Titled “Reimagining STEM doctoral training” the editorial was published in the February 19, 2026, issue.
In the editorial, the authors argue that the United States needs to rethink how it trains STEM Ph.D. students to stay competitive in global science and technology. They point to shifting research leadership, modest growth in U.S. doctoral graduates, and long training times as signs that the current system may not be keeping pace with changing workforce needs. Because most Ph.D. graduates ultimately work outside academia, the authors say doctoral programs should better prepare students for innovation-focused careers as well as traditional research paths.
They propose adding a new STEM “innovation Ph.D.” track alongside existing programs. This accelerated, four-year pathway would combine academic research with strong industry partnerships, structured projects, and internships that give students real-world experience. With hybrid funding from federal and private sources, the model aims to prepare scientists more quickly for the environments where they will apply their expertise. The authors argue that expanding training options—not replacing current programs—could strengthen the U.S. research ecosystem and help build a more adaptable scientific workforce.
Narang joined the UCLA faculty in July 2022 leading an interdisciplinary group with research spanning chemistry, physics, and engineering. Before her move to UCLA, she was an Assistant Professor of Computational Materials Science at Harvard University. She earned her M.S. and Ph.D. in Applied Physics from Caltech.
Banks is the Director of the Science Policy team at the Foundation for American Innovation. Previously, he held research roles at C3 Solutions and the American Enterprise Institute, and served as a legislative aide to Rep. Bill Posey. He holds a master’s degree in Science and Religion from the University of Oxford and a bachelor’s degree in Chemistry from Covenant College.
Penny Jennings, UCLA Department of Chemistry & Biochemistry, penjen@g.ucla.edu.