(NSF), the National Institutes of Health (NIH), and other organizations in shaping current and future programs. The report summarizes the views expressed by workshop participants, and while the committee is responsible for the overall quality and accuracy of the report as a record of what transpired at the workshop, the views contained in the report are not necessarily those of the committee.
This report of the workshop is organized into six chapters. Chapter 2 summarizes several presentations that focused on the challenges facing graduate chemistry education. Chapter 3 examines what the goals of chemistry education have been and how those goals might change in the future. Chapter 4 looks at the skills chemistry students acquire in graduate school. Chapter 5 explores how the structure of graduate education could change to meet future goals and impart necessary skills. Each of these chapters contains both summaries of the presentations made during the workshop and points raised during the discussion sessions held throughout the workshop. Finally, Chapter 6 compiles the suggestions for changes in and comments on graduate education described in earlier chapters as a way of summarizing the many ideas raised during the workshop.
Although not comprehensive, this report provides readers with an overview of several topics discussed at the workshop: (1) the challenges facing graduate chemistry education, (2) goals of chemistry education, (3) skills students acquire and would benefit from acquiring in graduate school, (4) how the structure of graduate education could change to meet future goals, and finally, (5) suggestions for change raised by individual workshop participants. This report does not contain any findings or recommendations related to these topics, as this was not part of the statement of task. This report summarizes presentations given at the workshop and the views expressed by workshop participants.
In his introductory remarks at the workshop, Joe Francisco, William E. Moore Distinguished Professor of Chemistry at Purdue University, who was chair of the committee for the workshop, said that U.S. graduate education has served as a global model for developing the best-prepared and most innovative chemists in the world. U.S. graduate programs continue to attract the best talents from around the globe. They provide employees for companies, universities, government laboratories, and other institutions in the United States and abroad.