Graduate Education in the Chemical Sciences Issues for the 21st Century: Report of a Workshop (2000) / Chapter Skim
Currently Skimming:
2 Graduate Education in the Chemical Sciences
2 Graduate Education in the Chemical Sciences
Pages 18-26
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 18... ...
du Pont de Nemours & Company With the fluidity of the industrial landscape, as companies merge and restructure, as one relevant science matures to be replaced by another rapidly developing field, it is appropriate to ask how graduate education in chemistry functions in a rapidly changing environment. Here I focus on graduate and postdoctoral education as a prerequisite for a technically based career in industry.
|
From page 19... ...
A list of some of these came out of a workshop chaired by Professor Ronald Breslow of Columbia in late 1995, and I've attached most of the "Comment" he wrote summarizing that workshop. These suggestions, if incorporated broadly within graduate schools, will do much to improve the capability, contributions, and long-term effectiveness of the professional chemist.
|
From page 20... ...
· Some visiting speakers should be from industry to expose students to nonacademic research. Close connections between university departments and industry can help students plan and obtain industrial careers.
|
From page 21... ...
The committee members should hear and critique the public seminars and research proposals of students, monitor research progress, and participate in any special examinations required. The members should be part of the final dissertation committee.
|
From page 22... ...
In fact, schools such as Louisiana State University are concentrating on those students, like the ones at the University of Arizona that Mike Doyle talked about, and are finding that they are producing a very excellent product. I think that more academic institutions should concentrate more on those students, and I want to applaud you for making that statement.
|
From page 23... ...
Edel Wasserman: There is a limitation on how easily people can reinvent themselves. One of the things I am concerned about is whether we are taking advantage of the possible flexibility in people during the graduate period to try to give them a broader view.
|
From page 24... ...
Let me just indicate one recent occurrence. We are trying to run communication workshops in the American Chemical Society to help students who have never given a talk outside their research groups to reach a broader audience.
|
From page 25... ...
program would lead to increased time in postdoctoral training. My conversations with industrial hiring managers indicate that there is no genuine need for postdoc training prior to an industrial job.
|
From page 26... ...
How do you patent it? are all increasingly difficult questions connected with trying to get students to work on realworld problems.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.