Reactions to Changing Times: Trends and Tensions in U.S. Chemistry Graduate Education

• Heidi G. Loshbaugh ^[1] ; Sandra L. Laursen ; Heather Thiry
  1. [1] Ethnography and Evaluation Research, University of Colorado at Boulder, United tates
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 88, Nº 6, 2011, págs. 708-715
• Idioma: inglés
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• Resumen

  • Calls for reform in graduate education have emerged from professional societies, educational research, and foundations, with particular concern for how graduate students are prepared for their future professional environments. This qualitative research study explores current issues in Ph.D. chemistry education, including how U.S. chemistry departments have responded to calls for change in graduate students’ professional preparation. The study is based on document analysis and open-ended interviews with 22 chemistry faculty and administrators at 14 highly ranked chemistry departments. Many of these departments were beginning to implement changes in response to multiple and competing forces. Pressures on faculty to generate research funding had reportedly reduced time for one-on-one mentoring, but many departments were offering more student support outside research groups. Departments that had made targeted efforts to diversify their faculty and student body reaped rewards in recruiting and collegiality. Younger students and faculty were driving changes in departmental practices and cultures intended to address work-life balance. While some changes were widespread and others more scattered, many of the changes appear to be well aligned with recommended practices. Yet most departments were undertaking these reforms without holistic strategies, long-range plans, or methods for assessing the results of their changes.