Changing and revitalizing American graduate education in the life sciences
Over the past several years, I have publicly called for fundamental changes in graduate education and training for life scientists.
By on Apr 28, 2009Over the past several years, I have publicly called for fundamental changes in graduate education and training for life scientists. To that end, I was delighted to read an OP-ED piece in todays New York Times entitled End Universities as We Know It written by Professor Mark C. Taylor, Chairperson of the religion department at Columbia University.
In his post, Professor Taylor recommended several fundamental and systemic changes that ought to improve the likelihood that graduate students and postdoctoral fellows find jobs at the end of their graduate education. While some of Dr. Taylors ideas are novel and innovative, two in particular; 1) expanding the range of career opportunities for graduate students and postdocs and 2) abolishing tenure and mandatory retirement; are ones that I have suggested many times in the past few years. Rather than paraphrase, I decided to repost what Dr Taylor said about these two very important, seminal issues.
Expand the range of professional options for graduate students
Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education. The exposure to new approaches and different cultures and the consideration of real-life issues will prepare students for jobs at businesses and nonprofit organizations. Moreover, the knowledge and skills they will cultivate in the new universities will enable them to adapt to a constantly changing world.
Impose mandatory retirement and abolish tenure
Initially intended to protect academic freedom, tenure has resulted in institutions with little turnover and professors impervious to change. After all, once tenure has been granted, there is no leverage to encourage a professor to continue to develop professionally or to require him or her to assume responsibilities like administration and student advising. Tenure should be replaced with seven-year contracts, which, like the programs in which faculty teach, can be terminated or renewed. This policy would enable colleges and universities to reward researchers, scholars and teachers who continue to evolve and remain productive while also making room for young people with new ideas and skills.
For many years now, I have been struggling with the moral and ethical obligations of graduate education. Recently, I came to the conclusion that it is our role as educators to selflessly impart knowledge and training to graduate students and postdoctoral fellows so that they can pursue the careers (and lives) that many have trained for a decade or more. I think Professor Taylors view of the role of an educator says it best: Do not do what I do; rather, take whatever I have to offer and do with it what I could never imagine doing and then come back and tell me about it. This is the attitude that must be by academicians if America wants to remain competitive in the life sciences.
To read more or join the conversation about fundamentally changing life sciences graduate education in the US, please visit http://www.biojobblog.com and http://www.biocrowd.com.