DOCSLIB.ORG

Higher Education in Science and Engineering

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Higher Education in Science and Engineering National Science Board | Science & Engineering Indicators 2016 2 | 1 Chapter 2. Higher Education in Science and Engineering Table of Contents Highlights ...................................................................................................................................... 2-4 Characteristics of the U.S. Higher Education System .................................................................... 2-4 Undergraduate Education, Enrollment, and Degrees ..................................................................... 2-5 Graduate Education, Enrollment, and Degrees ............................................................................. 2-6 International S&E Higher Education ............................................................................................ 2-7 Introduction .................................................................................................................................. 2-9 Chapter Overview .................................................................................................................... 2-9 Chapter Organization ............................................................................................................... 2-9 The U.S. Higher Education System ............................................................................................... 2-10 Institutions Providing S&E Education ........................................................................................ 2-10 Trends in Higher Education Expenditures and Revenues .............................................................. 2-20 Financing Higher Education ..................................................................................................... 2-29 Undergraduate Education, Enrollment, and Degrees in the United States ..................................... 2-39 Undergraduate Enrollment in the United States .......................................................................... 2-39 Undergraduate Degree Awards ................................................................................................ 2-50 Graduate Education, Enrollment, and Degrees in the United States .............................................. 2-58 Graduate Enrollment by Field .................................................................................................. 2-58 S&E Master's Degrees ............................................................................................................ 2-61 S&E Doctoral Degrees ............................................................................................................ 2-65 International S&E Higher Education ............................................................................................. 2-80 Higher Education Expenditures ................................................................................................ 2-80 Educational Attainment ........................................................................................................... 2-81 First University Degrees in S&E Fields ....................................................................................... 2-83 S&E First University Degrees by Sex ......................................................................................... 2-85 Global Comparison of S&E Doctoral Degrees .............................................................................. 2-86 Global Student Mobility ........................................................................................................... 2-88 Conclusion ................................................................................................................................... 2-95 Glossary ....................................................................................................................................... 2-96 References ................................................................................................................................... 2-97 List of Sidebars Carnegie Classification of Academic Institutions .................................................................................. 2-11 Attrition in STEM Fields .................................................................................................................... 2-43 Retention of Women in Computer Sciences Programs ........................................................................... 2-53 Trends in Higher Education in Asia .................................................................................................... 2-80 List of Tables Table 2-1. Degree-granting institutions, by control and highest degree awarded: 2013–14 ....................... 2-10 Table 2-2. Degree awards, by degree level and institutional control: 2013 .............................................. 2-11 National Science Board | Science & Engineering Indicators 2016 2 | 2 Table 2-3. U.S. citizen and permanent resident S&E doctorate recipients whose baccalaureate origin is a high Hispanic enrollment institution, by ethnicity and race: 2009–13 ............................................................ 2-13 Table 2-4. U.S. citizen and permanent resident S&E doctorate recipients whose baccalaureate origin is an HBCU, by ethnicity and race: 2009–13 ........................................................................................................ 2-13 Table 2-5. U.S. citizen and permanent resident S&E doctorate recipients who reported earning college credit from a community or 2-year college, by ethnicity and race: 2009–13 ..................................................... 2-14 Table 2-6. Community college attendance among recent recipients of S&E degrees, by sex, race, ethnicity, citizenship status, and parents' education level: 2013 .......................................................................... 2-15 Table 2-7. Enrollment in Title IV institutions, by distance education enrollment status, control, and level of institution: Fall 2012 ....................................................................................................................... 2-18 Table 2-8. Net tuition and fees for full-time undergraduate students by institutional control: 2009–10 through 2014–15 ........................................................................................................................................ 2-29 Table 2-9. Net tuition and fees for dependent undergraduates attending college or university full time for a full year, by family income quartiles, type of institution, and Carnegie classification: 1999–2000 and 2011–12 .... 