Journal of Science Policy & Governance最新文献_第7页

A Call to Draw on Existing Social Science Scholarship to Understand Professional Communities at the Science-Diplomacy Nexus Better: Using the Case of Space Governance 呼吁利用现有社会科学奖学金更好地理解科学外交关系中的专业群体:以空间治理为例

Journal of Science Policy & Governance Pub Date : 2022-08-22 DOI: 10.38126/jspg200306

G. Salter

{"title":"A Call to Draw on Existing Social Science Scholarship to Understand Professional Communities at the Science-Diplomacy Nexus Better: Using the Case of Space Governance","authors":"G. Salter","doi":"10.38126/jspg200306","DOIUrl":"https://doi.org/10.38126/jspg200306","url":null,"abstract":"Global governance arrangements are produced and sustained by an array of professionals who sometimes compete and sometimes collaborate over policy construction. Where trained scientists fit into this picture and how they influence policy formation is a question of great importance for stakeholders vested in the science-diplomacy nexus, given the role of technical knowledge in complex and uncertain diplomatic challenges. However, this Op-Ed argues that understanding the social dynamics that constitute science diplomacy in practice requires the use of concepts and theory from Science and Technology Studies and practice-theoretical work in global governance scholarship that can accommodate the contingency of professional life in this field of action. Using the arena of outer space governance to illustrate this point, I contend that using this scholarship can open up conceptual space to consider inter-professional contestation and intra-professional reimagination at the science-diplomacy interface. In turn, this approach can enhance understanding for science diplomacy practitioners as to what it means to be a scientist engaging at this nexus and what cycles of professional stasis and change are taking place.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128149192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To Strengthen the American STEM Workforce, Empower Workers 加强美国的STEM劳动力，赋予工人权力

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200205

Justine Lee, Carolyn Amir

{"title":"To Strengthen the American STEM Workforce, Empower Workers","authors":"Justine Lee, Carolyn Amir","doi":"10.38126/jspg200205","DOIUrl":"https://doi.org/10.38126/jspg200205","url":null,"abstract":"A just, healthy, and robust science, technology, engineering, and math (STEM) workforce is vital to social organization and human well-being in the modern world. However, economic elites can shape scientific and technological priorities by defining the “national interest” and “needs” of the market, which greatly influences the future of human power relations and material conditions. When contemporary policy debates in STEM education and workforce development focus on how K-12, university, and technical education can provide a workforce for businesses and advance the “national interest”, the resulting policy agenda centers the interests of these socio-economic elites. This paper seeks to reframe debate on STEM education and workforce development policy from a paradigm of nation-state competitiveness and market demand to one centered on workers and democracy. We argue that “who governs” the science and technology workforce and “who benefits” from the status quo of STEM education and workforce development policy is not who should govern and who should benefit, but rather the political and economic elites which steer the world’s largest companies and states. This reframing not only recognizes the fundamental interdependence of economic and political power, but that power is a feature of a social order co-produced with and through scientific inquiry, technological change, and knowledge creation. We advocate for the reimagination of the status quo to recognize that the STEM workforce is composed of, first and foremost, working people. We argue for science and technology workers to recognize common solidarity with all workers and organize to determine their own futures. Lastly, we propose a policy agenda which would empower them to do so by strengthening labor rights and expanding the worker-owned economy.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128700563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reforming Graduate Student Policies and Resources Starts with Promoting the Ones you Already Have 改革研究生政策和资源，从促进已有的政策和资源开始

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200208

Michael Rudokas, Megan Damico, Christina Kling, Alessandra Zimmermann

{"title":"Reforming Graduate Student Policies and Resources Starts with Promoting the Ones you Already Have","authors":"Michael Rudokas, Megan Damico, Christina Kling, Alessandra Zimmermann","doi":"10.38126/jspg200208","DOIUrl":"https://doi.org/10.38126/jspg200208","url":null,"abstract":"The overall mental and physical well-being of STEM graduate students has been declining in recent years, and the COVID-19 pandemic has only exacerbated the situation. The institutional policies and resources meant to protect and support graduate students need to be updated to reflect the changing times and match the current needs of the students they are intended to serve. Through an exploratory study, we surveyed graduate students from U.S. higher education institutions on their perceptions of available resources and policies with the goal of identifying areas for improvement. The main findings from this study highlighted the critical need to increase the awareness and accessibility of policies and resources already provided to graduate students to promote perceived availability and, therefore, graduate student policy and resource use. We put forward two key recommendations to accomplish this task: first, it is crucial to begin centralizing, codifying, and annotating graduate student policies and resources to increase their accessibility amongst student populations. Second, we suggest active and passive marketing approaches to increase awareness of policies and resources throughout institutions. Accessibility and awareness of graduate student resources and policies need to be addressed to promote the success and safety of graduate students and, in doing so, ameliorate graduate student retention and cultivate diverse career futures in STEM.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"22 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113942550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing Workforce Shortages Through Equitable Design of Education and Opportunities 通过公平设计教育和机会解决劳动力短缺问题

