Tracking Down Your Primo Grad School

Alice F. Cunningham

REACTION TIMES - February 1993
(This article was taken from the February 1993 issue of Reaction Times,
which is a copyrighted American Chemical Society publication. You are encouraged
to duplicate, or quote from, this article.)

How Will I Know If I Will Be Successful In Graduate School?

SEVERAL YEARS AGO A HAPPY AND relieved chemistry major stood at academic attention as the faculty filed in during commencement ceremonies at a major university. Rather glibly, and totally ignorant of the implied effort, she commented to her alphabetical neighbor, "Those robes and hoods are really pretty. I think l'll go get one of those some day." This from the same person who had joyfully thrown books into the air a few days earlier! The pleasure at having finally attained her BA far outweighed any that she felt while actually working toward it. Furthermore, with the exception of one very supportive and perceptive professor, the faculty would have been hard pressed to think of a more unlikely candidate for graduate work. Certainly, they would never have dreamed that within a few years their former student (yours truly, incidentally) would be involved in numerous areas of professional chemistry.

Much later in time, at a totally different type of institution, a certain chemistry professor bid adieu to a stellar student who had always known she wanted to work toward a graduate degree in the sciences. She seemed to be just the type to excel in graduate school. During the new graduate student's first semester, her undergraduate advisor met her graduate advisor at a professional meeting. In response to a usual inquiry about the student's progress, the graduate advisor was effusive about the student's potential for excellence and her admirable performance to date. Neither of the student's mentors had a clue then that the student would choose to cast aside the entire career in chemistry by year's end.

Any professor experienced in the undergraduate arena. Could relate advising stories covering a spectrum of experiences with students of varying abilities and goals. Even with experience, however, it is very difficult to pin point an optimum combination of interest, initiative, talent, motivation, and persistence. Actually, there is no magic formula or any exact combination of qualities for graduate work in chemistry. The reasons for choosing to go to graduate school and the reasons for success are as variable as the personalities of students. Some who are quite average as undergraduates may have enough motivation and persistence to become very successful graduate students who mature into fine professionals. Others who seem to have more than adequate talent and an apparently predetermined goal may find that their plans are not quite so cut and dried as they'd thought. Interests and circumstances can change as life goes on!

How Do I Make The Decision to Attend Graduate School?

WHEN COPING WITH A DECISION ABOUT graduate work in the chemical sciences, a student must first be comfortable with the WHY AM I GOING? question. Graduate work is not some thing you do merely to pass the time. Neither is it something you do for someone else. You must decide that you love the science and that you need an advanced degree to reach your own personal and professional goals. Also, should you decide to pursue a graduate degree, you must realize from the beginning that you were not drafted. Our culture expects talented individuals with reasonable goals to attain an undergraduate degree. The same cannot be said of advanced degrees.

This is an exciting time for the chemical sciences. Students have the opportunity to join the ranks of genuine innovators and to contribute new knowledge that can be applied in deeply meaningful aspects of human life.

Advances in understanding and altering molecular structure for defined functions are opening new vistas in drug design, genetic directives, and new materials that can be used for implantable sensors, appliances, and prostheses.
Enhanced computer capabilities now allow us to model complex biological processes and to extract from extensive data sets better information than has ever been possible in the past.
In the areas of energy and the environment, there are new materials and devices for better efficiency, more elaborate and reliable monitoring, and more effective remediation.
Some students enjoy greater emphasis on the less conventional extensions of modern science and technology. There's a desperate need for individuals trained in the chemical sciences who can participate in the public-policy process or in interpreting modern science and technology for the general citizenry.
Future challenges are enormous. The responsibility of scientists at all levels is a weighty but satisfying human endeavor. Any student who wishes to participate in this intellectual adventure of the twenty-first century would do well to consider an advanced degree.

What About Specializing?

IN THE OLD DAYS, THE CHOICES WERE much simpler--that is, fewer--and an answer could be delayed longer. In the past most chemistry majors enrolled for graduate study in a program labeled simply as chemistry or biochemistry. Nowadays, most universities offer several types of interdisciplinary graduate programs that build on a background in chem istry or chemical engineering. Depending on your particular interests, you might apply for admission to programs that range from traditional chemistry (analytical, inorganic, organic, physical) to materials sciences, polymer chemistry, environmental chemistry, pharmacology, neurosciences, physiology, applied sciences, science and public policy, technical writing or editing . . . the choices right off may seem end less! Consequently, you must know at least the major area of emphasis in which you want to pursue graduate study so you can explore and apply to the appropriate program.

Once you're in a program, however, you may then delay a decision about a particular research emphasis until you have completed some course work and are ready to begin a research project required for the eventual dissertation. Where do you find the information about this plethora of options? Your undergraduate advisor is a good starting point. That person, as well as the departmental office or library, should have an assortment of materials on careers and graduate schools--and perhaps some personal advice as well. There is also a set of informational materials available from the American Chemical Society. Nothing, however, takes the place of talking directly with the graduate program coordinators for several programs in which you are interested. Those chats, plus on-site interviews, should cover the gamut of considerations and consternations about graduate work.