2- 30 Table 2-10. Primary support mechanisms for S&E doctorate recipients, by 2010 Carnegie classification of doctorate-granting institution: 2013 .................................................................................................. 2-36 Table 2-11. International students enrolled in U.S. higher education institutions, by broad field and academic level: 2008–14 ............................................................................................................................... 2-49 Table 2-12. Median number of years from entering graduate school to receipt of S&E doctorate, by 2010 Carnegie classification of doctorate-granting institution: 1998–2013 ...................................................... 2-66 Table 2-13. Recipients of U.S. S&E doctorates on temporary visas, by country/economy of origin: 1993–2013 .. 2-72 Table 2-14. Asian recipients of U.S. S&E doctorates on temporary visas, by field and country/economy of origin: 1993–2013 .................................................................................................................................... 2-72 Table 2-15. European recipients of U.S. S&E doctorates on temporary visas, by field and region/country of origin: 1993–2013 .......................................................................................................................... 2-74 Table 2-16. North American, South American, and Middle Eastern recipients of U.S. S&E doctorates, by field and region/country of origin: 1993–2013 ................................................................................................. 2-78 List of Figures Figure 2-1. Selected average revenues and expenditures at public very high research universities: 1987–2012 .. 2-22 Figure 2-2. Average expenditures per FTE on research at public and private very high research universities: 1987–2012 .................................................................................................................................... 2-23 Figure 2-3. Average expenditures per FTE on instruction at public and private very high research universities: 1987–2012 .................................................................................................................................... 2-24 Figure 2-4. Selected average revenues and expenditures at public 4-year and other postsecondary institutions: 1987–2012 .................................................................................................................................... 2-26 Figure 2-5. Selected average revenues and expenditures at community colleges: 1987–2012 ................... 2-28 Figure 2-6. Full-time S&E graduate students, by field and mechanism of primary support: 2013 ................ 2-33 Figure 2-7. Full-time S&E graduate students with primary support from federal government, by field: 2013 ... 2- 34 Figure 2-8. Full-time S&E graduate students, by source of primary support: 1998–2013 ........................... 2-35 Figure
Load more

Recommended publications
  • AAAA Statement on Clinical Doctorate Degrees
    AAAA Statement on Clinical Doctorate Degrees The American Academy of Anesthesiologist Assistants is dedicated to maintaining the standards of the profession and the specialty by remaining current with the ongoing changes and emerging needs in health care delivery while promoting the safety and upholding the rights of all patients undergoing medical treatment involving an anesthesia provider. A recent proliferation of entry-level clinical doctorate degrees into the educational models of non-physician providers has caused a commensurate increase in the use of the title “doctor” in the healthcare system. Inappropriately, the title "resident" and "doctor" has been used in the clinical setting by students and graduates of these programs despite their non-physician status. This trend is a recognized source of potential confusion for patients concerning their medical care and has potential negative implications with respect to scope of practice infringement and conflict of interest, decreased professional diversity, increased health care costs, and aggravation of provider shortages. The AAAA believes that the practice of medicine remains the domain of physicians and that the entry-level doctorate degree for the practice of medicine is the MD/DO. Physicians are integral members and leaders of the health care team. In the interest of patient safety, Anesthesiologist Assistants practice exclusively in, promote, and are dedicated to the Anesthesia Care Team as defined by the AAAA and ASA. The AAAA is committed to instilling confidence in the public by encouraging practitioners to adhere to established ethical norms and regional legal constraints. Furthermore, we believe in optimizing the use of all provider resources to deliver health care to everyone.
    [Show full text]
  • Guidelines for Promotion of Full Time Non-Regular
    UNIVERSITY OF MISSOURI – KANSAS CITY SCHOOL OF MEDICINE GUIDELINES FOR PROMOTION OF FULL TIME NON-REGULAR (NON-TENURE) PHYSICIAN FACULTY1 1 Non-Regular faculty refers to faculty who have non-tenure appointments. INTRODUCTION The University of Missouri – Kansas City (UMKC) School of Medicine (SOM) seeks faculty members who are creative scholars and inspired teachers dedicated to the pursuit of knowledge and its transmission to others. The excellence and reputation of the University depends upon the scholarly productivity and dedication of the faculty. These guidelines are intended to provide a mechanism to recognize (appoint or promote) full-time non-regular physician faculty members1 who share these objectives with faculty rank commensurate with their contributions. Further, these guidelines are designed to address the changing environment of the medical school faculty and to emphasize that scholarly activity related to the practice of medicine is the major responsibility of the UMKC SOM. To achieve this goal and to meet the specific objectives listed below, a broader definition of scholarly activity is employed. Although traditional scholarship (published research) remains an important element, excellence in teaching, an active commitment to institutional and public service and acumen of clinical practice are equally recognized for their scholarly merit and importance in the process of faculty promotion. Revised January 2013 2 PROMOTION REVIEW PROCESS2 1. A nomination for faculty promotion is initiated by a Department Chair or the Department’s or Hospital Promotion Committee, if one is present. Faculty members seeking promotion at a facility outside the departmental institution should submit their requests and required credentials to that institution’s Associate Dean.
