Proposed Principles for Federal Support of Graduate and Postdoctoral Education and Training in Science and Engineering, 69563-69565 [05-22744]
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[FR Doc. 05–22703 Filed 11–15–05; 8:45 am]
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Proposed Principles for Federal
Support of Graduate and Postdoctoral
Education and Training in Science and
Engineering
Executive Office of the
President, Office of Science and
Technology Policy (OSTP).
ACTION: Notice of proposed issuance of
principles for Federal programs that
provide support for post-baccalaureate
education and training in science and
engineering.
SUMMARY: The proposed principles are
intended to increase collaboration and
consistency within the Federal agencies
in support of graduate and postdoctoral
education and training in science and
engineering. Principles are:
• Federal Support of Graduate and
Postdoctoral Education and Training Is
a Critical Investment in the Future;
• The Federal Investment Portfolio
Must Broadly Support Science and
Engineering Disciplines;
• Graduate Students and Postdoctoral
Scholars Must Receive Quality
Education and Training;
• Federal Contributions toward
Graduate and Postdoctoral Education
and Training are Provided in
Partnership with Academic and Other
Non-Federal Institutions;
• Graduate Students and Postdoctoral
Scholars Should Be Adequately
Supported to Encourage Their Pursuit of
Science and Engineering Careers; and
• Federal Agencies Should
Collaborate in Areas of Common
Interest.
DATES AND ADDRESSES: Comments must
be received by January 16, 2006.
Electronic comments may be submitted
to: MWeiss@ostp.eop.gov. Please
include in the subject line the words
‘‘National Science and Technology
Council (NSTC) Education and
Workforce Development Comments.’’
Please put the full body of your
comments in the text of the electronic
message and as an attachment. Be
certain to include your name, title,
organization, postal address, telephone
number, and e-mail address in the text
of the message. A return message will
acknowledge receipt of your comments.
FOR FURTHER INFORMATION CONTACT: For
information regarding this Notice,
please call Mark Weiss, Office of
Science and Technology Policy, (202)
456–6129; e-mail MWeiss@ostp.eop.gov
or fax (202) 456–6027.
SUPPLEMENTARY INFORMATION:
PO 00000
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Fmt 4703
Sfmt 4703
69563
I. Background Information
The Federal Government supported
approximately 60,000 graduate students
and 30,000 postdoctoral scholars in
science and engineering in 2001. About
44,000 (or 73%) of the graduate students
and 24,000 (or 80%) of the postdoctoral
scholars received their support as
research assistants or associates on
Federal grants and contracts. Most of the
remaining 27% of the graduate students
and 20% of the postdoctoral scholars
received support through Federal
agencies’ fellowships or traineeships.1
The Research Business Models
Subcommittee of the Committee on
Science, a committee of the National
Science and Technology Council,
conducted regional meetings in 2003
and issued a Federal Register notice
asking for comments on ways to
improve business practices of Federal
research programs. Concern was raised
about the lack of consistency among
Federal agencies’ support for graduate
students and postdoctoral scholars in
the nation’s universities and other
research organizations. In particular,
universities administering Federal
support for graduate students and
postdoctoral scholars cited difficulties
created by agency-to-agency variations
in fellowship and traineeship stipends
and allowances for educational and
other costs.
The Committee on Science is
proposing the six principles in Section
1 In this document the term ‘‘science and
engineering’’ includes, but is not limited to,
agricultural, behavioral, biological, computer,
engineering, environmental, mathematical,
medical/clinical, physical, psychology, social, and
veterinary sciences.
The data are taken from the 2002 Survey of
Graduate Students and Postdoctorates in Science
and Engineering (National Science Foundation/
Division of Science Resources Statistics).
Research assistants or associates refer to graduate
students or postdoctoral scholars funded through
Federal research grants or contracts. The assistants
or associates are not selected by the Federal agency,
and the host institution determines their level of
support. The principle purpose of their
employment is the conduct of research, and any
limitations imposed by their citizenship status are
determined by the policies of the host institution.