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200201

Faryaal Alam

{"title":"Addressing Workforce Shortages Through Equitable Design of Education and Opportunities","authors":"Faryaal Alam","doi":"10.38126/jspg200201","DOIUrl":"https://doi.org/10.38126/jspg200201","url":null,"abstract":"The COVID-19 pandemic has exposed the inequities in the healthcare landscape and has also exposed workforce shortages that exist at multiple levels in the healthcare atmosphere. In addition to the supply chain and economic shortages over the last calendar year, the healthcare industry has been ravished by labor shortages, disrupting patient care and education for students in many ways. The American College of Medical Colleges predicts a shortage of 122,000 physicians by 2023. Furthermore, rural areas experience greater disparities in workforce shortages than urban areas, and the demand for workers in both rural and urban areas alike will increase as the baby boomer generations age and head towards retirement. This policy position paper will highlight various existing programs for addressing workforce shortages, creating an effective recruitment strategy, getting youth interested in pursuing careers in healthcare, how to offer stipends for students working as direct support professionals, and looking into possible policy recommendations for addressing workforce shortages. After reviewing these areas, we summarize a wide variety of strategies for employers to implement in creating a more effective workforce including investing in workforce development programs and creating more opportunities for youth.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121767290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ensuring the Inclusion of People with Disabilities in STEM Education and Careers 确保残疾人参与STEM教育和职业

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200203

Wisberty J. Gordián-Vélez

{"title":"Ensuring the Inclusion of People with Disabilities in STEM Education and Careers","authors":"Wisberty J. Gordián-Vélez","doi":"10.38126/jspg200203","DOIUrl":"https://doi.org/10.38126/jspg200203","url":null,"abstract":"Achieving full inclusion for people with disabilities in STEM is a matter of national security, economic prosperity, and equity. People with disabilities in STEM are underrepresented in postsecondary degrees and employment and they have higher unemployment rates and earn less. Inaction at the federal level has contributed to perpetuating these disparities. The federal government, especially through a signed law, could provide the funding and mandate to establish the institutional support, resources, and incentives needed so people with disabilities have equitable access to STEM and they can contribute to the scientific and technological innovation the U.S. needs to confront its great challenges. Congress has lately been working to bolster the country’s scientific and technological enterprise and to increase the diversity of our STEM workforce, through HR4521, the America COMPETES Act, and S1260, the U.S. Innovation and Competition Act. Some of these proposals are promising but fail to include provisions specific to people with disabilities. As Congress considers a HR4521/S1260 compromise bill, it has the opportunity to include programs that ensure the inclusion and promote the success of people with disabilities in STEM.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115500347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Words Matter: Defining opportunities in STEM to improve rural and urban student outcomes 词语至关重要:定义STEM的机会，以改善农村和城市学生的成绩

