%0 Book %A National Academies of Sciences, Engineering, and Medicine %E Kaplan, Robert M. %E Beatty, Alexandra S. %T Ontologies in the Behavioral Sciences: Accelerating Research and the Spread of Knowledge %@ 978-0-309-27731-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26464/ontologies-in-the-behavioral-sciences-accelerating-research-and-the-spread %> https://nap.nationalacademies.org/catalog/26464/ontologies-in-the-behavioral-sciences-accelerating-research-and-the-spread %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 164 %X New research in psychology, neuroscience, cognitive science, and other fields is published every day, but the gap between what is known and the capacity to act on that knowledge has never been larger. Scholars and nonscholars alike face the problem of how to organize knowledge and to integrate new observations with what is already known. Ontologies - formal, explicit specifications of the meaning of the concepts and entities that scientists study - provide a way to address these and other challenges, and thus to accelerate progress in behavioral research and its application. Ontologies help researchers precisely define behavioral phenomena and how they relate to each other and reliably classify them. They help researchers identify the inconsistent use of definitions, labels, and measures and provide the basis for sharing knowledge across diverse approaches and methodologies. Although ontologies are an ancient idea, modern researchers rely on them to codify research terms and findings in computer-readable formats and work with large datasets and computer-based analytic techniques. Ontologies in the Behavioral Sciences: Accelerating Research and the Spread of Knowledge describes how ontologies support science and its application to real-world problems. This report details how ontologies function, how they can be engineered to better support the behavioral sciences, and the resources needed to sustain their development and use to help ensure the maximum benefit from investment in behavioral science research. %0 Book %A National Research Council %E Benderly, Beryl Lieff %E Kent, Lois Peterson %T Building Infrastructure for International Collaborative Research in the Social and Behavioral Sciences: Summary of a Workshop %@ 978-0-309-31345-2 %D 2014 %U https://nap.nationalacademies.org/catalog/18970/building-infrastructure-for-international-collaborative-research-in-the-social-and-behavioral-sciences %> https://nap.nationalacademies.org/catalog/18970/building-infrastructure-for-international-collaborative-research-in-the-social-and-behavioral-sciences %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Policy for Science and Technology %P 58 %X In recent years, as science becomes increasingly international and collaborative, the importance of projects that involve research teams and research subjects from different countries has grown markedly. Such teams often cross disciplinary, cultural, geographic and linguistic borders as well as national ones. Successfully planning and carrying out such efforts can result in substantial advantages for both science and scientists. The participating researchers, however, also face significant intellectual, bureaucratic, organizational and interpersonal challenges. Building Infrastructure for International Collaborative Research in the Social and Behavioral Sciences is the summary of a workshop convened by the National Research Council's Committee on International Collaborations in Social and Behavioral Sciences in September 2013 to identify ways to reduce impediments and to increase access to cross-national research collaborations among a broad range of American scholars in the behavioral and social sciences (and education), especially early career scholars. Over the course of two and a half days, individuals from universities and federal agencies, professional organizations, and other parties with interests in international collaboration in the behavior and social sciences and education made presentations and participated in discussions. They came from diverse fields including cognitive psychology, developmental psychology, comparative education, educational anthropology, sociology, organizational psychology, the health sciences, international development studies, higher education administration, and international exchange. %0 Book %A National Research Council %E Welch-Ross, Melissa %T Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary %@ 978-0-309-15386-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop %> https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 116 %X The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion. %0 Book %A National Research Council %E Carstensen, Laura L. %E Hartel, Christine R. %T When I'm 64 %@ 978-0-309-10064-9 %D 2006 %U https://nap.nationalacademies.org/catalog/11474/when-im-64 %> https://nap.nationalacademies.org/catalog/11474/when-im-64 %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 280 %X By 2030 there will be about 70 million people in the United States who are older than 64. Approximately 26 percent of these will be racial and ethnic minorities. Overall, the older population will be more diverse and better educated than their earlier cohorts. The range of late-life outcomes is very dramatic with old age being a significantly different experience for financially secure and well-educated people than for poor and uneducated people. The early mission of behavioral science research focused on identifying problems of older adults, such as isolation, caregiving, and dementia. Today, the field of gerontology is more interdisciplinary. When I'm 64 examines how individual and social behavior play a role in understanding diverse outcomes in old age. It also explores the implications of an aging workforce on the economy. The