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101 0 $aeng
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200 00$aEnhancing the postdoctoral experience for scientists and engineers $ea guide for postdoctoral scholars, advisers, institutions, funding organizations, and disciplinary societies /$fCommittee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, Institute of Medicine
205   $a1st ed.
210   $aWashington, D.C. ;$a[Great Britain] $cNational Academy Press$dc2000
215   $a1 online resource (212 p.)
300   $aDescription based upon print version of record.
311 08$a9780309069960 
311 08$a0309069963 
320   $aIncludes bibliographical references.
327   $a""Cover""; ""Front Matter""; ""Preface""; ""Acknowledgements""; ""A Note on Using This Guide""; ""Contents""; ""Figures, Tables, and Boxes""; ""Executive Summary""; ""1 Postdoctoral Scholars in US Institutions""; ""2 Features of the Postdoctoral Population""; ""3 Rights, Opportunities, and Responsibilities of the Postdoc""; ""4 The Postdoc and the Adviser""; ""5 The Postdoc and the Institution""; ""6 The Postdoc and the Funding Organization""; ""7 The Postdoc and the Disciplinary Societies""; ""8 Principles, Action Points, and Recommendations for Enhancing the Postdoctoral Experience""
327   $a""Bibliography""""Appendixes""; ""Appendix A Committee on Science, Engineering, and Public Policy: Member and Staff Biographical Information""; ""Appendix B Analysis of Quantitative Data on Postdocs""; ""Appendix C Results of Survey of Organizations with Postdoctoral Scholars""; ""Appendix D Summary of Workshop on Enhancing the Postdoctoral Experience""; ""Appendix E Summary of Results from Institutional Focus Groups""
330   $aThe concept of postdoctoral training came to science and engineering about a century ago. Since the 1960s, the performance of research in the United States has increasingly relied on these recent PhDs who work on a full-time, but on a temporary basis, to gain additional research experience in preparation for a professional research career. Such experiences are increasingly seen as central to careers in research, but for many, the postdoctoral experience falls short of expectations. Some postdocs indicate that they have not received the recognition, standing or compensation that is commensurate with their experience and skills. Is this the case? If so, how can the postdoctoral experience be enhanced for the over 40,000 individuals who hold these positions at university, government, and industry laboratories? This new book offers its assessment of the postdoctoral experience and provides principles, action points, and recommendations for enhancing that experience.
606   $aScience$xStudy and teaching (Graduate)$zUnited States
606   $aEngineering$xStudy and teaching (Graduate)$zUnited States
606   $aGraduate students in science$zUnited States
606   $aGraduate students in engineering$zUnited States
615  0$aScience$xStudy and teaching (Graduate)
615  0$aEngineering$xStudy and teaching (Graduate)
615  0$aGraduate students in science
615  0$aGraduate students in engineering
676   $a507.1173
712 02$aNational Academy of Engineering Staff
712 02$aNational Academy of Sciences Staff
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910957317803321
996   $aEnhancing the postdoctoral experience for scientists and engineers$94356812
997   $aUNINA