Educating Mathematical Scientists Doctoral Study and the Postdoctoral Experience in the United States (1992) / Chapter Skim
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6 POSITIVE LEARNING ENVIRONMENT
6 POSITIVE LEARNING ENVIRONMENT
Pages 32-41
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From page 32... ...
Clustering of students becomes increasingly important as the courses and research experience of the students become more specialized. Even when the student has a thesis advisor as his/her principal research mentor, the student still needs to be part of a group of students, postdoctoral associates, and faculty working in the area.
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From page 33... ...
Their major problem is that they are not provided with office space and thus have little opportunity to interact with other graduate students, especially in the evening. Committee Site Visit Report Communication with colleagues as well as about a program's requirements and procedures is also important for postdoctoral associates and junior faculty.
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From page 34... ...
The committee observed that, in some larger standard programs, a "Darwinian struggle" is characteristic of the first two years, with the faculty accepting only the survivors and the graduate students being guided only minimally in their course work and in their learning how to perform research. In such programs, many facula members do not exhibit concern about whether graduate students actually finish their degree programs.
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From page 35... ...
Committee Site Visit Report COURSE WORK AND SPECIALIZED STUDY Course work is a necessary part of an American doctoral program because most students are not adequately prepared in basic mathematical sciences to proceed directly to research when they start graduate school. Although the horizons of the mathematical sciences have been expanding over the past 50 years, many standard doctoral and postdoctoral programs have continued to focus only on traditional core subjects.
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From page 36... ...
MASTER'S DEGREE PROGRAMS Viable professional master's degree programs in pure and applied mathematics are not common in the United States. Master's degrees granted in standard doctoral programs are often considered consolation prizes for students unable to achieve a doctorate.
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From page 37... ...
Appendix C describes how professional master's degree programs could enhance doctoral programs and fulfill needs for mathematical sciences personnel in government, business, and industry. QUALIFYING EX~IINATIONS The first qualifying examination sets the tone for the rest of the predoctoral period.
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From page 38... ...
This system seems to reduce much of the anxiety usually associated with finding a thesis advisor, as the necessity to form a working relationship with a member of the faculty is built into the program at an early stage. Committee Site Visit Report RESEARCH AND T:EIESIS Mathematical sciences graduate students, like those in other science and engineering disciplines, are an integral part of the academic research enterprise.
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From page 39... ...
Committee Site Visit Report By designating a faculty member as an advisor for specialized study anal the second examination, a program can facilitate the process of matching a student with a thesis advisor. A program-sponsored forum for faculty to discuss their research interests can also help, as can opportunities for students and faculty to meet informally.
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From page 40... ...
The restricted opportunity for postdoctoral education in the United States contrasts sharply with the practice in the European mathematical community. Although European undergraduates specialize earlier than their American counterparts and hence know more mathematics when they begin graduate study, many European countries still provide an extended research apprenticeship program for new PhDs to deepen their research experience.
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From page 41... ...
Nevertheless, all doctoral/postdoctoral programs, including standard programs in core areas, can achieve a positive learning environment and can benefit from it.
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