Where Do I Want To Study?

UNLESS YOU HAVE RESTRICTED FOR personal reasons your choices about WHERE DO I WANT TO STUDY?, the world is your stage. Of course, you may have personal limitations imposed by preference of climate, location of your significant other, convenience of living accommodations, or other considerations.

Your choices also may be limited by your own record of performance at the undergraduate level. If you have not really excelled in your undergraduate studies, you may not have the option of attending some of the most competitive (sometimes referred to as "prestigious") graduate schools. This latter consideration should not be a major factor for a motivated individual. There are many excellent graduate programs that have not yet enjoyed the privilege of universal prestige, frequently measured by flawed or overemphasized ranking schemes. You must decide where you are going to feel most comfortable geographically, financially, intellectually, and socially.

Geography is strictly a matter of personal preference. Do you like cities or more rural areas? Do you like warm or cold climates? Would you like to be near beaches or mountains for those all-important respites from intensive work? Do you want to thus removing one adjustment that must be made? Being happy where you are will make the whole graduate experience more enjoyable. Do not underestimate the importance of that decision.

The questions of financial feasibility will be related to location by virtue of expected living expenses. The most amazing thing to many under graduates, however, is learning that they are actually paid to go to graduate school in the chemical sciences! Currently, the combination of stipends and tuition allowances leaves a single person in a moderately reasonable state of financial security during graduate school. If you have a family to consider, there may have to be a second income. Competition for good graduate students requires universities will offer with respect to stipend and fee remissions. fairly standard packages, though the pie may be sliced differently with respect to stipend and fee remissions.

What about size? The chart below gives you the top 20 in terms of number of degrees.

University, Number of Degrees

Univ of California, Berkeley, 55
lowa State Univ, 53
Univ of Illinois, Urbana-Champaign ,51
Ohio State Univ, 47
City Univ of New York, 42
Univ of Texas, Austin ,42
Massachusetts Inst of Technology ,39
Univ of North Carolina, Chapel Hill ,39
Texas A&M Univ, 39
Univ of California, Los Angeles, 37
Pennsylvania State Univ, 37
Purdue Univ, 37
Univ of Washington, 36
Stanford Univ, 33
Univ of California- Davis, 31
Univ of Florida ,31
Univ of Cincinnati ,29
Univ of Michigan-Ann Arbor, 29
Univ of South Carolina ,29

Size certainly isn't the only factor for quality, particularly for you. Large programs may have greater potential for variety in talent and idea flow. But you might thrive instead in a smaller, more personalized program that may interact with a greater variety of departments. Again, it's a personal call.

Other questions related to social and intellectual comfort levels are much more subtle. Try to determine whether the faculty seems to be genuinely interested in you as a potential graduate student and colleague.

Does the graduate student composite seem to be one with which you would be comfortable? Women and minority students should be particularly sensitive about an adequately inclusive attitude within a chosen department.
Are the buildings where you will work safe, internally and externally?
Is the faculty sufficiently diverse both academically and demographically?
Will you be happy studying and working in this environment--including other students--for at least four years, possibly more?
Will you be proud to have an advanced degree from this institution?

Exploring these components of your decision is often best accomplished during a visit for pre-enrollment interviews. Take advantage of these--and if you're staying overnight, ask whether a student in the department might put you up. You'll learn a lot informally, too.

Where Do I Get Information About Graduate Schools?

The first five sources are available from the American Chemical Society departments that follow their titles. Write them at ACS,-115516th St. NW, Washington, DC 20036, or call (800) 227-5558 toll free. Prices range from free to fairly expensive; most chemistry departments or libraries will have their own copies of these publications, so you'll probably want to check with them first.

Directory of Graduate Research (Office of Professional Training, $60). Published every two years; lists US and Canadian faculties and publications for departments or divisions of chemistry, chemical engineering, biochemistry, medicinal/pharmaceutical chemistry, clinical chemistry, and polymer science. Also very useful for statistics on departments, faculty, and enrollment. Includes phone and fax numbers.
Planning for Graduate Work in Chemistry (Office of Professional Training, free). Avery useful walk through most of the same considerations highlighted in this article.Prepared specifically for undergraduates.
Graduate School Finder (Books Department, $44). Much of the same information as contained in the DirectorJ/ of Graduate Research, but in a different format.
Futures through Chemistry: Charting a Course (Academic Programs, free). A booklet that explores options for graduate work and careers in chemical sciences. Includes variety of additional resources.
"Salary and Employment Survey" and "Employment Outlook" are annual features (usually July and October) in issues of Chemical & Engineering News , ACS's weekly newsmagazine. Reprints are usually available from the Office of Professional Services.

The National Science Foundation is a good general source, especially for summer opportunities in research. Ask for a list of Research Experiences for Undergraduates (REU) sites from the Chemistry Division, 1800 G St. NW, Washington, DC 20550.

