The Importance of Chemical Research to the U.S. Economy (2022) / Chapter Skim
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5 Preparing and Empowering the Next-Generation Chemical Workforce
5 Preparing and Empowering the Next-Generation Chemical Workforce
Pages 133-154
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From page 133... ...
Empowering the chemical workforce to innovate requires equitable and inclusive practices, effective mentorship, and exposure to new knowledge and tools at every developmental stage, beginning at the K–12 level and continuing throughout the entirety of one's career. As noted throughout this report, innovations originating in the chemical sciences will be essential for addressing the significant challenges facing our planet today and in the future.
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From page 134... ...
5.1 A DIVERSE AND EQUITABLE CHEMICAL WORKFORCE A talented chemical workforce is comprised of individuals whose intellectual curiosity in the chemical sciences was nurtured and reinforced through supportive pedagogy and opportunities to engage in impactful research. Cultivating interest in chemistry from grade school to graduate school and beyond ensures the continuation of a highly skilled workforce in the chemical sciences.
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From page 135... ...
For a more comprehensive list, the Institute for Broadening Participation3 maintains a hub of opportunities for a range of education and career stages. Such programs were also highlighted at a recent National Academies' workshop hosted by the Chemical Sciences Roundtable and are summarized in a proceedings document (NASEM, 2021c)
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From page 136... ...
The 2-day workshop highlighted a wide range of other programs and initiatives that work to increase diversity, equity, and inclusion in the chemical sciences and engineering. Programs featured included the Organization for Cultural Diversity in Sciencec at the University of California, Los Angeles; the BUILD ing Scholars programd (Building Infrastructure Leading to Diversity)
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From page 137... ...
Today, it is widely accepted that the role of mentoring encompasses not just guidance on the acquisition of specialized scientific knowledge and understanding but also development of professional skills that help the protégé navigate the path toward securing their first post-training position and then operating effectively within it. 5.2.1 Challenges in Effective Mentorship Students pursuing chemical sciences degrees can have vastly different educational, research, and professional growth experiences, depending on their access to, and relationships with, faculty mentors.
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From page 138... ...
students and postdoctoral scholars from underrepresented groups in STEM engineering fields to learn about academic career paths and the process of securing and succeeding within a faculty position. • American Chemical Society Bridge Programk ○ Works to increase the number of chemical science Ph.D.s awarded to underrepresented students through the creation of transition (bridge)
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From page 139... ...
Career exploration is recognized and emphasized by several federal funding agencies, such as the NSF and NIH, as an important element of professional development for trainees. Experiences within companies and corporations are particularly valuable for students of the chemical sciences, as many will eventually take on one of the large number of industrial roles that make up the chemical workforce.
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From page 140... ...
There are opportunities for these mentorship relationships to be formally built into programs that encourage crosssector collaboration, such as NSF's Industry-University Cooperative Research Centers program.4 Other reports have noted the opportunities to alleviate the various challenges of mentorship, and these recommendations could be implemented within the chemical workforce through alternative funding structures or alternative mentorship models that would allow both research advisors 4 See https://iucrc.nsf.gov/.
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From page 141... ...
This cross-disciplinary exposure would better prepare students for a diverse range of careers and better support those already in their careers to be nimble in the ever-evolving landscape of the chemical sciences. Additionally, such a model would provide mentees who wish to pursue chemical research with greater knowledge and assistance in navigating challenging grant processes and funding structures.
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From page 142... ...
Programs also exist outside the professional society framework, such as the Chemistry Women Mentorship Network (ChemWMN) , which aims to provide guidance to graduate and postdoctorallevel women by matching them to women faculty members.8 Another example is Empowering Women in Organic Chemistry, established as a forum to engage women in organic chemistry at multiple career stages, including graduate students, faculty, and industrial practitioners, with the goal of providing an "environment for them to feel a true sense of belonging, develop powerful networks, and know the opportunities available to them."9 Opportunities to partner with societies comprising a more targeted professional constituency, such as the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers10 or the Society for Advancement of Chicanos/Hispanics and Native Americans in Science,11 help to enable the successful formation of effective mentoring networks for underrepresented students and professionals.