Graduate students or postdoctoral scholars
supported on Traineeships are usually not selected
by the Federal agency, but the Federal agency
determines their level of support (although in some
cases the level of support-may be supplemented by
other sources). The principle purpose of their
traineeship support is their education and training,
and they must be U.S citizens, permanent residents,
or meet other policies of the Federal agency.
Graduate students or postdoctoral scholars
supported on Fellowships are selected by the
Federal agency, and the Federal agency determines
their level of support (although in some cases their
level of support may be supplemented by other
sources). The principle purpose of their fellowship
support is their education and training, and they
must be U.S citizens or permanent residents or meet
other policies of the Federal agency.
E:\FR\FM\16NON1.SGM
16NON1
69564
Federal Register / Vol. 70, No. 220 / Wednesday, November 16, 2005 / Notices
II of this Supplementary Information
Section as part of an effort to address
these concerns. The principles are
developed to help guide agencies in
planning and designing, budgeting, and
conducting extramural fellowship and
traineeship programs (i.e., Federal
fellowship and traineeship programs for
which the graduate students and
postdoctoral scholars are receiving their
education and training in non-Federal
institutions). Similarly, these principles
should help guide Federal support of
graduate students and postdoctoral
scholars through other mechanisms,
such as research assistantships
supported by research grants or
contracts, or through intramural
programs.
The Committee on Science is also
considering the establishment of the
interagency process described in
Section III of this Supplementary
Information Section. This process is
intended to support the agencies’ use of
the six principles on a continuing basis,
in order to increase collaboration and
consistency within the Federal
government for supporting graduate and
postdoctoral education and training in
science and engineering.
II. Proposed Principles for Federal
Support of Graduate and Postdoctoral
Education and Training in Science and
Engineering
• Federal Support of Graduate and
Postdoctoral Education and Training Is
a Critical Investment in the Future.
Federal Government support for
educating and training graduate and
postdoctoral scientists and engineers is
an essential investment in the future
health, security, and quality of life of
our Nation’s citizens. To ensure
continued access to the human
resources that lie at the foundation of a
preeminent research and development
enterprise, we must provide
encouragement and opportunities for
students with the aptitude and desire to
pursue advanced degrees in science and
engineering. Increasing the participation
of underrepresented minorities, women,
and persons with disabilities in
graduate and postdoctoral education
and training is a critical aspect in
realizing the full potential of the
Nation’s human resources in science
and engineering. Federal Government
support is critical because: timeframes
for realizing the benefits of the
education and training are beyond the
investment horizons of most
corporations; the magnitude of the
required support exceeds the collective
capacity of foundations and other
private sponsors; and the resulting
reservoir of talent is a national resource
VerDate Aug<31>2005
13:56 Nov 15, 2005
Jkt 208001
upon which all public and private
sector employers of scientists and
engineers ultimately draw.
• The Federal Investment Portfolio
Must Broadly Support Science and
Engineering Disciplines. The Federal
Government-wide investment strategy
should support graduate and
postdoctoral education and training
across a broad spectrum of science and
engineering disciplines. It is
increasingly the case that advances in
knowledge and understanding arise
from research in multiple disciplines.
Similarly, follow-on development often
requires teams of individuals from
varying science and engineering fields.
A workforce with strengths across
disciplines therefore is imperative if
experts from differing backgrounds are
to be able to bring complementary
perspectives to bear on complex
problems. Another factor underlying the
importance of the disciplinary breadth
of the workforce is our inability to
predict the areas that will contribute to
any given advancement in the future.
Even a problem initially raised in the
context of a single discipline often is
solved due to unanticipated
contributions from other disciplines.
• Graduate Students and
Postdoctoral Scholars Must Receive
Quality Education and Training.
Graduate students and postdoctoral
scholars must receive an experience that
combines both a high quality education
and robust research training to secure
the Nation’s future scientific and
engineering enterprise. Attention to
their intellectual growth during these
critical years requires an environment
that includes effective mentoring to
promote their career development.
Federal agencies should encourage the
earliest possible completion of graduate
and postdoctoral education and
training, as well as efforts that foster the
transition to the next step in the
graduate student or postdoctoral
scholar’s career. As is the case for
research programs, making award
decisions through the use of merit
review based on objective, expert advice
promotes excellence in education and
training through fellowship and
traineeship programs.
