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Basic Information, and Program Requirements for Graduate Students (Effective, Summer, 2005)

Providing Opportunities for Scholarship and Research : contribution to the Carnegie Initiative on the Doctorate (CID). Basic Information, and Program Requirements for Graduate Students (Effective, Summer, 2005) Department of Chemistry Howard University Washington, D.C. www.chem.howard.edu

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Basic Information, and Program Requirements for Graduate Students (Effective, Summer, 2005)

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  1. Providing Opportunities for Scholarship and Research: contribution to the Carnegie Initiative on the Doctorate (CID) Basic Information, andProgram Requirements for Graduate Students (Effective, Summer, 2005) Department of Chemistry Howard University Washington, D.C. www.chem.howard.edu Tel. 202 806 6900

  2. Department’s Mission Statement • The Department of Chemistry at Howard University has a deep historical commitment to the training of African Americans and others of African descent. However, we actively recruit and train talented students from all communities, on both the undergraduate and graduate level. The Department fully dedicates itself to developing confident scholars through research, mentoring, professional development, and networking in order for them to excel in the global community. At the graduate level, we seek out promising students who can benefit from the Howard University experience by providing training in funded, and nationally competitive research projects that will prepare them for leadership roles in industrial, government, or university careers.

  3. Broad Objectives • To maintain and build upon the role of the Department as a leading provider of doctorate education to students of African descent and other groups that are underrepresented in the chemical profession. • Increase graduate student enrollment by 100 percent over a 5-year period • Increase Howard’s contribution of the nation’s annual production of African American Ph.D.s from its current 10% to about 15% in a 5-year period (based on 2004 data) • To provide significant opportunities in graduate education to those students whose level of preparation may not reflect their true potential.

  4. Broad Objectives, cont. • To build upon a national recognition as a leading graduate chemistry program as perceived by peer institutions, the National Research Council , the American Chemical Society, and other relevant professional organizations. • To develop students who can demonstrate excellent theoretical knowledge, think critically, as well as communicate basic chemistry knowledge and research findings to scientists and students through oral presentations, lectures, peer-reviewed publications, and supervise undergraduate and graduate research projects (Developing future Stewards of the Profession)

  5. Expected Outcomes • Increase graduate enrollment from the current 30 to 40 by 2005/06, to 45 by 2006/07, to 50 by 2007/08, to 55 by 2008/09, and to 60 by 2009/10 • Increase the annual production of African American doctorates to 5 by 2008, and to 7 by 2010.

  6. Major Programmatic Initiatives • Early Assessment of Commitment and Competency (Quality Control) • Summer Workshop for incoming graduate students • Placement Examinations • Special Courses to Enhance Preparedness for Graduate Studies • Flexible Curriculum • Student-specific curriculum • Opportunity for interdisciplinarity. • Early transition to research enterprise • Integration of Professional Development into Curriculum

  7. Early Quality Control :Establishing Core Competency • Standardized Placement Examinations in Analytical, Inorganic, Organic, and Physical Chemistry for In-coming Students • Use standardized ACS exams as placement exams for in-coming graduate students. Students must pass all 4 exams to demonstrate competency of undergraduate material. • Summer Academic Enhancement Workshop for In-coming Graduate Students • 6 weeks of Academic Enhancement in the Core Chemistry Sub-disciplines to prepare for Exams

  8. Early quality control, cont. • Failure in any ACS sub-discipline exam • Special graduate courses will be offered to enhance preparedness for graduate studies in the sub-discipline • Students must pass the ACS exams at the end of the 1st Semester • Failure to pass ACS exams in the 4 sub-disciplines at the end of first semester • Student would be placed in the Master’s Program

  9. Flexible and Student-specific Curriculum • After passing all ACS exams • Only 15 Hours of Advance Chemistry Courses Required Prior to Ph.D. Candidacy • Choice of Interdisciplinary Courses for additional Coursework to complete the 36 hours requirement • Biochemistry • Pharmaceutical Sciences • Biology • Chemical Engineering (Materials Science) • Teaching and Communication

  10. Flexible Curriculum: Early Transition to Research • Student to join research group end of 2nd Semester • Selection of Advisory Committee end of 2nd Semester

  11. The Research Enterprise: Group Mentoring through an Advisory Committee • An Advisory Committee consisting of a Research Advisor and 2 other faculty, at least one must be from a different sub-discipline • The Advisory Committee will be included in the Dissertation Committee

  12. Integration of Professional Development into Curriculum: Presentation Skills • Student to give an “Original Idea” Presentation to the Advisory Committee in the 3rd Semester. This shall be on a topic other than the students’ research • Student to give a defense of thesis proposal to the Advisory Committee. • Thesis proposal to be written in form of a grant application, which could be used as a basis for the application for candidacy.

