Abstract
The science, technology, engineering, and mathematics (STEM) fields in the United States are currently facing a crisis: graduate programs are not adequately preparing all trainees for the diverse career paths on which they embark. Over recent years, this problem has intensified as the number of Ph.D. holders increased and academic research jobs stagnated or shrunk. Still, most STEM doctoral programs have maintained the singular focus on training students for academic careers at a cost to the individual’s career, society, and the economy. Universities and graduate institutions must adapt to meet the increasing demand for STEM laborers in non-academic sectors and provide relevant and robust training to their students. We propose amending the STEM Opportunities Act of 2019 to incentivize institutions to integrate experiential learning and expand training services. Provided diverse career-training, highly-skilled Ph.D. graduates will more efficiently enter and fill the STEM workforce, stimulating the U.S. economy. Addressed to: The Committee on Science, Space, and Technology, United States House of Representatives; and the Senate Committee on Health, Education, Labor, and Pensions.
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