However, he noted that the context for graduate education in chemistry is changing. The chemical enterprise has become more global. Chemistry graduate programs in other countries are becoming more competitive in attracting students and producing research results. These changes have profound implications for U.S. graduate programs.

Francisco listed a number of questions that could be addressed at the workshop.

•   Do U.S. graduate programs need to do more to prepare students to be more competitive in a global chemical enterprise?

•   Do educators know what industry is looking for in the new doctoral recipients that it recruits?

•   What are the perspectives of students coming into these programs?

•   Is the depth of training of graduate students more important than broader preparation? For example, do graduate students need more training in being able to communicate with people who do not have science backgrounds and with people from other cultures who speak languages other than English?

•   If graduate training becomes broader, what will be given up, and will this compromise the quality of training?

•   Do present-day graduate students need to be prepared for non-traditional jobs, especially given that many are interested in becoming entrepreneurs and others have been unable to find traditional jobs?

•   Are graduate programs in chemistry contributing to societal needs on a local, regional, national, and global level?

•   How can the diversity of chemistry graduate students be increased?

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