Accordingly, the graduation rate4 of students pursuing degrees in science, technology, engineering, and math (STEM) is approximately 25 percent, or half of the national average. However, among students who had a research experience, more than 90 percent completed their baccalaureate degrees at UTEP, and more than 40 percent continued on to graduate school.

Dorothy Zinsmeister, assistant vice chancellor for academic affairs for the University System of Georgia, injected the term “scholarship” rather than “research” when referring to institutional activities that produce an end product that is peer reviewed and published. In this regard, she stated that scholarship could encompass research, a view shared also by Kent Barefield, associate dean of the College of Sciences, Georgia Institute of Technology, and Jodi Wesemann of the American Chemical Society.

Near the end of the session, Marcus Shute, vice president for research and sponsored programs at Tennessee State University, contributed a quotation from Shirley Anne Jackson, the president of Rensselaer Polytechnic Institute. It emphasized the futility of trying to teach science and engineering without ever exposing the students to the underlying methodology by which these fields came to be, “Teaching without research is like confession without the sin.”


This report summarizes the presentations and discussions of the workshop under two main headings: Major Barriers to Access to Research and Solutions to Overcoming Barriers. The obstacles and solutions are presented under subheadings to enable the readers to refer to specific issues confronting the institutions.

The section “Funding and Other Resources” presents examples of the options that can be packaged to remedy the problem of limited resources. It also describes funding models that have proven effective in addressing some of the challenges facing emerging research institutions. These include federal programs that can enhance the capacity of ERIs to conduct research.

The final section synthesizes the key ideas presented by workshop participants throughout the discussion.


Defined by the count of students graduating in six years or less from matriculation.

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement