Consensus, Division, and the Future of Graduate Education in the Chemical Sciences

Ashby, Michael T.

doi:10.1021/acs.jchemed.8b00642

Cited by 8 publications

(10 citation statements)

References 32 publications

(56 reference statements)

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“…The successes of this student-led effort has already begun to move the academic culture in the Department of Chemistry in a positive and more inclusive direction. This work highlights the power of student-led efforts; a tailored academic climate survey; and collaborative, department-level initiatives to create lasting cultural change. − We envision that this case study can serve an example to other academic departments seeking an evidence-based approach to address climate concerns and enhance the experiences of all members of their community.…”

Section: Introductionmentioning

confidence: 99%

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

et al. 2019

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Women and some racial and ethnic groups remain underrepresented in chemistry departments across the United States, and generally, efforts to improve representation have resulted in minimal or no improvements in the last 10 years. Here, we present the outcomes of a graduate-student-led initiative that sought to assess the issues affecting inclusivity, diversity, and wellness within the Department of Chemistry at the University of California, Berkeley. We report how the results of a department-tailored academic climate survey were used to develop a method to foster open, productive discussion among graduate students, postdoctoral researchers, and faculty. This event format led to an improved understanding of the challenges facing our community members, as well as the identification of strategies that can be used to make the Department of Chemistry more welcoming for all members. We report the success of this student-led effort to highlight the value of assessing diversity and inclusion at the department-level, as well as the benefits of using community data to stimulate productive, evidence-based discussions. Furthermore, we envision that these methods can be implemented within any research-focused academic community to promote positive cultural change.

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Section: Introductionmentioning

confidence: 99%

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

et al. 2019

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“…7−9 These problems persist at the graduate level. 10 To overcome these difficulties, students need to recognize relations about and between objects in space, 11 organize visual information into coherent parts and patterns, 12 and interpret them using prior knowledge. 13 Explicit spatial instruction can improve students' spatial abilities, 14 which include visual-spatial skills 15,16 (VSS).…”

Section: ■ Introductionmentioning

confidence: 99%

“…Students often struggle making sense of representations, − and models − as well as understanding the manipulations involved when converting one representation to another. − These problems persist at the graduate level . To overcome these difficulties, students need to recognize relations about and between objects in space, organize visual information into coherent parts and patterns, and interpret them using prior knowledge .…”

Section: Introductionmentioning

confidence: 99%

Visual-Spatial Skills, Strategies, and Challenges to Extract, Represent, and Predict Stereochemical Outcomes of Cycloadditions Using a Hexagonal Prism Reference Frame

Echeverri-Jimenez

Oliver-Hoyo

2023

J. Chem. Educ.

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The perception of 3D features from 2D representations depend on their number of salient features, recognizable canonical axes, and orientations. Informed by form-perception literature, we proposed a hexagonal prism as an external reference frame to identify positions of elements in relation to each other and the observer when studying Diels–Alder and other cycloaddition reactions. The hexagonal prism reference model (HPRM) provides three-dimensional features to cycloaddition transition states and an external reference to facilitate analysis of their stereochemical characteristics. A study to characterize the visual-spatial skills (VSS) and spatial challenges associated with extracting spatial information, representing spatial relations, and predicting stereochemical outcomes was completed with six graduate and six undergraduate students. Our findings show that different VSS predominate when solving different spatial tasks and that the patterns of VSS utilized by both graduate and undergraduates groups can be used to provide a more in-depth subcategorization of spatial strategies. The HPRM not only provides a resource for students to practice VSS and learn cycloaddition stereoselectivity, but also for instructors to promote effective strategies to predict stereochemistry. Since this study did not identify any nonspatial strategy, the HPRM proved to be effective in promoting students’ visuospatial thinking to solve spatial tasks.

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“…Effective communication skills are no longer considered a luxury in chemical enterprise. Instead, meaningful writing and persuasive speaking for a broad range of audiences have become integral parts of the standard core professional skills required for scientific and professional success in the workforce − and graduate school. − Despite recent discourse emphasizing the importance of scientific communication, especially in a scholarly sense, it is a perennial problem originating at the undergraduate level. , It is well documented that undergraduate science students frequently struggle with written − and oral − communication skills. ,− This persists into graduate school, − ,− the medical fields, − and the workforce. ,,,, To meet this challenge, educators have been urged to adopt curricular changes that will foster strong communication skills in their students. ,,,− …”

Section: Introductionmentioning

confidence: 99%

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

et al. 2022

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Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students’ unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as “phases”, to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students’ confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.

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Consensus, Division, and the Future of Graduate Education in the Chemical Sciences

Cited by 8 publications

References 32 publications

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

Visual-Spatial Skills, Strategies, and Challenges to Extract, Represent, and Predict Stereochemical Outcomes of Cycloadditions Using a Hexagonal Prism Reference Frame

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

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