    [Show full text]
  • The Business Professional Doctorate As an Informing Channel: a Survey and Analysis
    International Journal of Doctoral Studies Volume 4, 2009 The Business Professional Doctorate as an Informing Channel: A Survey and Analysis T. Grandon Gill Uwe Hoppe University of South Florida University of Osnabrueck Tampa, FL, USA Osnabrueck, Germany [email protected] [email protected] Abstract Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are fre- quently seen to be inferior to their academically-focused Ph.D. program counterparts. Further- more, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist glob- ally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and ob- served examples—that the greatest benefit of business professional doctorates may be the crea- tion of enduring informing channels between practice and industry.
    [Show full text]
  • Survey on Master Degrees and Joint Degrees in Europe
    EUA thema European University Association Association Européenne de l’Université Survey on Master Degrees and Joint Degrees in Europe September 2002 by Christian Tauch and Andrejs Rauhvargers Survey on Master Degrees and Joint Degrees in Europe September 2002 by Christian Tauch and Andrejs Rauhvargers This survey is undertaken with the financial support of the European Commission, through the SOCRATES Programme. 3 3 5 FOREWORD 6METHODOLOGY 7PART 1 — MASTER DEGREES IN THE EUROPEAN HIGHER EDUCATION AREA by Christian Tauch 7•Executive summary 8•Types of degrees at Master level The Anglo-Saxon tradition The Nordic countries: deepening the reform The Baltic countries: well advanced in the reform process Western and Southern Europe: Bologna boosts reforms Central and Eastern Europe: the reform continues 19 • “Academic“ versus “professional“ orientation 20 • “Old“ versus “new“ Masters 21 • Access to Master programmes 22 • Credit systems, Diploma Supplement and accreditation 24 • Main references 27 PART 2 — JOINT DEGREE STUDY by Andrejs Rauhvargers 27 • Executive summary 28 • High expectations 29 • Results of the study Definition of joint degrees Scale of cooperation 30 • Joint degrees: a new trend Joint degrees and fields of study Joint degrees at Master and doctoral levels Joint degrees and national qualifications Credit systems in joint degrees Language of tuition National legislations Recognition 41 • Priority issues 42 • Observations and conclusions 43 • Recommendations 5 FOREWORD Questions related to the duration and archi- degree programmes and joint degrees tecture of Master level degrees across Europe offered across Europe. The results show that as well as to the development of joint degrees in these two important, and often interrelated offered in partnership by institutions from dif- areas, further reflection and action are ferent countries are particularly high on the needed to clarify and define both the archi- European higher education political agenda.
    [Show full text]
  • Uaa Policies and Procedures Relating to Appointment, Review, Promotion
    CHAPTER III: UAA POLICIES AND PROCEDURES RELATING TO APPOINTMENT, REVIEW, PROMOTION, AND TENURE Page 1 Page 2 POLICIES AND PROCEDURES RELATING TO APPOINTMENT, REVIEW, PROMOTION AND TENURE Approved by Board of Regents, December 15, 1988 The following University of Alaska Anchorage policies and procedures regarding faculty appointment, review, promotion, and tenure are to be used in conjunction with the Regents’ Policies relating to appointment, review, promotion, tenure, and sabbatical leave. If there appears to be a conflict between the policies, the Regents’ Policies will prevail. Unless otherwise explicitly stated, the following assumptions and principles shall guide the application of these UAA policies and procedures. A. The University of Alaska Anchorage has a policy as long as he/she continues to hold a tripartite responsibility for teaching, faculty appointment unless it is changed by research/creative activity, and service. mutual agreement between the faculty Individual schools and colleges have, as a member and the appropriate dean or director. minimum, a bipartite responsibility, E. Calculating "time in rank" for years of including teaching and service, but may, service of a former community college depending on their mission, assume a faculty member shall be as follows: total tripartite responsibility. Creative activity years in lanes A and B shall count for time in refers to such things as producing original rank as instructor; total years in lane C shall works or performances in art, literature, and count for time in rank as assistant professor; the performing arts. Research refers to the total years in lanes D and E shall count for acquisition of knowledge, information, or time in rank as associate professor.