  13. Integration of Professional Development, cont. • Cumulative Exams • The cumulative exams will be based on suggested literature topics and/or topics from departmental seminars. • Students must pass 4 cumulative exams within 2 years • Coffee, Snacks get-together prior to Friday seminars to foster collegial interaction between students and faculty

  14. Week of Sep 19 Inorganic Organic Week of Sep 26 Physical Analytical Week of Oct 17 Inorganic Organic Week of Oct 24 Physical Analytical Week of Nov 21 Inorganic Organic Week of Nov 28 Physical Analytical Week of Jan 15 Inorganic Organic Week of Jan 22 Physical Analytical Cumulative Exam Schedule

  15. Integration of Professional Development, cont. • Workshop on business presentation to be sponsored and offered by an Industry Partner (Monsanto, Colgate-Palmolive were past sponsors) • Oral Presentation Skills • Resume Preparation • Interview Skills

  16. Integration of Professional Development, cont. • Each student must enroll in at least one Professional Development Course that includes all or some of these concepts • Ethical Case Studies • Oral Presentation Skills • Library Resources • Writing Grant Proposals • Writing Manuscripts • Pedagogies of Teaching

  17. Integration of Professional Development, cont., Preparing Future Faculty (PFF) • Students will be encouraged to enroll in Howard’s Preparing Future Faculty (PFF) courses to satisfy the Professional Development Course requirement • Example, Teaching and Learning as a Scholarly Activity (GPFF 403) • A series of Lectures and Activities focusing on the Pedagogies of Teaching and Learning

  18. Integration of Professional Development, cont.,Curriculum Practical Training (CPT) • Provide opportunity for internship for Ph.D. candidates at Government and Industrial Laboratories

  19. Completion of placement exams Affirmation of basic knowledge Completion of required courses Broad and basic knowledge Completion of cumulative exams Exposure to current research literature Presentation of Original Idea Demonstrate ability to formulate new ideas Research Experience Beyond the “technician” stage Oral defense of Research Proposal Depth in knowledge base Contribution to knowledge base Application for Ph.D. Candidacy Professional development Significant transitions (and expected outcomes) to be completed in 2 years

  20. Summary Requirements for Ph.D. Candidacy (Max 2 years) • ACS Placement Examinations • Must pass exams in 4 divisions in 1st Semester • Coursework (minimum 18 credit hours required) • 3 Courses from sub-discipline (division) • 2 Courses from two other sub-disciplines (divisions) • 1 Professional Development Course • English Competency and Expository Writing • Responsible Conduct of Research Workshop • Cumulative Examinations (pass 4 exams) • Selection of Research Advisor/Project and Advisory Committee • Oral Presentation on original idea (3rd Semester) • Oral Presentation on dissertation proposal (4th Semester) • Dissertation Proposal and Dissertation Research • Application, and Admission to Candidacy

  21. Summary Requirements for Ph.D. Degree • ACS Placement Examinations • Must pass exams in 4 divisions in 1st Semester • Coursework (minimum 18 credit hours required) • 3 Courses from discipline (division) • 2 Courses from two other disciplines (divisions) • 1 Professional Development Course • English Competency and Expository Writing • Responsible Conduct of Research Workshop • Cumulative Examinations (pass 4 exams) • Selection of Research Advisor/Project and Advisory Committee • Oral Presentation on original idea (3rd Semester) • Oral Presentation on dissertation proposal (4th Semester) • Dissertation Proposal and Dissertation Research • Application, and Admission to Candidacy (First 2 YEARS) • Departmental Seminar Presentation (prior to Dissertation Defense) • Completion of 72 credit hours • Dissertation Completion • Final Oral Examination

  22. Reflections on the CID Convening, August 12-16, Palo Alto, CA A Student’s Perspective (Nicole John, Ph.D. Student)

  23. Purpose of the Convening To discuss various strategies used in the development of students as researchers and scholars.

