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Solar and Space Physics: A Science for a Technological Society
352
SOLAR AND SPACE PHYSICS: A SCIENCE FOR A TECHNOLOGICAL SOCIETY
and (6) a bibliometric survey of the number of publications in each of the three main subdisciplines (solar
and heliospheric, magnetospheric, and ionosphere/thermosphere) in each year over the past decade. This
appendix describes each of these studies and provides the results from those that have been completed as
well as highlights of some of the other results.
In addition to these studies, the Education and Workforce Working Group received a number of white
papers through the decadal survey process and held several town hall meetings and stand-alone working
group meetings and teleconferences to receive input and information, including from NASA, NSF, and
professional societies (such as the American Geophysical Union (AGU) and the American Physical Society).
Key findings are summarized here.
FINDINGS OF THE EDUCATION AND WORKFORCE WORKING GROUP
Graduate Students
Professionals in solar and space physics work in diverse settings, including government labs, industry,
research centers, and academic institutions (in colleges and departments that go by many different names),
which complicates any demographic study of the field. Also, solar and space physics is not currently listed
as a dissertation research area within NSF’s Annual Survey of Earned Doctorates. 1 This survey influences
other rankings, ratings, and demographic surveys done by the National Research Council and AIP.
Graduate students interviewed at Geospace Environment Modeling (GEM)-Coupling, Energetics, and
Dynamics of Atmospheric Regions (CEDAR) and Solar and Heliospheric Influences at Earth (SHINE) meetings often cited a childhood interest in space and astronomy that grew through high school and undergraduate physics courses into an interest in trying out astronomy research as an undergraduate. Once exposed
to the solar and space physics field, the reasons they cited for finding space physics more attractive than
astronomy or cosmology included the following: (1) the domain of physical reality being studied is not so
remote and can be accessed by humans; (2) the research content is easier to explain to family and friends;
(3) the research has more societal relevance; and (4) there is a more compelling opportunity to constrain
theory with in situ data.
Graduate students surveyed about how their graduate program could be better at preparing them
cited a desire for more networking, a sense of community, and access to in-depth academic courses that
are specific to space physics (e.g., If someone developed a great course on complexity theory and space
physics, how could it be more broadly disseminated in the community?). Solar and space physics is most
often taught or introduced in summer schools at the graduate level, so opportunities to become aware of
the discipline have been more limited at the undergraduate and pre-college levels. This raises the issue of
what kinds of activities captured the attention of current students in the field.
Approximately 50 percent of the graduate students surveyed at NSF-supported GEM-CEDAR and SHINE
meetings during the summer of 2011 reported an undergraduate research experience in the solar and space
physics field (e.g., via the NSF Research Experiences for Undergraduates (REU) program). This highlights
the importance of such programs for recruiting students in the future. As a consequence, it seems prudent
to develop a community of solar and space physics REU and Research Experiences for Teachers sites and
programs—to facilitate the sharing of resources, collaboration through distance-learning technologies,
training of mentors and program staff regarding issues of diversity, and utilization of existing summer
schools—to augment REU programs and enhance the opportunities for attracting a diverse and talented
1 See National Science Foundation, Survey of Earned Doctorates, available at http://www.nsf.gov/statistics/srvydoctorates/.
Solar and Space Physics: A Science for a Technological Society
352
SOLAR AND SPACE PHYSICS: A SCIENCE FOR A TECHNOLOGICAL SOCIETY
and (6) a bibliometric survey of the number of publications in each of the three main subdisciplines (solar
and heliospheric, magnetospheric, and ionosphere/thermosphere) in each year over the past decade. This
appendix describes each of these studies and provides the results from those that have been completed as
well as highlights of some of the other results.
In addition to these studies, the Education and Workforce Working Group received a number of white
papers through the decadal survey process and held several town hall meetings and stand-alone working
group meetings and teleconferences to receive input and information, including from NASA, NSF, and
professional societies (such as the American Geophysical Union (AGU) and the American Physical Society).
Key findings are summarized here.
FINDINGS OF THE EDUCATION AND WORKFORCE WORKING GROUP
Graduate Students
Professionals in solar and space physics work in diverse settings, including government labs, industry,
research centers, and academic institutions (in colleges and departments that go by many different names),
which complicates any demographic study of the field. Also, solar and space physics is not currently listed
as a dissertation research area within NSF’s Annual Survey of Earned Doctorates. 1 This survey influences
other rankings, ratings, and demographic surveys done by the National Research Council and AIP.
Graduate students interviewed at Geospace Environment Modeling (GEM)-Coupling, Energetics, and
Dynamics of Atmospheric Regions (CEDAR) and Solar and Heliospheric Influences at Earth (SHINE) meetings often cited a childhood interest in space and astronomy that grew through high school and undergraduate physics courses into an interest in trying out astronomy research as an undergraduate. Once exposed
to the solar and space physics field, the reasons they cited for finding space physics more attractive than
astronomy or cosmology included the following: (1) the domain of physical reality being studied is not so
remote and can be accessed by humans; (2) the research content is easier to explain to family and friends;
(3) the research has more societal relevance; and (4) there is a more compelling opportunity to constrain
theory with in situ data.
Graduate students surveyed about how their graduate program could be better at preparing them
cited a desire for more networking, a sense of community, and access to in-depth academic courses that
are specific to space physics (e.g., If someone developed a great course on complexity theory and space
physics, how could it be more broadly disseminated in the community?). Solar and space physics is most
often taught or introduced in summer schools at the graduate level, so opportunities to become aware of
the discipline have been more limited at the undergraduate and pre-college levels. This raises the issue of
what kinds of activities captured the attention of current students in the field.
Approximately 50 percent of the graduate students surveyed at NSF-supported GEM-CEDAR and SHINE
meetings during the summer of 2011 reported an undergraduate research experience in the solar and space
physics field (e.g., via the NSF Research Experiences for Undergraduates (REU) program). This highlights
the importance of such programs for recruiting students in the future. As a consequence, it seems prudent
to develop a community of solar and space physics REU and Research Experiences for Teachers sites and
programs—to facilitate the sharing of resources, collaboration through distance-learning technologies,
training of mentors and program staff regarding issues of diversity, and utilization of existing summer
schools—to augment REU programs and enhance the opportunities for attracting a diverse and talented
1 See National Science Foundation, Survey of Earned Doctorates, available at http://www.nsf.gov/statistics/srvydoctorates/.