    [Show full text]
  • Master of Legal Studies (M.L.S.) 1
    Master of Legal Studies (M.L.S.) 1 MASTER OF LEGAL STUDIES (M.L.S.) Overview The Master of Legal Studies ("M.L.S.") degree is a graduate-level, academic degree designed to help nonlawyers to enhance their professional knowledge by providing them with a solid foundation in the law. This program will acquaint students with the general structure of the U.S. legal system and will allow them to focus on one or more specific aspects of law as it relates to their professional interests and goals. The target student population will be college-educated professionals whose duties involve working with lawyers or with issues for which some legal knowledge would be helpful. MORE INFORMATION ABOUT THE MASTER OF LEGAL STUDIES DEGREE (https://dickinsonlaw.psu.edu/mls-program/) Admission Requirements To be eligible for admission, an applicant for Dickinson Law’s M.L.S. program must hold at least a B.A., B.S., or equivalent degree from a duly accredited or recognized institution of higher education in the U.S. or abroad but not hold a terminal degree in law from a U.S. law school, including a J.D., LL.M., or S.J.D./J.S.D. To apply for admission to the M.L.S. program, students can apply through LSAC or directly to the law school’s Office of International and Non- J.D. Programs. Applicants for whom English is not their first language may also be asked to submit proof of English proficiency as part of their application materials. Standardized test scores are not required but may be submitted at the applicant’s discretion.
    [Show full text]
  • UAF Common Data Set
    UAF Common Data Set 2007-2008 UAF Office of Planning, Analysis and Institutional Research Photo Credit: UAF University Marketing and Publications Common Data Set 2007-08 A. General Information A0 Respondent Information (Not for Publication) A0 Name: J. Canary (A,B,E,F,H), M. Lew (C,D,G,J), G. Bower(I) A0 Title: Research Analyst/Research Assistant A0 Office: UAF Planning Analysis and Institutional Research A0 Mailing Address: PO Box 757630 A0 City/State/Zip/Country: Fairbanks, Alaska, 99775, USA A0 Phone: 907-474-5317 A0 Fax: 907-474-2612 A0 E-mail Address: [email protected] A0 Are your responses to the CDS posted for reference on your institution's Web site? Yes No x A0 If yes, please provide the URL of the corresponding Web page: http://www.uaf.edu/pair/cds.html A0A We invite you to indicate if there are items on the CDS for which you cannot use the requested analytic convention, cannot provide data for the cohort requested, whose methodology is unclear, or about which you have questions or comments in general. This information will not be published but will help the publishers further refine CDS items. A1 Address Information A1 Name of College/University: University of Alaska Fairbanks A1 Mailing Address: PO BOX 757500 A1 City/State/Zip/Country: Fairbanks, Alaska, 99775-7500, USA A1 Street Address (if different): A1 City/State/Zip/Country: A1 Main Phone Number: 907-474-7211 A1 WWW Home Page Address: www.uaf.edu A1 Admissions Phone Number: 907-474-7500 A1 Admissions Toll-Free Phone Number: 800-478-1823 A1 Admissions Office Mailing Address:
    [Show full text]
  • Chapter 2 Higher Education in Science and Engineering
    Chapter 2 Higher Education in Science and Engineering Highlights .....................................................................................................................................2-4 Characteristics of the U.S. Higher Education System ..............................................................2-4 Undergraduate Education, Enrollment, and Degrees ...............................................................2-4 Graduate Education, Enrollment, and Degrees .........................................................................2-5 International S&E Higher Education ........................................................................................2-6 Introduction .................................................................................................................................2-7 Chapter Overview .....................................................................................................................2-7 Chapter Organization ................................................................................................................2-7 The U.S. Higher Education System .............................................................................................2-7 Institutions Providing S&E Education ......................................................................................2-7 Trends in Higher Education Expenditures and Revenues ......................................................2-12 Financing Higher Education ...................................................................................................2-15
    [Show full text]
  • Narendra H. Patel, Ed.D. Office of Institutional Effectiveness and Compliance 2018
    Narendra H. Patel, Ed.D. Office of Institutional Effectiveness and Compliance 2018 The following faculty competence guidelines are prepared by Office of Institutional Effectiveness and Compliance for Bethune-Cookman University to regularly review the credentials of each full-time and part-time faculty member teaching at the University, and to ensure that all instructional courses are taught by well-qualified instructors of record at all time. Table of Contents B-CU POLICY .................................................................................................................................................. 4 CREDENTIALING GUIDELINES ........................................................................................................................ 4 TRANSCRIPTS AND DEGREES ......................................................................................................................... 5 Official Transcripts .................................................................................................................................. 5 Acceptable Degrees .................................................................................................................................. 5 TERMINAL DEGREE DEFINITION .................................................................................................................... 6 Terminal Doctorate Degree ...................................................................................................................... 6 Terminal Master's Degree ........................................................................................................................
