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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century?." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

that postdoctoral scholars (those who had completed doctorates but who had not yet obtained long-term research positions) comprised 43% of the first authors on the research articles it published in 1999.14 However, as funding processes have become more conservative and as money becomes tighter, it has become more difficult for junior researchers to find support for new or independent research. In 2002, the median age at which investigators received a first NIH grant was 42 years, up from about 35 years in 1981.15 At NSF, the percentage of first-time applicants who received grant funding fell from 25% in 2000 to 17% in 2004.16

There is a wide divergence among fields in the use of postdoctoral researchers and in the percentages heading toward industry rather than academe. Recent trends suggest that more students are opting for postgraduate study and that the duration of postdoctoral appointments is increasing, particularly in the life sciences.17 But new researchers face challenges across a range of fields.

The problem is particularly acute in the biomedical sciences. In 1980, investigators under the age of 40 received more than half of the competitive research awards; by 2003, fewer than 17% of those awards went to researchers under 40.18 Both the percentage and the number of awards made to new investigators—regardless of age—have declined for several years; new investigators received fewer than 4% of NIH research awards in 2002.19 One conclusion is that academic biomedical researchers are spending long periods at the beginning of their careers unable to set their own research directions or establish their independence. New investigators thus have diminished freedom to risk the pursuit of independent research, and they continue instead with their postdoctoral work or with otherwise conservative research projects.20

Postdoctoral salaries are relatively low,21 although several federal programs support early-career researchers in tenure-track or equivalent posi-

14

G. Vogel. “A Day in the Life of a Topflight Lab.” Science 285(1999):1531-1532.

15

National Research Council. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. Washington, DC: The National Academies Press, 2005. P. 37.

16

National Science Board, March 2005.

17

National Research Council. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. Washington, DC: The National Academies Press, 2005. P. 43.

18

Ibid., p. 43.

19

Ibid., p. 1.

20

Ibid., p. 1.

21

A Sigma Xi survey found that the median postdoctoral salary was $38,000—below that of all bachelor’s degree recipients ($45,000). See G. Davis. “Doctors Without Orders.” American Scientist 93(3, Supplement)(May–June 2005).

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144
Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)