book recommends that the National Institute on Aging focus its research support in social, personality, and life-span psychology in four areas: motivation and behavioral change; socioemotional influences on decision-making; the influence of social engagement on cognition; and the effects of stereotypes on self and others. When I'm 64 is a useful resource for policymakers, researchers and medical professionals. %0 Book %A National Research Council %E Lord, Catherine %E McGee, James P. %T Educating Children with Autism %@ 978-0-309-21001-0 %D 2001 %U https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism %> https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 323 %X Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people—often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers. %0 Book %A National Research Council %T Brain and Cognition: Some New Technologies %@ 978-0-309-07841-2 %D 1989 %U https://nap.nationalacademies.org/catalog/1870/brain-and-cognition-some-new-technologies %> https://nap.nationalacademies.org/catalog/1870/brain-and-cognition-some-new-technologies %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 90 %0 Book %A National Research Council %E Wigdor, Alexandra K. %E Green, Bert F., Jr. %T Performance Assessment for the Workplace, Volume II: Technical Issues %@ 978-0-309-04539-1 %D 1991 %U https://nap.nationalacademies.org/catalog/1898/performance-assessment-for-the-workplace-volume-ii-technical-issues %> https://nap.nationalacademies.org/catalog/1898/performance-assessment-for-the-workplace-volume-ii-technical-issues %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %P 344 %X Volume II covers a number of measurement and analytical issues in greater technical detail, including: range restriction adjustments, methods for evaluating multiple sources of error in measurement, comparing alternative measures of performance, and strategies for clustering military occupations. %0 Book %A National Research Council %T Improving the Decision Making Abilities of Small Unit Leaders %@ 978-0-309-21605-0 %D 2012 %U https://nap.nationalacademies.org/catalog/13188/improving-the-decision-making-abilities-of-small-unit-leaders %> https://nap.nationalacademies.org/catalog/13188/improving-the-decision-making-abilities-of-small-unit-leaders %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Behavioral and Social Sciences %P 130 %X For the past decade, the U.S. Marine Corps and its sister services have been engaged in what has been termed "hybrid warfare," which ranges from active combat to civilian support. Hybrid warfare typically occurs in environments where all modes of war are employed, such as conventional weapons, irregular tactics, terrorism, disruptive technologies, and criminality to destabilize an existing order. In August 2010, the National Research Council established the Committee on Improving the Decision Making Abilities of Small Unit Leaders to produce Improving the Decision Making Abilities of Small Unit Leaders. This report examines the operational environment, existing abilities, and gap to include data, technology, skill sets, training, and measures of effectiveness for small unit leaders in conducting enhanced company operations (ECOs) in hybrid engagement, complex environments. Improving the Decision Making Abilities of Small Unit Leaders also determines how to understand the decision making calculus and indicators of adversaries. Improving the Decision Making Abilities of Small Unit Leaders recommends operational and technical approaches for improving the decision making abilities of small unit leaders, including any acquisition and experimentation efforts that can be undertaken by the Marine Corps and/or by other stakeholders aimed specifically at improving the decision making of small unit leaders. This report recommends ways to ease the burden on small unit leaders and to better prepare the small unit leader for success. Improving the Decision Making Abilities of Small Unit Leaders also indentifies a responsible organization to ensure that training and education programs are properly developed, staffed, operated, evaluated, and expanded. %0 Book %A National Research Council %T Cognitive Aspects of Survey Methodology: Building a Bridge Between Disciplines %@ 978-0-309-07784-2 %D 1984 %U https://nap.nationalacademies.org/catalog/930/cognitive-aspects-of-survey-methodology-building-a-bridge-between-disciplines %> https://nap.nationalacademies.org/catalog/930/cognitive-aspects-of-survey-methodology-building-a-bridge-between-disciplines %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 192 %0 Book %A National Research Council %E Singer, Susan R. %E Nielsen, Natalie R. %E Schweingruber, Heidi A. %T Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering %@ 978-0-309-25411-3 %D 2012 %U https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %> https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 282 %X The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups. %0 Book %A National Research Council %T Identifying the Culprit: Assessing Eyewitness Identification %@ 978-0-309-31059-8 %D 2014 %U https://nap.nationalacademies.org/catalog/18891/identifying-the-culprit-assessing-eyewitness-identification %> https://nap.nationalacademies.org/catalog/18891/identifying-the-culprit-assessing-eyewitness-identification %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 170 %X Identifying the Culprit: Assessing Eyewitness Identification makes the case that better data collection and research on eyewitness identification, new law enforcement training protocols, standardized procedures for administering line-ups, and improvements in the handling of eyewitness identification in court can increase the chances that accurate identifications are made. This report explains the science that has emerged during the past 30 years on eyewitness identifications and identifies best practices in eyewitness procedures for the law enforcement community and in the presentation of eyewitness evidence in the courtroom. In order to continue the advancement of eyewitness identification research, the report recommends a focused research agenda. