The Chronicle of Higher Education
Julia Piper
December 9, 2018
Research universities rely on government agencies for funding, but the latest word on those agencies’ science policies doesn’t reach campuses instantly. That’s why a few universities have created senior leadership roles dedicated to communicating between Capitol Hill and campus research laboratories. "You can’t really have a loud bell go off and have everybody change their behavior across the country" in response to new policy directions, says Keith Yamamoto, who three years ago became the University of California at San Francisco’s first vice chancellor for science policy and strategy.
His job faces both outward and inward, he says. "The outward-facing is to make our voice heard in Washington and other circles where science policy is set and shaped." The inward-facing part "is to be able to help craft policies on the campus that best move us toward our mission and goals."
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News posts of interest to researchers, social scientists, and those following new Harvard Kennedy School research.
Thursday, December 13, 2018
Wednesday, December 12, 2018
What These Medical Journals Don’t Reveal: Top Doctors’ Ties to Industry
The New York Times
Charles Ornstein and Katie Thomas
December 8, 2018
One is dean of Yale’s medical school. Another is the director of a cancer center in Texas. A third is the next president of the most prominent society of cancer doctors.
These leading medical figures are among dozens of doctors who have failed in recent years to report their financial relationships with pharmaceutical and health care companies when their studies are published in medical journals, according to a review by The New York Times and ProPublica and data from other recent research.
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Charles Ornstein and Katie Thomas
December 8, 2018
One is dean of Yale’s medical school. Another is the director of a cancer center in Texas. A third is the next president of the most prominent society of cancer doctors.
These leading medical figures are among dozens of doctors who have failed in recent years to report their financial relationships with pharmaceutical and health care companies when their studies are published in medical journals, according to a review by The New York Times and ProPublica and data from other recent research.
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Tuesday, December 11, 2018
NIH: Notice of Fiscal Policies in Effect for FY 2019
National Institutes of Health
Notice Number: NOT-OD-19-031
November 27, 2018
This Notice provides guidance about the NIH Fiscal Operations for FY 2019 and implements The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 (Public Law 115-245), signed into law on September 28, 2018.With the passage of the Act, NIH received a 5.6 percent increase over the FY 2018 final funding level, for a total of $39.3 billion in program level funding, including $711,000,000 authorized under the 21st Century Cures Act and specific increases for Alzheimer’s disease, the All of Us Research Program, and the BRAIN Initiative.
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Notice Number: NOT-OD-19-031
November 27, 2018
This Notice provides guidance about the NIH Fiscal Operations for FY 2019 and implements The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 (Public Law 115-245), signed into law on September 28, 2018.With the passage of the Act, NIH received a 5.6 percent increase over the FY 2018 final funding level, for a total of $39.3 billion in program level funding, including $711,000,000 authorized under the 21st Century Cures Act and specific increases for Alzheimer’s disease, the All of Us Research Program, and the BRAIN Initiative.
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Monday, December 10, 2018
Companion Guidelines on Replication & Reproducibility in Education Research
The National Science Foundation and Institute of Education Sciences
November 28, 2018
The Institute of Education Sciences (IES) and the National Science Foundation (NSF) jointly issued the Common Guidelines for Education Research and Development in 2013 to describe “shared understandings of the roles of various types of ‘genres’ of research in generating evidence about strategies and interventions for increasing student learning” (IES and NSF, 2013: 7). In the intervening period, the education research community and federal policymakers have been increasingly attentive to the role of, and factors that promote and inhibit, replication and reproducibility of research.
In order to build a coherent body of work to inform evidence-based decision making, there is a need to increase the visibility and value of reproducibility and replication studies among education research stakeholders. The purpose of this companion to the Common Guidelines is to highlight the importance of these studies and provide crossagency guidance on the steps investigators are encouraged to take to promote corroboration, ensure the integrity of education research, and extend the evidence base.
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November 28, 2018
The Institute of Education Sciences (IES) and the National Science Foundation (NSF) jointly issued the Common Guidelines for Education Research and Development in 2013 to describe “shared understandings of the roles of various types of ‘genres’ of research in generating evidence about strategies and interventions for increasing student learning” (IES and NSF, 2013: 7). In the intervening period, the education research community and federal policymakers have been increasingly attentive to the role of, and factors that promote and inhibit, replication and reproducibility of research.
In order to build a coherent body of work to inform evidence-based decision making, there is a need to increase the visibility and value of reproducibility and replication studies among education research stakeholders. The purpose of this companion to the Common Guidelines is to highlight the importance of these studies and provide crossagency guidance on the steps investigators are encouraged to take to promote corroboration, ensure the integrity of education research, and extend the evidence base.
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