Policies and Practices to Improve the Chemistry Graduate Student Experience: Implications of the ACS Survey of Graduate Students

Journal Article · Fri Oct 29 00:00:00 EDT 2021 · Journal of Chemical Education

DOI:https://doi.org/10.1021/acs.jchemed.1c00611· OSTI ID:1865191

Rohlfing, Celeste M. ^[1]; Richmond, Geraldine L. ^[2]; Noviski, Maya ^[2]; Lewis, Priscilla ^[2]; Stockard, Jean ^[2]

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1. Univ. of Oregon, Eugene, OR (United States); University of Oregon, Dept of Chemistry
2. Univ. of Oregon, Eugene, OR (United States)

STEM graduate education is vitally important in producing the talent needed to fuel our economy and provide solutions for the challenges we face in emerging diseases and climate change. Yet recent research indicates that women and students who identify as members of minority groups traditionally underrepresented in STEM face extraordinary challenges in their graduate careers. This commentary describes ways in which chemistry graduate education could become more supportive and inclusive through changes by graduate students, faculty, departments, funding agencies, and professional organizations. As a result the scientific workforce could utilize the full range of available talent and become more productive.

• Research Organization: Univ. of Oregon, Eugene, OR (United States)
• Sponsoring Organization: USDOE Office of Science (SC), Basic Energy Sciences (BES)
• Grant/Contract Number: FG02-03ER46061
• OSTI ID: 1865191
• Report Number(s): DOE-UOregon-46061-2
• Journal Information: Journal of Chemical Education, Journal Name: Journal of Chemical Education Journal Issue: 1 Vol. 99; ISSN 0021-9584
• Publisher: American Chemical Society
• Country of Publication: United States
• Language: English

Related Subjects

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CHEMISTRY
graduate education
minorities in chemistry
research
women in chemistry