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Long-Term Stewardship of Safety Data from the Second Strategic Highway Research Program (SHRP 2) Letter Report: October 14, 2013 %D 2013 %U https://nap.nationalacademies.org/catalog/22484/long-term-stewardship-of-safety-data-from-the-second-strategic-highway-research-program-shrp-2-letter-report-october-14-2013 %> https://nap.nationalacademies.org/catalog/22484/long-term-stewardship-of-safety-data-from-the-second-strategic-highway-research-program-shrp-2-letter-report-october-14-2013 %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 0 %X On October 14, 2013, TRB’s Committee on the Long-Term Stewardship of Safety Data from the Second Strategic Highway Research Program (SHRP 2) sent its second letter report to Victor Mendez, administrator of the Federal Highway Administration; David Strickland, administrator of the National Highway Traffic Safety Administration; and Bud Wright, executive director of the American Association of State Highway and Transportation Officials. The letter report provides advice about the future administration of data now being collected as part of SHRP 2’s safety research program.This letter report builds off of the Committee’s first letter report of May 3, 2013, that recommended a phased approach to the long-term administration of the driving-safety data. The first phase (Phase 1), which would be overseen by a governance board, would be a period of experimentation with the administration of the driving-safety data and its actual use for research purposes.In the October 14 report, the committee provides a set of principles intended to maximize the use of the data and to ensure that their use is appropriate (e.g., that privacy is protected) and sustained. In addition, the committee provides recommendations concerning priority issues for the governance board to consider and specific activities for obtaining key empirical information in Phase 1. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Long-Term Stewardship of Safety Data from the Second Strategic Highway Research Program (SHRP 2) Letter Report: May 3, 2013 %D 2013 %U https://nap.nationalacademies.org/catalog/22583/long-term-stewardship-of-safety-data-from-the-second-strategic-highway-research-program-shrp-2-letter-report-may-3-2013 %> https://nap.nationalacademies.org/catalog/22583/long-term-stewardship-of-safety-data-from-the-second-strategic-highway-research-program-shrp-2-letter-report-may-3-2013 %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 0 %X On May 3, 2013, TRB’s Committee on the Long-Term Stewardship of Safety Data from the Second Strategic Highway Research Program (SHRP 2) sent its first letter report to Victor Mendez, administrator of the Federal Highway Administration; David Strickland, administrator of the National Highway Traffic Safety Administration; and Bud Wright, executive director of the American Association of State Highway and Transportation Officials.The letter report provides advice on the future administration of data now being collected as part of SHRP 2’s safety research program. The report highlights the importance of an effective and rapid transition from data collection to widespread data use by researchers, and includes recommendations related to transition planning in anticipation of the time when SHRP 2 comes to an end in 2015.The committee that produced the report recommends a phased approach to the administration of the data, rather than entering into long-term agreements at this time based on insufficient information. The report discusses ownership, governance, and operation of the data during a first phase lasting about five years. As part of phase 1 planning and implementation to gain practical experience to inform long-term decision making, the committee recommends that potential user groups be identified, that rigorous estimates of cost elements for long-term implementation be obtained, and that evaluation criteria and a process for collecting lessons learned be established in ways that are not overly burdensome. %0 Book %A Institute of Medicine %E Evans, Geoffrey %E Bostrom, Ann %E Johnston, Richard B. %E Fisher, Barbara Loe %E Stoto, Michael A. %T Risk Communication and Vaccination: Workshop Summary %@ 978-0-309-05790-5 %D 1997 %U https://nap.nationalacademies.org/catalog/5861/risk-communication-and-vaccination-workshop-summary %> https://nap.nationalacademies.org/catalog/5861/risk-communication-and-vaccination-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 44 %0 Book %T Principles and Practices for a Federal Statistical Agency %D 1992 %U https://nap.nationalacademies.org/catalog/9043/principles-and-practices-for-a-federal-statistical-agency %> https://nap.nationalacademies.org/catalog/9043/principles-and-practices-for-a-federal-statistical-agency %I The National Academies Press %C Washington, DC %G English %P 27 %0 Book %A National Research Council %E Towne, Lisa %E Shavelson, Richard J. %E Feuer, Michael J. %T Science, Evidence, and Inference in Education: Report of a Workshop %@ 978-0-309-07570-1 %D 2001 %U https://nap.nationalacademies.org/catalog/10121/science-evidence-and-inference-in-education-report-of-a-workshop %> https://nap.nationalacademies.org/catalog/10121/science-evidence-and-inference-in-education-report-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 45 %X Research on education has come into the political spotlight as the demand grows for reliable and credible information for the guidance