Graduate Education in the Chemical Sciences Issues for the 21st Century: Report of a Workshop (2000) / Chapter Skim
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13 Across the Disciplines: Center-based Graduate Education and Research
13 Across the Disciplines: Center-based Graduate Education and Research
Pages 135-143
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From page 135... ...
" Many of my colleagues in the microelectronics industry tell me they need to reinvent themselves at the master's degree level every 18 months, just like Information on the Science and Technology Centers program, other interdisciplinary programs at NSF, and links to other interdisciplinary funding sources can be found on the World Wide Web at |
From page 136... ...
For another reason, the professional lives of most of our graduates will involve defining, addressing, and assessing often complex issues that benefit enormously from multidisciplinary education and multidisciplinary experience. While course work is of some value, graduate training in this direction is, in my view, best accomplished when graduate students, well trained through fundamental course work in each of their various disciplines, work productively alongside each other and communicate daily.
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From page 137... ...
This is particularly true for our STC postdoctoral colleagues, each of whom has a research job description involving interdisciplinary accountability. Not only are these graduate students and postdocs uniquely qualified, they are uniquely attractive to commercial firms.
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From page 138... ...
You do not want to know how many secondsemester chemistry students answered "5" and quarreled with me "because this answer came out of this machine." This issue makes me keenly aware of ground often lost between sixth grade and the end of high school ground that is difficult, I might say nearly impossible, to recover upon entering college. My conclusion is that high-quality education must be, by and large, a linked seamless process, and weak links anywhere in the chain are disastrous.
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From page 139... ...
John Schwab, National Institute of General Medical Sciences: My grant portfolio includes organic synthesis, medicinal chemistry, bioorganic chemistry, and natural products chemistry. My question might be more appropriate for Ron Borchardt, but I would like both of you to address it in turn.
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From page 140... ...
An HispanicAmerican colleague of mine became interested in the Aztec language and from that interest had occasion to view remnants of Aztec writing related to the sophisticated folk medicine that they had developed before the Spanish conquest. His interest in Aztec history provided him with the background to identify specific plants and their related medicinal use.
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From page 141... ...
,l. Michael White: I would hope that the Texas Materials Institute in 50 years will have done exactly what you are talking about, that it will provide a longer-range, broader vehicle, depending on how it is operated, and managed, for people going in and out of it on roughly the timescale of a graduate student's career and solving and making progress on certain specific problems in that time frame.
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From page 142... ...
Otherwise, it doesn't add anything that I can see to the future of a graduate student's career. Robert Lockhead, University of Southern Mississippi: I don't know if you are the best person to answer this, or if Marye Anne Fox or Janet Osteryoung would be better, but it deals with the STC centers, the largest NSF centers, where the focus is usually 12 multidisciplinary faculty members.
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From page 143... ...
ACROSS THE DISCIPLINES: CENTER-BASED GRADUATE EDUCATION AND RESEARCH 143 activities supported by NSF, which are much more costly and involve many more people. It sounds as if the COST programs of the European Community is what has just been described.
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