Assoc. Women in Science Magazine 29: 35-36 .

The professional careers of scientists, engineers and mathematicians include numerous stages that determine whether their interest and success in these disciplines will continue.  Critical points occur in middle school and during transitions from high school to college, from college to graduate or professional school, and from an academic to a business environment.  The pipeline for scientists and mathematicians leaks along the way as a result of several factors, especially the kind and quality of a student’s experience.  Particularly in middle and high school and as new undergraduates, student interest wanes unless they are actively involved in inquiry and the excitement of science.  professionals also have key stages. For an academic, these might occur immediately post-tenure, coincident with a second sabbatical, and in the last 10-15 years of a career. As more and more scientists pursue careers in industry or other non-traditional settings, or cycle in and out of academic institutions, it is useful to examine the factors influencing retention during all critical phases.  Several issues converge as we examine these periods.

The dominant model for training scientists and mathematicians, still much in evidence, has been an isolated person conducting research and preparing for a research/teaching career, presumably at a Research I or II institution.  In a narrow sense, this model has been successful in preparing outstanding scientists to conduct basic research.  However, the model is unrealistic, outmoded, and unresponsive to changes in higher education, science, or society.  We do not need to throw out the model, because it works for some and continues to contribute a national research effort. but we can find ways to broaden and improve graduate education in order to train and encourage students to pursue a range of careers and different institutional settings.  For example, graduate programs could better prepare students for collaborative scientific efforts without sacrificing the traditional focus on individual research.

Approximately 14 million undergraduate students are currently enrolled in roughly 3000 diverse institutions across the U.S.  An additional 4 million students are anticipated within 20 years, with 80% expected to enroll in public institutions.  Substantial demographic shifts, which vary considerably by geographic region, simultaneously are occurring.  For example, by 2025, Hispanics will comprise 25% of the  population and will be the largest single “minority” group.  Caucasians will no longer constitute the majority of the population and our undergraduate students will become increasingly diverse. As the face of society changes, we must improve the recruitment, persistence and success of minorities at all educational levels. Long-term support for science will likely depend upon our ability not only to communicate and demonstrate the value of what we do, but also to ensure that the face of science (and scientists) is broadly representative.  Recruiting and retaining minority students will require focus in our institutions and programs.

How do the seemingly disparate topics of changing demographics, changes in institutions, and critical periods in professional development come together in ways that might shape graduate education and research?  The best answer may simply be the demonstrated power of mentoring and the success of carefully constructed teams.  Mentoring focused on the critical periods from middle school to beyond graduate education can provide substantial support and insight.  Good mentors come in all shapes and sizes and from all backgrounds. The best mentors share an ability to listen and focus on the person they mentor. They also have vision and an openness to recognize an array of career options, supporting people for their own aspirations rather than prescribing narrow solutions or perpetuating myths. One would hope that graduate mentors and advisors could see broadly. It does no laboratory or program good to train doctoral students and postdoctoral fellows for a narrow realm exceeding the ability of research universities to hire them. Many of these students are in fact interested in a range of career options, but they often hide such curiosity from their advisors. They fear receiving inadequate attention or support if they indicate their interest in teaching at a liberal arts college or a comprehensive university, let alone going to law school.  Fortunately, efforts such as AAC&U’s Preparing Future Faculty Program, which is tied to professional societies, are beginning to provide a broader base of support for a range of career options and opportunities to enhance essential skills in teaching.

Most scientists, engineers, and mathematicians can cite the influence of a mentor. Often, mentors are even more important for women minorities and underrepresented groups.  Because research increasingly is interdisciplinary or addresses “big” questions, not only one-on-one mentoring but also group-based, collaborative mentoring and support have become key factors in success. Also, reforming curricula or systemically changing our institions in response to internal and external factors requires effective and empowered groups.  Building and sustaining good teams is essential in both arenas.

The key elements required in a dynamic team may vary somewhat depending on the function of the group, but most are likely to be essential in a range of settings.  From my experience, the following characteristics are common to effective research or project teams:

• A collective vision, plan, and leadership

• Empowered to perform a function

• Goal-oriented and focused on group performance and outcomes

• Comprised of bright individuals who generate ideas and who are solid, dependable, and able to work in groups, with trust among group members a necessary ingredient

• Effective use of individual strengths and talents, understanding roles and individual and group performance

• Flexible and responsive, taking advantage of opportunities or making periodic assessments and adjustments, and able to find creative solutions

• Effective communication strategies

• Able to recognize and celebrate accomplishments

These traits contribute to healthy and vibrant groups that can accomplish remarkable things by focusing abilities and talents of outstanding individuals on a larger vision and effort. Altruism is not a bad word or an evolutionary dead end.  Whether we seek to change our institutions in response to the rapidly changing academic landscape or tackle complex problems in science or society, effective teams are more than useful – they are essential. And the rewards and satisfaction to an individual can be even more profound than the contributions of an individual.

Sources of further information on the topics raised in this column include:

Brakke, D.F. et al. 1999.  Recruitment and retention of minorities and underrepresented classes through research.  Council for Undergraduate Research Quarterly 20 (2) in press

Katzenback, J.R. and D.K. Smith. 1993. The wisdom of teams. HarperBusiness, New York.  317 p.

National Academy of Sciences.  1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academy Press, Washington, D.C. 84 p.