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Comparing Research Foci (What) and Student Participation (Who) in Computing Education Research in the United Kingdom and United States
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Tea is a steeped beverage made from the leaves of Camellia sinensis . Globally, this healthy, caffeine-containing drink is one of the most widely consumed beverages. At least 50 countries produce tea and most of the production information and tea research is derived from international sources. Here, we discuss information related to tea production, genetics, and chemistry as well as production issues that affect or are likely to affect emerging tea production and research in the United States. With this review, we relay current knowledge on tea production, threats to tea production, and solutions to production problems to inform this emerging market in the United States.more » « less
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Abstract To meet the demands of technological change required for climate change mitigation, academic research must cover a broad range of climate solutions. Diverse participation in this research is important because research shows that a variety of backgrounds and problem-solving approaches are important to solving complex problems such as climate change. In our study, we examine the discplinary and institutional diversity of federal funding for academic research on climate solutions (ARCS) in the United States. We identify $1.42 billion in federal funding for ARCS in fiscal years 2019 and 2020. Our findings reveal that 85% of federal ARCS grants are awarded to Principal Investigators in engineering and the natural sciences. Additionally, institutions classified as having high research activity (R1s) receive over 60% of the ARCS funding per student. Tribal institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions collectively receive only $109.20 in ARCS funding per student, compared to $334.30 per student for other institution types. These disparities in federally funded ARCS grants are, in part, a consequence of the absence of policies that promote interdisciplinary collaboration and broader participation in academic research. We discuss the policy implications that have contributed to the identified inequities in ARCS funding and current policies that could enhance the distribution of ARCS in the future. We propose strategies for federally funded ARCS to support an equitable energy transition that addresses the needs of contemporary society and beyond.more » « less
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The foundations of Artificial Intelligence (AI), a field whose applications are of great use and concern for society, can be traced back to the early years of the second half of the 20th century. Since then, the field has seen increased research output and funding cycles followed by setbacks. The new millennium has seen unprecedented interest in AI progress and expectations with significant financial investments from the public and private sectors. However, the continual acceleration of AI capabilities and real-world applications is not guaranteed. Mainly, accountability of AI systems in the context of the interplay between AI and the broader society is essential for adopting AI systems via the trust placed in them. Continual progress in AI research and development (R&D) can help tackle humanity's most significant challenges to improve social good. The authors of this paper suggest that the careful design of forward-looking research policies serves a crucial function in avoiding potential future setbacks in AI research, development, and use. The United States (US) has kept its leading role in R&D, mainly shaping the global trends in the field. Accordingly, this paper presents a critical assessment of the US National AI R&D Strategic Plan and prescribes six recommendations to improve future research strategies in the US and around the globe.more » « less
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Purpose While postdoctoral research (postdoc) training is a common step toward academic careers in science, technology, engineering and mathematics (STEM) fields, the role of postdoc training in social sciences is less clear. An increasing number of social science PhDs are pursuing postdocs. This paper aims to identify factors associated with participation in postdoc training and examines the relationship between postdoc training and subsequent career outcomes, including attainment of tenure-track faculty positions and early career salaries. Design/methodology/approach Using data from the National Science Foundation Survey of Earned Doctorates and Survey of Doctorate Recipients, this study applies propensity score matching, regression and decomposition analyses to identify the role of postdoc training on the employment outcomes of PhDs in the social science and STEM fields. Findings Results from the regression analyses indicate that participation in postdoc training is associated with greater PhD research experience, higher departmental research ranking and departmental job placement norms. When the postdocs and non-postdocs groups are balanced on observable characteristics, postdoc training is associated with a higher likelihood of attaining tenure-track faculty positions 7 to 9 years after PhD completion. The salaries of social science tenure-track faculty with postdoc experience eventually surpass the salaries of non-postdoc PhDs, primarily via placement at institutions that offer relatively higher salaries. This pattern, however, does not apply to STEM PhDs. Originality/value This study leverages comprehensive, nationally representative data to investigate the role of postdoc training in the career outcomes of social sciences PhDs, in comparison to STEM PhDs. Research findings suggest that for social sciences PhDs interested in academic careers, postdoc training can contribute to the attainment of tenure-track faculty positions and toward earning relatively higher salaries over time. Research findings provide prospective and current PhDs with information helpful in career planning and decision-making. Academic institutions, administrators, faculty and stakeholders can apply these research findings toward developing programs and interventions to provide doctoral students with career guidance and greater career transparency.more » « less