• Federal Contributions Toward
Graduate and Postdoctoral Education
and Training are Provided in
Partnership With Academic and Other
Non-Federal Institutions. Graduate or
postdoctoral education and training
require a significant investment that
includes financial support for the
individual graduate student or
postdoctoral scholar, and the
investment needed for institutions to
provide the education and training.
PO 00000
Frm 00057
Fmt 4703
Sfmt 4703
Generally, a Federal fellowship or
traineeship program provides only a
portion of this investment, with the
balance provided by funds from other
sources including, for example, the host
institution, other Federal programs,
States, private sector organizations, and
individual contributions. Consequently,
the Federal contribution toward this
investment is made in partnership with
academic and other institutions or
parties. Federal agencies, therefore,
should consider the impact on, and
consult as appropriate, its partners
when designing and conducting
fellowship and traineeship programs.
Federal agencies should have, and be
able to articulate, a rational basis for the
level of the Federal program’s
contribution toward the education and
training of the fellows or trainees.
• Graduate Students and
Postdoctoral Scholars Should Be
Adequately Supported To Encourage
Their Pursuit of Science and
Engineering Careers. The level of
support, including health and other
benefits, provided to foster the
education and training of graduate
students and postdoctoral scholars is an
important factor in attracting and
retaining talented individuals to pursue
careers in science and engineering.
Levels of support provided by agencies
should be reasonable and commensurate
with the level of education and
experience of the recipient. Agencies
should consider annual adjustments in
levels of support to address increases in
the cost-of-living. Variances in support
levels provided by Federal agencies
may, for example, depend on program
purpose, program budget constraints, or
demand for individuals in critical areas;
however, such variations should have
clear, rational bases.
• Federal Agencies Should
Collaborate in Areas of Common
Interest. It is important for Federal
agencies to coordinate their efforts to
support education and training in
science and engineering areas of
common interest. Efforts among
agencies should be synergistic and
provide enhanced opportunities for
graduate students and postdoctoral
scholars. Agencies should collaborate to
share data regarding these programs; to
exchange information regarding
effective practices; and to coordinate the
design and conduct of programs, as
appropriate.
III. Proposed Process for Interagency
Coordination
The Committee on Science (CoS) is
also considering a proposal from its
Education and Workforce Development
(EWD) Subcommittee to establish a
E:\FR\FM\16NON1.SGM
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Federal Register / Vol. 70, No. 220 / Wednesday, November 16, 2005 / Notices
standing working group with two
purposes that promote implementation
of the principles cited in Section II
above. The first purpose of the working
group is to serve as a forum for agencies
to exchange information and collaborate
with each other on their support of
graduate and postdoctoral education
and training. The second purpose of the
working group is to report through the
EWD Subcommittee to the CoS on levels
of support provided by Federal
extramural fellowship and traineeship
programs.
IV. Invitation To Comment
Input on any aspect of the proposed
principles or the proposed process for
interagency coordination is encouraged.
The following questions indicate
particular areas for comment:
(a) Are there topics or issues not
addressed in the principles that should
be? If so, please explain.
(b) Are there additional approaches or
strategies to achieve the objectives and
promote interagency collaboration? If
so, please explain.
M. David Hodge,
Acting Assistant Director for Budget and
Administration.
[FR Doc. 05–22744 Filed 11–15–05; 8:45 am]
BILLING CODE 3710–W4–P
FEDERAL COMMUNICATIONS
COMMISSION
Notice of Public Information
Collection(s) Being Reviewed by the
Federal Communications Commission,
Comments Requested
November 7, 2005.
SUMMARY: The Federal Communications
Commission, as part of its continuing
effort to reduce paperwork burden
invites the general public and other
Federal agencies to take this
opportunity to comment on the
following information collection(s), as
required by the Paperwork Reduction
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13:56 Nov 15, 2005
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burden estimate; (c) ways to enhance
the quality, utility, and clarity of the
information collected; and (d) ways to
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comments by U.S. mail, mark it to the
attention of Judith B. Herman, Federal
Communications Commission, 445 12th
Street, SW, Room 1–C804, Washington,
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FOR FURTHER INFORMATION CONTACT: For
additional information about the
information collection(s) send an e-mail
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Herman at 202–418–0214.