    [Show full text]
  • Cds 2019-2020
    Common Data Set 2019-2020 I. INSTRUCTIONAL FACULTY AND CLASS SIZE Please report the number of instructional faculty members in each category for Fall 2018. Include faculty who are on your institution’s payroll on the census date your institution uses for I1 IPEDS/AAUP. The following definition of full-time instructional faculty is used by the American Association of University Professors (AAUP) in its annual Faculty Compensation Survey (the part time definitions are not used by AAUP). Instructional Faculty is defined as those members of the instructional-research staff whose major regular assignment is instruction, including those with released time for research. Use the chart below to determine inclusions and exclusions: Full-time Part-time (a) instructional faculty in preclinical and clinical medicine, faculty who are not paid (e.g., Exclude Include only if those who donate their services or are in the military), or research-only faculty, post- they teach one or more non- doctoral fellows, or pre-doctoral fellows clinical credit courses (b) administrative officers with titles such as dean of students, librarian, registrar, coach, Exclude Include if they and the like, even though they may devote part of their time to classroom instruction and teach one or more non- may have faculty status clinical credit courses (c) other administrators/staff who teach one or more non-clinical credit courses even Exclude Include though they do not have faculty status (d) undergraduate or graduate students who assist in the instruction of courses, but
    [Show full text]
  • Appropriate Terminal Degrees
    APPROPRIATE TERMINAL DEGREES 1977-78 REVISED: 06/19/98; 1/29/99; 03/03/00; 07/03/02; 12/03/02; 03/14/07; 10/03/07; 04/2015; 12/2019 COLLEGE TERMINAL DEGREE LETTERS, ARTS, AND SOCIAL SCIENCES Anthropology (AGES) Doctorate Art Art History - Doctorate; Studio Art - MFA, MDes, DFA, or DDes. Certain MAs are regarded as equivalent to MDes. (Revised 12/19) Communicative Sciences & Disorders Doctorate Doctorate (Ph.D. or equivalent, but not a Criminal Justice J.D.) in Criminology, Criminal Justice, Sociology or related field. Criminal Justice/ Forensic Science-Investigations: Master’s Degree in Criminalistics or Forensic Science (or equivalent) plus experience in full-service crime laboratory, including crime scene investigation and court testimony. (Revised 12/19) English Doctorate for teachers of language and literature. MA or MFA for teachers of creative writing. Ethnic Studies Doctorate in one of the Social Sciences or a closely related field. Ordinarily, the subject areas encompassed should be History, Political Science, Geography, Sociology, Economics, and Social Psychology. Geography & Environmental Studies Doctorate, Ph.D. (AGES) History Doctorate Human Development Doctorate - Ph.D. or M.D. Mass Communication (COMM) Doctorate Modern Languages & Literatures Doctorate or its foreign equivalent. In the case of American Sign Language, the M.A. 1 Music Theory, Composition, or Music Education – Doctorate; Applied Music or Conducting - Master’s Degree Philosophy Doctorate Political Science Doctorate Public Affairs & Administration Doctorate
    [Show full text]
  • Final UST Credential Policy Approved Acadcouncil
    CREDENTIALING POLICY Policy Number: AD.01.02 SCOPE All Faculty: Tenured, Tenure Track, Visiting, Instructor, Adjunct and Artist in Residence and Program Administrators (those persons assigned the responsibility for the review, development and implementation of programs of study leading to degrees, minors and certificates.) PURPOSE SACSCOC Comprehensive Standard 3.7.1 requires that the institution employ competent faculty members qualified to accomplish the mission and goals of the institution. The University of St. Thomas must also demonstrate that our faculty (all tenured and tenure-track faculty as well as non-tenure track faculty and adjuncts) have the credentials to teach in the discipline to which they are assigned. This policy ensures that all faculty teaching in an academic setting at the University of St. Thomas have the necessary preparation, training, experience to teach our students, meet or exceed the minimum standards of SACSCOC in a manner consistent with the mission of the University of St. Thomas and the mission of the academic unit. The academic deans will determine for each faculty member if the field of study of their highest degree matches the field(s) of the courses each faculty member is teaching during the academic year. If there is a direct match, then no further justification is needed. If there is not a direct match, then a justification for a faculty member teaching a course outside his or her highest degree field of study needs to be provided and additional documentation must be obtained that show that the faculty member is qualified to teach each learning objective of the course(s) he or she is teaching.
    [Show full text]