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From page 143... ...
Equally important is removing barriers to accessing quality education and research experiences so that all students who wish to pursue a career in the chemical sciences and support the chemical economy are given the opportunities, tools, and support they need to succeed. Chemistry and chemical engineering degrees at all levels remain popular.
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From page 144... ...
, are unequivocally more successful at educating individuals who identify as persons of color, first-generation students, and/or students from low-income backgrounds for the chemical workforce. There are currently 101 HBCUs in the United States, and while 9% of Black undergraduate students attended an HBCU in 2018, these institutions were responsible for awarding 29% of the undergraduate degrees that Black students received.
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From page 145... ...
It is important that lab experiences and research experiences are equitable across all levels of education, including undergraduate and community colleges, and are available to all students regardless of identity. Such opportunities are valuable for all students to gain workforce-applicable skills and to help them develop a passion for the chemical sciences, but these opportunities can be even more valuable for underrepresented students.
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From page 146... ...
Ideally, chemistry and chemical engineering curricula would provide educators with ample opportunities to introduce new content, or simply adapt content, to match the current landscape of their respective fields. Providing education that is reflective of the state of the discipline engages and empowers students to obtain the degrees necessary for their desired careers in the chemical sciences and better enables those students to address the global challenges at hand once they enter the workforce.
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From page 147... ...
Professional development opportunities available to students and professionals at all levels facilitate transitions during a person's career, provide beneficial knowledge, create valuable networks, and help increase retention in the field. Students studying chemistry and chemical engineering have a wide array of career paths available, including ones outside of the realm of the chemical economy (e.g., medicine, law, financial services, business consulting, government, and more)
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From page 148... ...
Professional societies also have a role in helping students with career exploration. ACS provides resources on its website19 for students to learn about different career options with a chemistry degree, and AIChE launched an Institute for Learning & Innovation with a pilot on career discovery to help students "gain clarity on optimal job choices and receive direction on how to acquire the necessary skills and training" for a job.20 5.4.2 Graduate Student and Postdoctoral Development Professional development at the graduate level serves to prepare students for their future careers after graduation.
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From page 149... ...
programs.d As of 2022, 75 universities offer REU programs in chemistry, and approximately 20% of the 141 Engineering REU programs are offered in chemical engineering or have projects in which chemical engineers would be able to participate.e REU programs typically prioritize giving opportunities to early-stage students and students that are underrepresented in the chemical sciences and engineering. In addition to REUs, faculty members may have grant funding to support undergraduate research assistants.
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From page 150... ...
Opportunities for employment also exist in science policy, nonprofits or nongovernmental organizations, professional societies, and more. But, the two main paths for graduate students in the chemical sciences include preparation to become an academic professor and preparation to enter either industry or government.
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From page 151... ...
5.4.3 Continuing Professional Development Prioritizing professional development throughout the entirety of an individual's career within the chemical workforce is essential for the health of the chemical economy. Supporting lifelong learning through professional development sets up the workforce for success, gives people the opportunity to learn new skills, and allows them to seek new opportunities, which together support the long-term health of the chemical economy.
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From page 152... ...
This chapter covered many different components of chemical training, including some that are subject-matter based, such as the need for nimble and flexible academic training programs, and some that are not specific to the chemical sciences, but equally important, such as the need for adequate mentorship and professional development. Based on the information gathered and presented, the committee came up with several conclusions related to building and maintaining the skilled and diverse chemical workforce that is foundational to support and enhance the U.S.
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From page 153... ...
While there are many opportunities for professional development for undergraduates in the chemical sciences, barriers exist that reduce the equity in compet ing for these opportunities. Conclusion 5-7: Professional development is vital for the chemical workforce at all career stages, but it can be difficult to prioritize and navigate.
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