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Title: Compatibility with E911
Emergency Calling Systems, Fourth
Report and Order.
Form No.: N/A.
Type of Review: Extension of a
currently approved collection.
Respondents: Business or other forprofit.
Number of Respondents: 4,000
respondents; 16,000 responses.
Estimated Time Per Response: 2
hours.
Frequency of Response: Quarterly
reporting requirement.
Total Annual Burden: 32,000 hours.
Total Annual Cost: N/A.
Privacy Act Impact Assessment: N/A.
Needs and Uses: This collection of
information is needed to ensure persons
with hearing and speech disabilities
using text telephone (TTY) devices will
be able to make 911 emergency calls
over digital wireless systems. The
Commission will use the information in
the quarterly TTY reports to keep track
of the carrier’s progress in complying
with E911 TTY requirements and also to
monitor the progress technology is
making towards compatibility with TTY
devices. The Commission will submit
this information collection to OMB after
this 60 day comment period in order to
obtain the full three year clearance from
OMB.
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Federal Communications Commission.
Marlene H. Dortch,
Secretary.
[FR Doc. 05–22606 Filed 11–15–05; 8:45 am]
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By order of the Federal Maritime
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Dated: November 10, 2005.
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E:\FR\FM\16NON1.SGM
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]]>Agencies
[Federal Register Volume 70, Number 220 (Wednesday, November 16, 2005)]
[Notices]
[Pages 69563-69565]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 05-22744]
=======================================================================
-----------------------------------------------------------------------
OFFICE OF SCIENCE AND TECHNOLOGY POLICY
Proposed Principles for Federal Support of Graduate and
Postdoctoral Education and Training in Science and Engineering
AGENCY: Executive Office of the President, Office of Science and
Technology Policy (OSTP).
ACTION: Notice of proposed issuance of principles for Federal programs
that provide support for post-baccalaureate education and training in
science and engineering.
-----------------------------------------------------------------------
SUMMARY: The proposed principles are intended to increase collaboration
and consistency within the Federal agencies in support of graduate and
postdoctoral education and training in science and engineering.
Principles are:
Federal Support of Graduate and Postdoctoral Education and
Training Is a Critical Investment in the Future;
The Federal Investment Portfolio Must Broadly Support
Science and Engineering Disciplines;
Graduate Students and Postdoctoral Scholars Must Receive
Quality Education and Training;
Federal Contributions toward Graduate and Postdoctoral
Education and Training are Provided in Partnership with Academic and
Other Non-Federal Institutions;
Graduate Students and Postdoctoral Scholars Should Be
Adequately Supported to Encourage Their Pursuit of Science and
Engineering Careers; and
Federal Agencies Should Collaborate in Areas of Common
Interest.
DATES AND ADDRESSES: Comments must be received by January 16, 2006.
Electronic comments may be submitted to: MWeiss@ostp.eop.gov. Please
include in the subject line the words ``National Science and Technology
Council (NSTC) Education and Workforce Development Comments.'' Please
put the full body of your comments in the text of the electronic
message and as an attachment. Be certain to include your name, title,
organization, postal address, telephone number, and e-mail address in
the text of the message. A return message will acknowledge receipt of
your comments.
FOR FURTHER INFORMATION CONTACT: For information regarding this Notice,
please call Mark Weiss, Office of Science and Technology Policy, (202)
456-6129; e-mail MWeiss@ostp.eop.gov or fax (202) 456-6027.
SUPPLEMENTARY INFORMATION:
I. Background Information
The Federal Government supported approximately 60,000 graduate
students and 30,000 postdoctoral scholars in science and engineering in
2001. About 44,000 (or 73%) of the graduate students and 24,000 (or
80%) of the postdoctoral scholars received their support as research
assistants or associates on Federal grants and contracts. Most of the
remaining 27% of the graduate students and 20% of the postdoctoral
scholars received support through Federal agencies' fellowships or
traineeships.\1\
---------------------------------------------------------------------------
\1\ In this document the term ``science and engineering''
includes, but is not limited to, agricultural, behavioral,
biological, computer, engineering, environmental, mathematical,
medical/clinical, physical, psychology, social, and veterinary
sciences.
