committee saw many successful examples of good working relationships between mathematical sciences programs and industry in its site visits.

The department has so many contacts with industry. . . .Industrial recruiters visit the campus and many students take industrial positions.

Committee Site Visit Report


The postdoctoral experience of every new PhD, whether as a postdoctoral associate or a young faculty member, should include time for research. Understanding research and its role in the mathematical sciences is important for anyone doing, applying, or teaching mathematics. Research experience after receiving the PhD is appropriate experience for all careers. Such experience is most appropriately gained in a postdoctoral fellowship at a research university but, due to limitations on funding, may be gained in a research instructorship or term position at a research university. The need for a continuing research apprenticeship in the postdoctoral period reflects the breadth and complexity of the mathematical sciences. Research during the postdoctoral period should be viewed as the logical next step after the doctorate. The committee observed that clustering of postdoctoral associates and junior faculty with senior faculty and graduate students as well as the continuing guidance of a mentor for each postdoctoral associate or junior faculty member are particularly effective in promoting professional growth in research.

The postdoctoral experience should include development in other areas also. Currently, nearly all postdoctoral fellowships are oriented toward doing research alone. Interdisciplinary but mathematics-based postdoctoral fellowships, only a few of which exist, are a way of broadening the fellow's scientific outlook. It would be appropriate to introduce professional development components—teaching or applications— into many more postdoctoral fellowships. Such fellowships could form a bridge to future careers in which teaching or applications are important. A postdoctoral fellowship should be considered to be one step in continuing, lifelong professional development.

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