid national leadership summit and virtual workshop series to address and explore issues of accessibility and inclusivity in STEM workplaces. Across the 5 days of workshops, dozens of panelists spoke about their personal and professional experiences of ableism and barriers to full participation in the STEM workforce, as well as identified positive examples of mentorship and efforts to create fully inclusive STEM spaces in education, labs, the private sector, and professional development settings.
144 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71038-3
ISBN Ebook: 0-309-71039-1
DOI:
https://doi.org/10.17226/27245
National Academies of Sciences, Engineering, and Medicine. 2024. Disrupting Ableism and Advancing STEM: Promoting the Success of People with Disabilities in the STEM Workforce: Proceedings of a Workshop Series. Washington, DC: The National Academies Press.
Import this citation to:
A planning committee of the National Academies of Sciences, Engineering, and Medicine convened a series of three hybrid workshops to examine the key issues highlighted in the National Academies 2022 consensus study report, Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. As Department of Defense and other partners sought to implement the 2022 report recommendations, key questions remained to be explored, particularly related to how to seek ways of building research capacity at minority institutions (MIs) and develop true partnerships between MIs, other institutions of higher education, and federal agencies. The workshops featured commissioned research and literature reviews as well as case studies to illuminate problems, barriers, and approaches to increase research capacity at Historically Black Colleges and Universities.
192 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-71609-8
ISBN Ebook: 0-309-71610-1
DOI:
https://doi.org/10.17226/27511
National Academies of Sciences, Engineering, and Medicine. 2024. Building Defense Research Capacity at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Minority-Serving Institutions: Proceedings of Three Town Halls. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_in_brief
There are more than 400 public and private, two- and four-year minority institutions (MIs) across every U.S. state and territory, including many in areas near Department of Defense (DoD) facilities. Many already conduct cutting-edge research in areas of high priority to the U.S. government, while others could be positioned to do so with strategic investments. With their diverse populations, MIs support students and faculty that have a wealth of knowledge and talent to support diversifying STEM research, and ultimately strengthening national security. DoD supports and recognizes the potential contributions of many MI programs, but there are significant discrepancies in the amount, duration, and type of DoD funding, as well as the research infrastructure at MIs, when compared to non-MIs.
To explore opportunities for the DoD and historically underresourced minority institutions to adapt in support of increasing the engagement of MIs in the defense research ecosystem, the National Academies convened a nine-member committee of STEM professionals across sectors and disciplines to develop a series of three town hall workshops. This proceedings-in-brief serves to highlight points made by presenters in the series.
13 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-71438-9
DOI:
https://doi.org/10.17226/27437
National Academies of Sciences, Engineering, and Medicine. 2023. Building Defense Research Capacity at U.S. Minority Institutions: Proceedings of a Workshop Series—in Brief. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Land-grant colleges and universities play a crucial role in addressing the complex challenges facing the U.S. agricultural system and global food security. Multidisciplinary collaboration involving a diversity of land-grant institutions has the potential to accelerate scientific progress on those challenges. However, historical and current funding disparities have prevented Historically Black Colleges and Universities and Tribal Colleges and Universities from being full partners in multi-institutional collaborations. This report, produced by request of the U.S. Department of Agriculture National Institute of Food and Agriculture acting on a congressional directive, examines how enhanced cooperation across the land-grant system could deepen and expand the impact of its agricultural work, which is critical to address evolving industry and environmental challenges, as well as demands from consumers.
The report concludes that many investigators are unaware of potential partners with complementary expertise across the system. The report states that adopting a culture of collaboration could improve the coordination in the land-grant system. Key report recommendations include improving systems and incentives for facilitating academic partnerships, providing dedicated support for collaboration across the land-grant system, and enhancing outreach strategies for communicating about the beneficial outcomes of collaborative research.
62 pages
·
8.5 x 11
·
paperback
ISBN Paperback: 0-309-69107-9
ISBN Ebook: 0-309-69108-7
DOI:
https://doi.org/10.17226/26640
National Academies of Sciences, Engineering, and Medicine. 2022. Enhancing Coordination and Collaboration Across the Land-Grant System. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security.
Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend.
270 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-27374-9
ISBN Ebook: 0-309-27375-7
DOI:
https://doi.org/10.17226/26399
National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press.
Import this citation to:
In November 2020, the National Academies of Sciences, Engineering, and Medicine convened a multi-day virtual symposium on imaging the future of undergraduate STEM education. Speakers and participants pondered the future and the past and shared their goals, priorities, and dreams for improving undergraduate STEM education. Expert speakers presented information about today's students and approaches to undergraduate STEM education, as well as the history of transformation in higher education. Thoughtful discussions explored ideas for the future, how student-centered learning experiences could be created, and what issues to consider to facilitate a successful transformation. This publication summarizes the presentation and discussion of the symposium.
132 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-09376-7
ISBN Ebook: 0-309-09377-5
DOI:
https://doi.org/10.17226/26314
National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
The effective use of data science - the science and technology of extracting value from data - improves, enhances, and strengthens acquisition decision-making and outcomes. Using data science to support decision making is not new to the defense acquisition community; its use by the acquisition workforce has enabled acquisition and thus defense successes for decades. Still, more consistent and expanded application of data science will continue improving acquisition outcomes, and doing so requires coordinated efforts across the defense acquisition system and its related communities and stakeholders. Central to that effort is the development, growth, and sustainment of data science capabilities across the acquisition workforce.
At the request of the Under Secretary of Defense for Acquisition and Sustainment, Empowering the Defense Acquisition Workforce to Improve Mission Outcomes Using Data Science assesses how data science can improve acquisition processes and develops a framework for training and educating the defense acquisition workforce to better exploit the application of data science. This report identifies opportunities where data science can improve acquisition processes, the relevant data science skills and capabilities necessary for the acquisition workforce, and relevant models of data science training and education.
154 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-68493-5
ISBN Ebook: 0-309-68494-3
DOI:
https://doi.org/10.17226/25979
National Academies of Sciences, Engineering, and Medicine. 2021. Empowering the Defense Acquisition Workforce to Improve Mission Outcomes Using Data Science. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_series
The COVID-19 pandemic is transforming the global economy and significantly shifting workforce demand, requiring quick, adaptive responses. The pandemic has revealed the vulnerabilities of many organizations and regional economies, and it has accelerated trends that could lead to significant improvements in productivity, performance, and resilience, which will enable organizations and regions to thrive in the "next normal." To explore how communities around the United States are addressing workforce issues laid bare by the COVID-19 pandemic and how they are taking advantage of local opportunities to expand their science, technology, engineering, mathematics, and medicine (STEMM) workforces to position them for success going forward, the Board of Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine convened a series of workshops to identify immediate and near-term regional STEMM workforce needs in the wake of the COVID-19 pandemic.
The workshop planning committee identified five U.S. cities and their associated metropolitan areas - Birmingham, Alabama; Boston, Massachusetts; Richmond, Virginia; Riverside, California; and Wichita, Kansas - to host workshops highlighting promising practices that communities can use to respond urgently and appropriately to their STEMM workforce needs. A sixth workshop discussed how the lessons learned during the five region-focused workshops could be applied in other communities to meet STEMM workforce needs.
This proceedings of a virtual workshop series summarizes the presentations and discussions from the six public workshops that made up the virtual workshop series and highlights the key points raised during the presentations, moderated panel discussions and deliberations, and open discussions among the workshop participants.
174 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-25628-3
ISBN Ebook: 0-309-25631-3
DOI:
https://doi.org/10.17226/26049
National Academies of Sciences, Engineering, and Medicine. 2021. Meeting Regional STEMM Workforce Needs in the Wake of COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_series
On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. From that moment, leaders of institutions of higher education have had to make quick decisions about how to provide high-quality educational experiences for their students while protecting the health of their students, faculty, and staff and maintaining the fiscal stability of their institutions. Institutions of higher learning took various approaches to the COVID-19 pandemic, which raised two questions: what factors informed decisions at these institutions, and what new initiatives or practices seem to be effective for students during the COVID-19 pandemic? To explore these questions and others regarding the effect of higher education's current COVID-19 response on students in undergraduate and graduate science, technology, engineering, and mathematics programs, the National Academies of Sciences, Engineering, and Medicine held a virtual workshop consisting of four online sessions that took place between September 22 and October 6, 2020. Organized by the Board on Science Education and the Board on Higher Education and Workforce, the virtual workshops provided an opportunity for participants from a range of institutions to share strategies and lessons learned. This publication summarizes the presentation and discussion of the workshop.