The data are taken from the 2002 Survey of Graduate Students and
Postdoctorates in Science and Engineering (National Science
Foundation/Division of Science Resources Statistics).
Research assistants or associates refer to graduate students or
postdoctoral scholars funded through Federal research grants or
contracts. The assistants or associates are not selected by the
Federal agency, and the host institution determines their level of
support. The principle purpose of their employment is the conduct of
research, and any limitations imposed by their citizenship status
are determined by the policies of the host institution.
Graduate students or postdoctoral scholars supported on
Traineeships are usually not selected by the Federal agency, but the
Federal agency determines their level of support (although in some
cases the level of support-may be supplemented by other sources).
The principle purpose of their traineeship support is their
education and training, and they must be U.S citizens, permanent
residents, or meet other policies of the Federal agency.
Graduate students or postdoctoral scholars supported on
Fellowships are selected by the Federal agency, and the Federal
agency determines their level of support (although in some cases
their level of support may be supplemented by other sources). The
principle purpose of their fellowship support is their education and
training, and they must be U.S citizens or permanent residents or
meet other policies of the Federal agency.
---------------------------------------------------------------------------
The Research Business Models Subcommittee of the Committee on
Science, a committee of the National Science and Technology Council,
conducted regional meetings in 2003 and issued a Federal Register
notice asking for comments on ways to improve business practices of
Federal research programs. Concern was raised about the lack of
consistency among Federal agencies' support for graduate students and
postdoctoral scholars in the nation's universities and other research
organizations. In particular, universities administering Federal
support for graduate students and postdoctoral scholars cited
difficulties created by agency-to-agency variations in fellowship and
traineeship stipends and allowances for educational and other costs.
The Committee on Science is proposing the six principles in Section
[[Page 69564]]
II of this Supplementary Information Section as part of an effort to
address these concerns. The principles are developed to help guide
agencies in planning and designing, budgeting, and conducting
extramural fellowship and traineeship programs (i.e., Federal
fellowship and traineeship programs for which the graduate students and
postdoctoral scholars are receiving their education and training in
non-Federal institutions). Similarly, these principles should help
guide Federal support of graduate students and postdoctoral scholars
through other mechanisms, such as research assistantships supported by
research grants or contracts, or through intramural programs.
The Committee on Science is also considering the establishment of
the interagency process described in Section III of this Supplementary
Information Section. This process is intended to support the agencies'
use of the six principles on a continuing basis, in order to increase
collaboration and consistency within the Federal government for
supporting graduate and postdoctoral education and training in science
and engineering.
II. Proposed Principles for Federal Support of Graduate and
Postdoctoral Education and Training in Science and Engineering
Federal Support of Graduate and Postdoctoral Education and
Training Is a Critical Investment in the Future. Federal Government
support for educating and training graduate and postdoctoral scientists
and engineers is an essential investment in the future health,
security, and quality of life of our Nation's citizens. To ensure
continued access to the human resources that lie at the foundation of a
preeminent research and development enterprise, we must provide
encouragement and opportunities for students with the aptitude and
desire to pursue advanced degrees in science and engineering.
Increasing the participation of underrepresented minorities, women, and
persons with disabilities in graduate and postdoctoral education and
training is a critical aspect in realizing the full potential of the
Nation's human resources in science and engineering. Federal Government
support is critical because: timeframes for realizing the benefits of
the education and training are beyond the investment horizons of most
corporations; the magnitude of the required support exceeds the
collective capacity of foundations and other private sponsors; and the
resulting reservoir of talent is a national resource upon which all
public and private sector employers of scientists and engineers
ultimately draw.