of policy and practice in the education reform environment. Many debates among the education research community feature questions concerning the nature of evidence and these questions have also appeared in broader policy and practice arenas. Inquiry has generally, over the past years, created bodies of scientific knowledge that have profound implications for education. Dramatic advances in understanding how people learn, how young children acquire early reading skills, and how to design and evaluate educational and psychological measurements is a good example of this. However, the highly contextualized nature of education and the wide range of disciplinary perspectives that rely on it have made the identification of reducible, generalizable principles difficult and slow to achieve. Due to this, the U.S. Department of Education's National Educational Research Policy and Priorities Board (NERPPB) has asked the NRC to establish a study committee to consider the scientific underpinnings of research in education. The committee consists of members with expertise in statistics, psychology, sociology, anthropology, philosophy of science, history of education, economics, chemistry, biology, and education practice. The committee worked with the three questions in mind: What are the principles of scientific quality in education research?, How can research-based knowledge in education cumulate?, and How can a federal research agency promote and protect scientific quality in the education research it supports?. A workshop was held on March 7-8, 2001 that was organized into three main sessions: Supporting Scientific Quality at the Federal level, The Interface of Research and Practice in Education, and Evidence and Inference. Science, Evidence, and Inference in Education: Report of a Workshop summarizes this workshop through these three ideas. The report also includes what the committee plans to do next, the workshop agenda, and information on the workshop's participants and speakers. %0 Book %A National Research Council %T How People Learn: Brain, Mind, Experience, and School: Expanded Edition %@ 978-0-309-07036-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %> https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. %0 Book %A National Research Council %T Methods for Designing Software to Fit Human Needs and Capabilities: Proceedings of the Workshop on Software Human Factors %@ 978-0-309-07781-1 %D 1985 %U https://nap.nationalacademies.org/catalog/918/methods-for-designing-software-to-fit-human-needs-and-capabilities %> https://nap.nationalacademies.org/catalog/918/methods-for-designing-software-to-fit-human-needs-and-capabilities %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Behavioral and Social Sciences %P 50 %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Schuck, Julie Anne %T Personnel Selection in the Pattern Evidence Domain of Forensic Science: Proceedings of a Workshop %@ 978-0-309-45140-6 %D 2017 %U https://nap.nationalacademies.org/catalog/23681/personnel-selection-in-the-pattern-evidence-domain-of-forensic-science %> https://nap.nationalacademies.org/catalog/23681/personnel-selection-in-the-pattern-evidence-domain-of-forensic-science %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 62 %X In July 2016 The National Academies of Sciences, Engineering, and Medicine convened a workshop with the goal of bringing together industrial and organizational (I-O) psychologists, experts on personnel selection and testing, forensic scientists, and other researchers whose work has a nexus with workforce needs in the forensic science field with a focus on pattern evidence. Participants reviewed the current status of selection and training of forensic scientists who specialize in pattern evidence and discussed how tools used in I-O psychology to understand elements of a task and measure aptitude and performance could address challenges in the pattern evidence domain of the forensic sciences. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Bain, Lisa %E Norris, Sheena M. Posey %E Stroud, Clare %T Evolving the Culture of Science and Training in Neuroscience to Meet a Changing World: Proceedings of a Workshop–in Brief %D 2021 %U https://nap.nationalacademies.org/catalog/26176/evolving-the-culture-of-science-and-training-in-neuroscience-to-meet-a-changing-world %> https://nap.nationalacademies.org/catalog/26176/evolving-the-culture-of-science-and-training-in-neuroscience-to-meet-a-changing-world %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 9 %X Recent events, including the COVID-19 pandemic and the collective awakening around issues related to racial justice, diversity, and inclusion, have underscored the challenges facing neuroscience and neuroscience training. To address these challenges, the Forum on Neuroscience and Nervous System Disorders of the National Academies of Sciences, Engineering, and Medicine convened a series of virtual workshops on neuroscience training with the goal of reconsidering how we think about neuroscience training in a rapidly changing world. On February 22, 2021, the fifth and final workshop in this series, titled Evolving the Culture of Science and Training in Neuroscience to Meet a Changing World, brought together stakeholders from across the neuroscience ecosystem to discuss how the culture of science and scientific training can become more inclusive, balanced, and adaptive to changing times. This final workshop expanded on many issues raised in previous workshops, including the importance of mental health and well-being in academic research; how to resist the legacy of white supremacy and support diversity in academia; and how to redefine what success means for neuroscientists in both academic and non-academic settings. This publication summarizes the discussions that occurred at the workshop.