ScienceWeek

SCIENCE POLICY: ON THE EDUCATION OF FUTURE SCIENTISTS

The following points are made by N.S. Sung et al (Science 2003 301:1485):

1) The most exciting science in the 21st century is likely to evolve among, not within, traditional disciplines. Physical scientists, mathematicians, and engineers, concerned with understanding and designing complex systems, can offer invaluable viewpoints and approaches to biologists. Conversely, biological systems provide new challenges for mathematics and physics, and they catalyze technology development in engineering and computer science. Yet the education of scientists has historically been constrained by disciplines, paralleling patterns of science funding.

2) Lately, most research universities have softened disciplinary boundaries by creating multidepartmental graduate programs in biomedical science. Authentic interdisciplinary programs that reach beyond the biomedical sciences are still rare, however, and they present new challenges. When physical science and mathematics departments recruit bright students to serve as teaching or research assistants, they are not always eager to relinquish them to courses and laboratories in biomedical departments. Furthermore, there is strong economic pressure for graduate students to complete coursework quickly and to move into a laboratory, where, typically, they work on a specific project funded by a mentor's research grants. The need to produce results to ensure renewal of these grants constrains the trainees' freedom to take courses in other departments or to explore novel questions in the laboratory. Young, pretenure faculty may not receive credit for developing or teaching innovative interdisciplinary courses, or permission to substitute such teaching efforts for standard ones. Training funds that reward cooperation across traditional academic boundaries can provide freedom and incentive.

3) The cultural barriers are at least as great as the institutional barriers. A scientific language, approach, and training style are passed from mentor to student within disciplines, like a tribal culture. By the time a PhD is earned, formerly undifferentiated students may have lost the plasticity to develop a deep appreciation of the insights and approaches of other disciplines.

4) Bright young scientists will gravitate toward the rich scientific opportunities at disciplinary boundaries, but must cross current institutional and cultural barriers that are neither trivial nor intransigent. Providing scientific trainees with effective preparation to capitalize on these opportunities will depend on the adaptability of their mentors, their institutions, and the funding agencies that support their education and research.

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