The Federal Investment Portfolio Must Broadly Support
Science and Engineering Disciplines. The Federal Government-wide
investment strategy should support graduate and postdoctoral education
and training across a broad spectrum of science and engineering
disciplines. It is increasingly the case that advances in knowledge and
understanding arise from research in multiple disciplines. Similarly,
follow-on development often requires teams of individuals from varying
science and engineering fields. A workforce with strengths across
disciplines therefore is imperative if experts from differing
backgrounds are to be able to bring complementary perspectives to bear
on complex problems. Another factor underlying the importance of the
disciplinary breadth of the workforce is our inability to predict the
areas that will contribute to any given advancement in the future. Even
a problem initially raised in the context of a single discipline often
is solved due to unanticipated contributions from other disciplines.
Graduate Students and Postdoctoral Scholars Must Receive
Quality Education and Training. Graduate students and postdoctoral
scholars must receive an experience that combines both a high quality
education and robust research training to secure the Nation's future
scientific and engineering enterprise. Attention to their intellectual
growth during these critical years requires an environment that
includes effective mentoring to promote their career development.
Federal agencies should encourage the earliest possible completion of
graduate and postdoctoral education and training, as well as efforts
that foster the transition to the next step in the graduate student or
postdoctoral scholar's career. As is the case for research programs,
making award decisions through the use of merit review based on
objective, expert advice promotes excellence in education and training
through fellowship and traineeship programs.
Federal Contributions Toward Graduate and Postdoctoral
Education and Training are Provided in Partnership With Academic and
Other Non-Federal Institutions. Graduate or postdoctoral education and
training require a significant investment that includes financial
support for the individual graduate student or postdoctoral scholar,
and the investment needed for institutions to provide the education and
training. Generally, a Federal fellowship or traineeship program
provides only a portion of this investment, with the balance provided
by funds from other sources including, for example, the host
institution, other Federal programs, States, private sector
organizations, and individual contributions. Consequently, the Federal
contribution toward this investment is made in partnership with
academic and other institutions or parties. Federal agencies,
therefore, should consider the impact on, and consult as appropriate,
its partners when designing and conducting fellowship and traineeship
programs. Federal agencies should have, and be able to articulate, a
rational basis for the level of the Federal program's contribution
toward the education and training of the fellows or trainees.
Graduate Students and Postdoctoral Scholars Should Be
Adequately Supported To Encourage Their Pursuit of Science and
Engineering Careers. The level of support, including health and other
benefits, provided to foster the education and training of graduate
students and postdoctoral scholars is an important factor in attracting
and retaining talented individuals to pursue careers in science and
engineering. Levels of support provided by agencies should be
reasonable and commensurate with the level of education and experience
of the recipient. Agencies should consider annual adjustments in levels
of support to address increases in the cost-of-living. Variances in
support levels provided by Federal agencies may, for example, depend on
program purpose, program budget constraints, or demand for individuals
in critical areas; however, such variations should have clear, rational
bases.
Federal Agencies Should Collaborate in Areas of Common
Interest. It is important for Federal agencies to coordinate their
efforts to support education and training in science and engineering
areas of common interest. Efforts among agencies should be synergistic
and provide enhanced opportunities for graduate students and
postdoctoral scholars. Agencies should collaborate to share data
regarding these programs; to exchange information regarding effective
practices; and to coordinate the design and conduct of programs, as
appropriate.
III. Proposed Process for Interagency Coordination
The Committee on Science (CoS) is also considering a proposal from
its Education and Workforce Development (EWD) Subcommittee to establish
a
[[Page 69565]]
standing working group with two purposes that promote implementation of
the principles cited in Section II above. The first purpose of the
working group is to serve as a forum for agencies to exchange
information and collaborate with each other on their support of
graduate and postdoctoral education and training. The second purpose of
the working group is to report through the EWD Subcommittee to the CoS
on levels of support provided by Federal extramural fellowship and
traineeship programs.
IV. Invitation To Comment
Input on any aspect of the proposed principles or the proposed
process for interagency coordination is encouraged. The following
questions indicate particular areas for comment:
(a) Are there topics or issues not addressed in the principles that
should be? If so, please explain.
(b) Are there additional approaches or strategies to achieve the
objectives and promote interagency collaboration? If so, please
explain.
M. David Hodge,
Acting Assistant Director for Budget and Administration.
[FR Doc. 05-22744 Filed 11-15-05; 8:45 am]
BILLING CODE 3710-W4-P
