Academic research and graduate studies in chemistry are changing. The article by graduate student Eric N. Brown that begins on p 13 describes one aspect of that change--the trend toward interdisciplinary research. Brown's account of his own course of study clearly delineates the advantages to a graduate student of participating in an interdisciplinary research project. Interdisciplinary research is less familiar than traditional single-investigator research. Mentioning it in both advising and informal conversations might well expand horizons for undergraduates considering graduate study as well as for new graduate students.

Another aspect of graduate programs is the degree to which they meet the needs and expectations of those enrolled in them. Two recent studies provide mixed reviews of this issue. Golde and Dore (1) tabulated results from surveys of 4114 doctoral students at 27 universities who were enrolled in programs in more than 10 disciplines, including chemistry. Golde and Dore conclude that "Although no more than half of the students will become faculty, and most of those will not find jobs at research universities, doctoral programs continue to train students to be research faculty." They also found that many students do not understand what graduate study entails and do not know how to navigate it effectively. Students in the sciences reported that they "do not clearly understand what criteria will determine when they are ready to graduate." Only a little over 50% of the students had the opportunity to learn specifically about teaching as part of their program, and many reacted as did one molecular biology student: "I am amazed at how little preparation I am receiving in how to teach." Overall, however, there is considerable satisfaction with Ph.D. programs. Only 3% of the students reported that they would not attend graduate school if they had it to do over again. More than 90% have the advisor they want and a dissertation topic that interests them.

Data more specific to chemistry graduate programs are available in an online survey carried out by the National Association of Graduate and Professional Students between March and August 2000 (2). More than 32,000 graduate students responded to the survey. Respondents who were chemistry students included 1123 Ph.D. candidates, 164 who received the Ph.D. between 1995 and 2000, and 29 candidates during the same period who did not receive the Ph.D. Participants in this survey were self-selected, and so their responses may not fully reflect the opinions of the entire population of graduate students. Nevertheless, the results deserve our attention. Chemistry graduate students were satisfied with their programs and especially with the mentoring they received. Items on which the physical sciences scored above the average for all disciplines were information for prospective students, teaching and TA preparation, career guidance and placement services, overall program climate, and especially mentoring. In no category did physical sciences score below the overall average.

The lowest-ranking category for chemistry graduate students was teaching and TA preparation, even though this result was above the overall average. The statement "The teaching experience available through my program is adequate preparation for an academic/teaching career" elicited 53% responses of "strongly agree" or "agree" and 47% responses of "disagree" or "strongly disagree". This is an area that we teachers know something about and in which we could improve significantly without undue expenditure of resources. Paying more attention to preparation of graduate students for teaching would directly benefit those who aspire to academic positions and would also benefit the undergraduate programs in which they serve.

Golde and Dore make a number of recommendations to faculty that are worthy of consideration in chemistry departments. In general, we should improve communication with graduate students and take the lead in advising students about graduate education and career choices. More specifically, we should

• Inculcate values, discuss ethics, and model ethical behavior.
• Encourage students to expand disciplinary boundaries through course work and interdisciplinary research.
• Make available information students need to make informed choices, including choices of nonacademic careers.
• Regularly reexamine program requirements to make certain that they support program goals and the needs of students.
• Encourage students to take advantage of activities that provide breadth of experience in both academic and community settings.
• Maintain good communication with students and act on what we learn from their opinions.

Continual attention to graduate chemistry education is necessary to ensure that the education of Ph.D. chemists is the best it can possibly be. Think about what you can contribute to this goal, whether or not you are directly involved in a graduate program. Then act appropriately.

Literature Cited

1. Golde, C. M.; Dore, T. M. At Cross Purposes: What the Experiences of Doctoral Students Reveal about Doctoral Education. Philadelphia, PA: A report prepared for The Pew Charitable Trusts, 2001 (accessed Nov 2001).
2. National Association of Graduate and Professional Students. The 2000 National Doctoral Program Survey (accessed Nov 2001).