اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدResearch Science and Education: The NSFs Astronomy and Astrophysics Postdoctoral Fellowship
245
0
0.0
(
0
)
تأليف
Dara Norman
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
The NSFs Astronomy and Astrophysics Postdoctoral Fellowship (AAPF) is exceptional among the available postdoctoral awards in Astronomy and Astrophysics. The fellowship is one of the few that allows postdoctoral researchers to pursue an original research program, of their own design, at the U.S. institution of their choice. However, what makes this fellowship truly unique is the ability of Fellows to lead an equally challenging, original educational program simultaneously. The legacy of this singular fellowship has been to encourage and advance leaders in the field who are equally as passionate about their own research as they are about sharing that research and their passion for astronomy with students and the public. In this positional paper we address the importance of fellowships like the AAPF to the astronomical profession by identifying the science and educational contributions that Fellows have made to the community. Further, we recommend that fellowships that encourage leading postdoctoral researchers to also become leaders in Astronomy education be continued and expanded.
قيم البحث
اقرأ أيضاً
Obtaining a prize postdoctoral fellowship in astronomy and astrophysics involves a number of factors, many of which cannot be quantified. One criterion that can be measured is the publication record of an applicant. The publication records of past fe
llowship recipients may, therefore, provide some quantitative guidance for future prospective applicants. We investigated the publication patterns of recipients of the NASA prize postdoctoral fellowships in the Hubble, Einstein, and Sagan programs from 2014 through 2017, using the NASA ADS reference system. We tabulated their publications at the point where fellowship applications were submitted, and we find that the 133 fellowship recipients in that time frame had a median of 6 +/- 2 first-author publications, and 14 +/- 6 co-authored publications. The full range of first author papers is 1 to 15, and for all papers ranges from 2 to 76, indicating very diverse publication patterns. Thus, while fellowship recipients generally have strong publication records, the distribution of both first-author and co-authored papers is quite broad; there is no apparent threshold of publications necessary to obtain these fellowships. We also examined the post-PhD publication rates for each of the three fellowship programs, between male and female recipients, across the four years of the analysis and find no consistent trends. We hope that these findings will prove a useful reference to future junior scientists.
As our capacity to study ever-expanding domains of our science has increased (including the time domain, non-electromagnetic phenomena, magnetized plasmas, and numerous sky surveys in multiple wavebands with broad spatial coverage and unprecedented d
epths), so have the horizons of our understanding of the Universe been similarly expanding. This expansion is coupled to the exponential data deluge from multiple sky surveys, which have grown from gigabytes into terabytes during the past decade, and will grow from terabytes into Petabytes (even hundreds of Petabytes) in the next decade. With this increased vastness of information, there is a growing gap between our awareness of that information and our understanding of it. Training the next generation in the fine art of deriving intelligent understanding from data is needed for the success of sciences, communities, projects, agencies, businesses, and economies. This is true for both specialists (scientists) and non-specialists (everyone else: the public, educators and students, workforce). Specialists must learn and apply new data science research techniques in order to advance our understanding of the Universe. Non-specialists require information literacy skills as productive members of the 21st century workforce, integrating foundational skills for lifelong learning in a world increasingly dominated by data. We address the impact of the emerging discipline of data science on astronomy education within two contexts: formal education and lifelong learners.
Laboratory astrophysics and complementary theoretical calculations are the foundations of astronomy and astrophysics and will remain so into the foreseeable future. The impact of laboratory astrophysics ranges from the scientific conception stage for
ground-based, airborne, and space-based observatories, all the way through to the scientific return of these projects and missions. It is our understanding of the under-lying physical processes and the measurements of critical physical parameters that allows us to address fundamental questions in astronomy and astrophysics. In this regard, laboratory astrophysics is much like detector and instrument development at NASA, NSF, and DOE. These efforts are necessary for the success of astronomical research being funded by the agencies. Without concomitant efforts in all three directions (observational facilities, detector/instrument development, and laboratory astrophysics) the future progress of astronomy and astrophysics is imperiled. In addition, new developments in experimental technologies have allowed laboratory studies to take on a new role as some questions which previously could only be studied theoretically can now be addressed directly in the lab. With this in mind we, the members of the AAS Working Group on Laboratory Astrophysics, have prepared this State of the Profession Position Paper on the laboratory astrophysics infrastructure needed to ensure the advancement of astronomy and astrophysics in the next decade.
Astronomers have played many roles in their engagement with the larger astronomy education ecosystem. Their activities have served both the formal and informal education communities worldwide, with levels of involvement from the occasional participan
t to the full-time professional. We discuss these many diverse roles, giving background, context, and perspective on their value in encouraging and improving astronomy education. This review covers the large amounts of new research on best practices for diverse learning environments. For the formal education learning environment, we cover pre-university roles and engagement activities. This evidence-based perspective can support astronomers in contributing to the broad astronomy education ecosystem in more productive and efficient ways and in identifying new niches and approaches for developing the science capital necessary for a science literate society and for greater involvement of underrepresented groups in the science enterprise.
Support for early career astronomers who are just beginning to explore astronomy research is imperative to increase retention of diverse practitioners in the field. Since 2010, Astrobites has played an instrumental role in engaging members of the com
munity -- particularly undergraduate and graduate students -- in research. In this white paper, the Astrobites collaboration outlines our multi-faceted online education platform that both eases the transition into astronomy research and promotes inclusive professional development opportunities. We additionally offer recommendations for how the astronomy community can reduce barriers to entry to astronomy research in the coming decade.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