64 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-15091-4
DOI:
https://doi.org/10.17226/26024
National Academies of Sciences, Engineering, and Medicine. 2021. Undergraduate and Graduate STEM Students' Experiences During COVID-19: Proceedings of a Virtual Workshop Series. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing.
The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed.
Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
212 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-12412-3
ISBN Ebook: 0-309-12571-5
DOI:
https://doi.org/10.17226/26015
National Academies of Sciences, Engineering, and Medicine. 2021. Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Over the past decade there has been a growing interest in sustainability education in colleges and universities across the United States, with a marked increase in the number of undergraduate and graduate degree programs, research institutes, and centers focused on sustainability. Evidence-based core competencies for interdisciplinary sustainability programs can provide suitable guidance for curricular and program development, research, policy, communication, and pedagogical approaches at academic institutions. They can also serve as a guide for students to select academic programs and potential career options, a reference for employers to understand qualifications of graduates, and the foundation for a potential specialized accreditation for interdisciplinary sustainability programs. The growing demand for well-qualified sustainability professionals within the public, private, and nonprofit sectors also points to the value of developing core competencies.
Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels provides expert insights for strengthening the emerging discipline of sustainability in higher education in the United States. This report describes the local, national, and global landscape related to sustainability education; examines the history and current status of sustainability education programs in the United States and globally; discusses employment prospects for sustainability graduates in terms of the opportunities and the skills that employers seek; and addresses diversity, equity, and inclusion in sustainability-related education and employment.
156 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-67839-0
ISBN Ebook: 0-309-67840-4
DOI:
https://doi.org/10.17226/25821
National Academies of Sciences, Engineering, and Medicine. 2020. Strengthening Sustainability Programs and Curricula at the Undergraduate and Graduate Levels. Washington, DC: The National Academies Press.
Import this citation to:
Consensus
Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success.
Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.
222 pages
·
6 x 9
·
paperback
ISBN Paperback: 0-309-49903-8
ISBN Ebook: 0-309-49904-6
DOI:
https://doi.org/10.17226/25603
National Academies of Sciences, Engineering, and Medicine. 2020. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace. Washington, DC: The National Academies Press.
Import this citation to:
Workshop_in_brief
Faculty in science, technology, engineering, and medicine (STEM) are expected to excel in their technical work, teaching, and professional service. Their career advancement is often determined by academic peers evaluating accomplishments in these three areas. Recently, however, there is a growing concern that the evaluation of those accomplishments and traditional incentive systems are misaligned with some of the values and missions of higher education institutions, such as student learning, public engagement, and innovative research. Debates about current advancement systems also point to a body of research on the negative effects of traditional advancement criteria on the academic environment and workforce, including the influence of systemic and individual biases on the promotion and advancement of women and individuals from underrepresented populations.
To examine and potentially re-envision advancement pathways for all STEM faculty, the National Academies of Sciences, Engineering, and Medicine convened academic leaders, scientists, engineers, medical professionals, scholars, philanthropists, and representatives from higher education associations and research funding agencies in October 2019. The Convocation on Re-envisioning Promotion and Advancement for STEM Faculty: Aligning Incentives with Values addressed challenges with the current system of faculty advancement and considered changes to promotion practices. Particular emphasis was placed on aligning faculty reward pathways to institutional and departmental missions and values. This publication highlights the presentation and discussion of the convocation.
8 pages
·
8.5 x 11
·
ISBN Ebook: 0-309-67516-2
DOI:
https://doi.org/10.17226/25742
National Academies of Sciences, Engineering, and Medicine. 2020. Re-envisioning Promotion and Advancement for STEM Faculty: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
Import this citation to: