By Chemical Sciences Roundtable, Board on Chemical Sciences and Technology, National Research Council
Document findings in keeping with a workshop equipped through the forces that triggered the NSF workshop and the middle findings and suggestions that resulted. Softcover.
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The Phytochemical Society of North the United States held its forty-fourth annual assembly in Ottawa, Ontario, Canada from July 24-28, 2004. This year's assembly was once hosted by way of the collage of Ottawa and the Canadian wooded area provider, nice Lakes Forestry Centre and was once held together with the foreign Society of Chemical Ecology.
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Extra resources for Graduate Education in the Chemical Sciences: Issues for the 21st Century Report of a Workshop
Hence, we argue that students must spend more time in school to absorb all that material. D.? This takes us past the realm of identifying changes into the subject of the next section dealing with what graduate education should achieve. The collaborations between universities and private firms have been growing rapidly and often involve graduate students. This has been a significant change in graduate education in chemistry and in the relationships among institutions and individuals. The history of this involvement is tied closely to the evolution of the research industries in America and to the perceptions in Congress of the role of government in assisting the evolution of science and technology.
The primary product that universities provide to industry is skilled, educated people. s to their new industrial posts are superexperts in narrow fields that may have nothing directly to do with their new responsibilities. That narrow expertise, however, is almost never what matters to the new employer. What matters is the ability of the young scientist to meet new problems, to learn new material, and to have the judgment required to decide what to keep of old methods and what to introduce that is new.
S who are then going 22 GRADUATE EDUCATION IN THE CHEMICAL SCIENCES: ISSUES FOR THE 21ST CENTURY back into the enterprise with poor experiences. This is not necessarily because of institutional problems in training, but may occur because the students were not well matched to their institutions. They are taking up careers for which there is a continual bemoaning that they do not have opportunities. I look, for example, at undergraduate institutions and the faculty being brought into them. These individuals, who have gone through a graduate program, are saying that research was not the career they wanted to have, and they are entering the undergraduate institution because they want to be good educators and do not care to do any more research.