Graduate Education in the Chemical Sciences Issues for the 21st Century: Report of a Workshop (2000) / Chapter Skim
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4 External Research Collaborations Enrich Graduate Education
4 External Research Collaborations Enrich Graduate Education
Pages 45-55
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From page 45... ...
The first was to give you a somewhat pedantic and dry discussion of my view of the value to graduate education of external collaborations. Or, I could go out and interview students and their professors, hear what they had to say, and share that with you.
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From page 46... ...
But more to the point, this experience is a beautiful example of the ability to gain self-confidence. The experience of gaining self-esteem and self-confidence was echoed earlier today by someone in the audience who was talking about the value of a graduate education and said that part of it was "gee, look at me, I did it." I asked Amelia to tell me what else she gained by working with industry.
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From page 47... ...
I asked Arby how well his graduate education had prepared him for his industrial job, and here is what he had to say (see Box 4.2~. I must admit that I do not agree with the only entry in Arby's "yes" column.
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From page 48... ...
This was a very tough project, as bromine NQR spectra are notoriously difficult to obtain. In fact, one of my colleagues at another university is quoted as saying,"If you have a death wish, try bromine NQR." But the value to the company of the information to be learned was worth the difficulty, and Antonio eventually produced beautiful results.
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From page 49... ...
Because more and more professors share in ownership of companies, we need to be careful that we do not exploit graduate students who might work on projects related to those companies. There are also some real ethical issues having to do with what you share in terms of information.
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From page 50... ...
I have been a supervisor, have hired and fired, and know what it is like to work on a team. I see many graduate students coming in right out of college because they don't know what else to do.
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From page 51... ...
I would have probably said, "No, this is 2 years of my life that I spent in a lab, and somebody is telling me that it is not good enough." That is a very important part of graduate education, to reinforce to the students that you are there to support them and to help them grow. John Schwab, National Institute of General Medical Sciences: Today we have been hearing all sorts of wonderful anecdotes about the importance of mentoring and about the impact that really effective mentoring can have.
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From page 52... ...
Undergraduates spend a year of their 5-year undergraduate experience working in the field. Graduate programs have tried to emulate this.
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From page 53... ...
P Wyn Jennings, National Science Foundation: I want to tell you that, in fact, there is a program in place at NSF for taking graduate students and some undergraduates into K-12 education.
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From page 54... ...
It was our peers who were reviewing our training grant applications who told us that we needed to change the way we trained graduate students. I think that somehow chemistry departments have to develop similar review mechanisms having significant external input and influences (i.e., funding)
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From page 55... ...
Thomas Edgar, University of Texas: In that light, I received a note from Steve Berry a while ago. He says that the National Academy of Sciences, through its Committee on Science, Engineering, and Public Policy, has published a report on mentoring called On Being a Scientist: Responsible Conduct in Research, Second Edition.
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