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200206

Benjamin Mansky, Rachel Piselli, Emily R. Quarato

{"title":"Words Matter: Defining opportunities in STEM to improve rural and urban student outcomes","authors":"Benjamin Mansky, Rachel Piselli, Emily R. Quarato","doi":"10.38126/jspg200206","DOIUrl":"https://doi.org/10.38126/jspg200206","url":null,"abstract":"In the United States, significant gaps remain for achieving gender and racial equity in science, technology, engineering, and math (STEM) careers. Although our K-12 education system has made some progress in innovating STEM curricula, the U.S. still lags behind other Organization for Economic Co-operation and Development countries. In addition, the COVID-19 pandemic has introduced new challenges in STEM education, which often require in-person experiential learning. Fortunately, with the advent of COVID-19 more people have come to appreciate the role technology can play in education. While technology certainly has many benefits for the educational process, there is a significant gap in opportunity between those from different socioeconomic and rural backgrounds in the U.S. To ensure the development of a diverse STEM workforce, the House of Representatives needs to take significant action to reduce inequity in STEM learning and outreach. We recommend that the House of Representatives Committee on Science, Technology, and Space clarify the wording within the Innovation for Informal STEM Learning Act (H.R. 3859) to better target underrepresented populations from both rural and urban communities and the House of Representatives Committee of Education and Labor specify the definition of ‘qualified apprenticeship program’ within the STEM K to Career Act (H.R.4727).","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126528147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cover Memo: Volume 20, Issue 2, Special Issue on STEM Education and Workforce Development 封面备忘录:第20卷，第2期，STEM教育和劳动力发展特刊

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg2002cm

Jamie Vernon

引用次数: 0

For the Public Good: Incorporating Civic Science into Undergraduate STEM Education 为了公共利益:将公民科学纳入本科STEM教育

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200207

Christian Ross, Samantha Jo Fried

引用次数: 0

Hardwired to learn science but left out of the landscape: the role of expanding access to quality science education in America for elementary learners 学习科学的本能，却被忽视了:扩大美国小学学生接受高质量科学教育的机会的作用

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200204

Christine Hirst-Bernhardt, Kama Almasi

{"title":"Hardwired to learn science but left out of the landscape: the role of expanding access to quality science education in America for elementary learners","authors":"Christine Hirst-Bernhardt, Kama Almasi","doi":"10.38126/jspg200204","DOIUrl":"https://doi.org/10.38126/jspg200204","url":null,"abstract":"There has never been a greater need for a scientifically literate population, yet science education remains inaccessible for many learners. National STEM priorities continue to focus on older learners and adults while failing to expand access to elementary school students. In the past 30 years, science instructional minutes have decreased dramatically, likely the unintentional outcome of accountability metrics that overemphasize math and reading at the expense of other subjects. In some districts, students do not receive any science until middle grades. Elementary teachers may not receive any instruction in science and lack the confidence and resources to effectively weave content into their already overflowing plate. The National Academies of Science, Engineering, and Medicine recently published two reports that identify widespread disparities in access to science education while also outlining growth opportunities. These reports address the causes and impacts of the disparities, and outline recommended solutions at all levels. Here we present our arguments for integrating high-quality science in elementary classrooms, drawing heavily on the reports for evidence and potential solutions. The pandemic and climate change have focused attention on the vital role of science in our lives; it’s time to invest in our youngest learners and natural-born scientists with opportunities to leverage their innate skills and prepare them as the leaders of tomorrow.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124393243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Lack of Sexual and Gender Minority Curriculum in U.S. Medical Schools 美国医学院缺乏性与性别少数群体课程

Journal of Science Policy & Governance Pub Date : 2022-05-16 DOI: 10.38126/jspg200209

Kyra Varley

{"title":"The Lack of Sexual and Gender Minority Curriculum in U.S. Medical Schools","authors":"Kyra Varley","doi":"10.38126/jspg200209","DOIUrl":"https://doi.org/10.38126/jspg200209","url":null,"abstract":"Health outcomes of sexual and gender minorities are often disproportionately negative compared to their heterosexual counterparts. One reason is that healthcare providers report low confidence treating SGM patients and a low rate of interaction with this population. The curriculum being taught in U.S. medical schools is largely insufficient in teaching the healthcare needs of SGM individuals. Consequently, physicians are underprepared to treat these patients, leading to large health disparities. Physicians show improved levels of knowledge and confidence treating SGM patients after additional educational efforts, showing that adding SGM healthcare modules to medical schools will better prepare physicians to treat these patients. This would decrease health disparities and improve patient experiences and health outcomes. Additional curriculum should be multi-modal and include SGM individuals in their creation and implementation. This method has been shown to encourage the greatest improvement in physician knowledge and confidence working with patients. This paper also includes policy recommendations geared towards policymakers and stakeholders to guide future initiatives to improve the health outcomes of SGM patients. It is crucial that this conversation around social determinants of health leads to policy and structural changes. Future research in this area is needed and future policy changes or initiatives should be studied for their effectiveness.","PeriodicalId":222224,"journal":{"name":"Journal of Science Policy & Governance","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126436784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

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