Skill set development of doctoral and post-doctoral graduates in life sciences

Area of Science:

• * Science, Technology, Engineering, and Mathematics (STEM) education.
• * Life sciences and agricultural research.
• * Graduate and post-doctoral training programs.

Background:

• * Doctoral and post-doctoral programs are vital for generating knowledge crucial to economic and societal well-being.
• * U.S. research universities are models for generating new knowledge, particularly in life sciences.
• * Current programs must evolve to foster innovation, collaboration, and adaptability.

Purpose of the Study:

• * To emphasize the need for innovative, collaborative, and resourceful doctoral and post-doctoral training.
• * To equip students with skills to address complex, interdisciplinary societal problems.
• * To ensure graduates are competitive in a global economic system.

Main Methods:

• * Analysis of the role of U.S. research universities in knowledge generation.
• * Examination of the skills required for 21st-century scientists and professionals.
• * Identification of opportunities within existing training programs for skill development.

Main Results:

• * Existing programs must be enhanced to foster interdisciplinary problem-solving.
• * Graduates require skills beyond research and teaching, including teamwork, leadership, and management.
• * Opportunities for developing essential skills are available through supervisors and campus workshops.

Conclusions:

• * Doctoral and post-doctoral training must evolve to prepare scientists for global competitiveness.
• * Training programs should empower students with diverse skills for academic and non-academic careers.
• * Redefining the mission of land grant institutions may be necessary to meet future demands.