キャリアニュース2021年1月21～28日

Despite broad consensus that high-skilled immigration can contribute to innovation and economic growth ([ 1 ][1]–[ 3 ][2]), there is considerable controversy regarding how to reform immigration policies, including for workers in science, technology, engineering, and mathematics (STEM) professions. Much attention has centered on entry-level IT workers ([ 4 ][3], [ 5 ][4]), but less consideration has been given to the visa pathways of STEM doctorates ([ 6 ][5], [ 7 ][6]) who, unlike entry-level IT workers, can bring firms advanced training at the frontiers of science and technology and contribute disproportionately to innovation and entrepreneurship relative to workers with bachelor's or master's degrees ([ 3 ][2]). We provide new insights on the visa progression, qualifications, and starting salaries of STEM doctorates in the U.S. context from a survey that follows a cohort of 1597 U.S. citizen (69.7%) and foreign-born (30.3%) science and engineering Ph.D.'s from U.S. research universit

I logged onto a video call last month, not knowing what to expect. Faculty members in my department had just 1 day's notice of the meeting with our dean, which made me wonder, “Is it another budget cut—or worse?” After a quick apology, the dean pivoted to the news: Given the crunch on university finances amid the COVID-19 pandemic, he'd made a difficult decision to terminate the geology department. If we wanted to keep our jobs, we'd have to find another department willing to take us in. His words hit me like a ton of bricks. For 20 years—ever since I received tenure—I assumed I'd always have a job if I kept up my teaching and research. But the pandemic had brought long-standing problems to a head. > “The quality of our research wasn't enough to save us.” Three years ago, the same dean had asked us for help. His budget was in the red because enrollments were falling and a new budget system had moved money out of his college. The geology department had a few large, popular courses,

Mental health and well-being are critical to student success in higher education and beyond but rarely get the attention they need. Colleges and universities in the United States have been seeing increases in mental illness and emotional distress among students for decades. Unfortunately, the COVID-19 pandemic and its social and economic consequences are accelerating these trends. Furthermore, renewed focus on systemic racism in many spheres of American life is highlighting the stresses and mental health consequences faced by students from traditionally underrepresented groups and by women who continue to suffer the lingering effects of sexism. The damaging consequences of these problems for students, their institutions, and a modern world that depends on a well-educated, healthy workforce demand a much better response. Promoting student mental health and emotional well-being on campus requires more than a well-functioning counseling center. It calls for a campus-wide commitment and co