Prev. Article Next Article Table of Contents

Article

Are We Serious about Preparing Chemists for the 21st Century Workplace or Are We Just Teaching Chemistry?

Citing Articles

Your current credentials do not allow retrieval of the full text.

Purchase the full-text

PDF/HTML,
figures/images,
references and tables,
(where available)

Olaf Runquist

Department of Chemistry, Hamline University, St. Paul, MN 55104

Sylvia Kerr

Department of Biology, Hamline University, St. Paul, MN 55104

J. Chem. Educ., 2005, 82 (2), p 231

DOI: 10.1021/ed082p231

Publication Date (Web): February 1, 2005

Abstract

What characteristics of employees do you value in the workplace? Sixteen leaders from world-class chemistry-based industries responded: "We want competent scientists who have high-level communication skills, cultural competencies, knowledge of how for-profit organizations function, excellent team problem-solving skills, broad backgrounds, strong work ethics, the ability to move effortlessly from science to business to humanitarian issues, and data-analysis skills." A wish list of 16 valued characteristics was generated. In response to the concern of industrial leaders and as a result of a National Science Foundation grant the Hamline University–3M Project was initiated. This unique project brought 3M professionals and Hamline University faculty members together in teams to address the concerns of industry leaders and to design and initiate curricular changes to better prepare students for the 21st century technological workplace. Each of five teams focused on one of five skill areas: namely, communications, team problem solving, data analysis, cultural competency, business, and economics. The Hamline–3M Project demonstrated a model for utilizing the industrial intellectual community to enhance undergraduate science education.

Keywords (Audience):

Second-Year Undergraduate

Keywords (Domain):

Curriculum

Keywords (Pedagogy):

Communication / Writing

Keywords (Subject):

Professional Development

View: Hi-Res PDF | PDF w/ Links

Citing Articles

View all 3 citing articles

Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.

This article has been cited by 3 ACS Journal articles (3 most recent appear below).

An Integrated Professional and Transferable Skills Course for Undergraduate Chemistry Students
S. Salman Ashraf and Sayed A. M. Marzouk , Ihsan A. Shehadi , Brian M. Murphy
Journal of Chemical Education2011 88 (1), 44-48
- An Integrated Professional and Transferable Skills Course for Undergraduate Chemistry Students
  S. Salman Ashraf and Sayed A. M. Marzouk , Ihsan A. Shehadi , Brian M. Murphy
  Journal of Chemical Education2011 88 (1), 44-48
  Upon graduation, chemistry majors often find themselves inadequately prepared for the “real world” that awaits them when they join the workplace. Some employers find chemistry graduates lacking written- and oral-communication skills, critical-thinking ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Introducing Chemistry Students to the “Real World” of Chemistry
Michael E. Brown, Ronald C. Cosser, Michael T. Davies-Coleman, Perry T. Kaye, Rosalyn Klein, Emmanuel Lamprecht, Kevin Lobb, Tebello Nyokong, Joyce D. Sewry, Zenixole R. Tshentu, Tino van der Zeyde and Gareth M. Watkins
Journal of Chemical Education2010 87 (5), 500-503
- Introducing Chemistry Students to the “Real World” of Chemistry
  Michael E. Brown, Ronald C. Cosser, Michael T. Davies-Coleman, Perry T. Kaye, Rosalyn Klein, Emmanuel Lamprecht, Kevin Lobb, Tebello Nyokong, Joyce D. Sewry, Zenixole R. Tshentu, Tino van der Zeyde and Gareth M. Watkins
  Journal of Chemical Education2010 87 (5), 500-503
  A majority of chemistry graduates seek employment in a rapidly changing chemical industry. Our attempts to provide the graduates with skills in entrepreneurship and the ability to understand and communicate with their chemical engineering colleagues, in ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
Thomas J. Wenzel
Journal of Chemical Education2007 84 (1), 182
- Evaluation Tools To Guide Students' Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom
  Thomas J. Wenzel
  Journal of Chemical Education2007 84 (1), 182
  Many instructors incorporate group learning exercises into classroom and laboratory activities. Formative assessment can be used in these circumstances to identify dysfunctional groups that may need intervention from the instructor and to help individuals ...
  Abstract | Hi-Res PDF | PDF w/ Links