Also talk to the American Association for the Advancement of Science, 1333 H St. NW, Washington DC 20005. And other career specific organizations may be helpful too. The following samples are in the Washington, DC area unless noted otherwise. American Academy of Forensic Sciences (Colorado Springs, CO), American Association of Engineering Societies, American Astronomical Society, American Genetic Association, American Geological Institute, American Mathematical Society (Providence, Rl), American Nuclear Society (Lagrange, IL), American Society for Microbiology, Association for Women in Science, History of Science Society, Institute of Electrical and Electronics Engineering (New York, NY), Marine Technology Society, National Science Teachers Association.

Various booklets and posters from graduate schools themselves are widely available in departmental offices and libraries. Up dated information from gobs of graduate schools arrives in chemistry departments during the early part of the fall term each year.

What is Expected Of Me In Graduate School?

ASSUMING THAT YOU VE DECIDED TO GO TO graduate school, that you've selected a particular field of study, and that you've chosen where to go, you will probably have numerous questions related to the mystery of WHAT WILL IT BE LIKE ONCE I GET THERE? There is, in fact, a general pattern to most graduate programs.

During the first year or two, you normally complete required courses. Each university has its own curricular sequence to achieve the desired breadth and depth. Be aware that required curricula is more often too broad than too specialized.

The actual sequence of courses for you as an individual may be determined in part by the scope of your undergraduate curriculum and performance. In other cases, the graduate curriculum is fairly standard for all graduate students. If you have special strengths or gaps, it will be your own responsibility to blend the past with the present. Your undergraduate advisor should be able to guide you through a well-rounded curriculum that will prepare you for graduate work. Inclusion in some undergraduate research experience is a real plus, in terms of both preparation and the decision-making process for graduate school.

At almost any university you will be required to complete at least one year as a teaching assistant (TA). In fact, your income for the first year or two will bpend on this service, which doubles ~s part of your education. Even if you do not plan to teach ultimately, you learn by teaching others. The attributes of organization, clarity in explanation, and supervisory skills are infinitely important in any endeavor requiring an advanced degree.

There are several proverbial hoops you must jump through as a graduate student. While completing course work and TA responsibilities, you will probably be required to begin a process of initial examinations, usually dubbed prelims, comps, or cums (that's short for cumulatives). These exams may be administered as a series at regular intervals, or they may occur at some set point within the program of graduate study. In either case, one purpose is to help you as well as your departmental faculty to assess comprehension and performance in an interim fashion. They'll also indicate potential for research leading to an acceptable dissertation and final examination.

In most graduate programs you will also be required to participate periodically as a speaker In the seminar program. At a more advanced time in your program of study you may also be required to prepare a proposal for an original research project, then defend that proposal before a professorial review committee. That possibility may sound awesome now, but by the time you get to this point your background and confidence should have reached proportions unimaginable to you early on.

And it's time to discuss one of your most crucial decisions: choice of a graduate research advisor. Be sure that the person you choose is competent and respected not only in a particular research area but also as a mentor. It is important that the advisor's research is adequately supported financially and that the research group is congenial and complementary in personalities and abilities to contribute. It is perhaps even more important that you thoroughly enjoy the collegial and intellectual interactions with your research advisor.

Finally.

YOU'LL LAST BE REQUIRED TO COMPLETE, to the satisfaction of your graduate advisor and a review committee, a research project that is detailed in a dissertation. You will then present results and field questions in what has come to be known as the "final oral." Interpreted for the uninitiated, this means THE END. If you are like most graduate students, you will find that the final oral really is "a piece of cake." You will find yourself in a position of describing your very own project. You will know more about it than anyone else in the room because you performed the experiments, interpreted the data, and drew the conclusions. Besides that, you will have already been through all the preparatory hoops and have the intellectual maturity and confidence to be a PhD at this point! The prize is won. ENJOY!

Editor's note: We've elucidated graduate study only in chemistry and related sciences here,but much of Alice's advice applies to the myriad other graduate career options. To name a few: patent or environmental law, science policy or technology, business in science industries, education (especially pre-college), history of science, journalism or technical writing, and health-related professions. Your science baccalaureate will be a valuable springboard to graduate work toward any of these careers.

How Do I Prepare for Graduate School?

First Year
Begin exploring goals for graduate study - Perhaps volunteer work with research group at school.

Second Year
Start attending seminars, perhaps Undergraduate Research conference in your area - Participate in research project- Investigate summer research opportunities.

By the end of your second year, you should have at least some experience in calculus, basic inorganic, elementary analytical, introductory organic, and simpler instrumental methods, including some work in UV/VIS and infrared spectroscopies, chromatography, and maybe some NMR and basic data analysis.

Third Year
Participarte in undergradute research or internship during term and summer - Begin reviewing brochures, posters of graduate school info- Start studying for the GRE.

Fourth Year
Upper-division courses should leave you familiar with physical chemistry, instrumental methods of analysis, and probably biochemistry and other science courses like genetics or laboratory technique.

Narrow down interesting programs early in fall term; send for info-Take general GRE- Apply to schools of choice - Go for on-site visits- Choose! (Usually in April).