  24. Pedagogy of Research The theory and practice of developing researchers and scholars is called the ‘pedagogy of research.’ It involves: - all of the specific techniques, skills and habits of mind a researcher ought to know and exhibit - how one teaches a student these techniques, skills and habits of mind - how a student learns and in what settings and with whom a student learns best

  25. Objective – To develop students who have the following skills. • Ability to ask questions and develop a line of inquiry • Competence in conducting research • Ability to share findings and communicate results • Ability to develop a professional identity as a researcher and scholar

  26. Focus of the talks…. • A - Theories that govern a Department’s mode of activity in the graduate program. • B - The definition and importance of ‘good mentoring’. • C - The challenges involved in instituting good mentoring practices. • D - Different strategies employed to encourage faculty to implement good mentoring techniques.

  27. A -Theories that govern a department’s mode of activity in the graduate program. The apprenticeship model : graduate education as a form of professional training, an institutional device guaranteeing education while the student simultaneously works under a master.

  28. Characteristics of a good apprenticeship model • Adequate training of new students by designated staff e.g. post-docs, senior graduate students and in the absence of these, the advising professor. • A ‘safe’ period of trial and error. • Effective and efficient communication. • Timely correction so that faults do not become habit.

  29. B - Good Mentoring • In Greek mythology, Mentor was the counselorand surrogate father to Telemachus while his father, Odysseus, was away. Mentor was key to Telemachus' growth by guiding, educating, and protecting him, introducing him to influential leaders, and teaching him valuable leadership skills. Mentor's role in shaping the character and philosophy of Telemachus in his childhood is not unlike the challenges and responsibilities faced today in academia in the everyday interactions between a faculty advisor and his or her graduate student.

  30. Importance of Mentoring • Having a mentor - or better yet - multiple mentors, can be key to graduate student development and professional success. • Students with mentors are more likely to make timely progress toward their degrees, to enter their professions, and to meet the various challenges of their careers. • Just as professionalism is more than the acquisition of knowledge, so must mentoring extend beyond the classroom or laboratory and even beyond academic and career advisement. • We must begin to think of a “Pedagogy of Mentoring”

  31. Pedagogies of Mentoring • Respect students as colleagues and thus encourage sharing of ideas, experiences, and ethics. • Create intellectual challenges and make standards clear through open, frequent, and consistent communication. • Provide reliable advice and continual encouragement. • Be readily available. • Multiple mentors. No mentor can know everything a given student might need to learn in order to succeed. Everyone benefits from multiple mentors of diverse talents, ages, and personalities. No one benefits when a mentor is too "possessive" of a student.

  32. C - Challenges of Mentoring • Mentoring takes work, experience, and patience. • Good mentoring practices do not happen overnight. • The mentoring role changes, depending on the needs and stage of professional development of the student.

  33. D - Strategies to encourage good mentoring • Institutions should incorporate mentoring and advising effectiveness in the criteria used for appraisals of faculty performance, including evaluations for the purposes of promotion and tenure. • Faculty Evaluation (bi-annual) • Exit Interview • Suggestion Box on Faculty Performance • Time-to-degree • Students should be advised to ask for survey information from potential Faculty advisors • Provide guidance on mentoring for new faculty and advisers, which can include briefings, workshops, the assignment of senior mentors, and instructions on campus and Internet resources. http://www.nap.edu/readingroom/books/mentor/6.html

  34. Strategies to encourage good mentoring • Sponsor more discussions of topics relevant to mentoring, such as professional standards, ethical values, and balancing career and personal life. • Create an institutional award for distinguished mentors. The White House Office of Science and Technology Policy and the American Association for the Advancement of Science have recently instituted such awards on the national level. Recognition at the Departmental level is a key first step. http://www.nap.edu/readingroom/books/mentor/6.html

  35. Resources • http://www.nap.edu/readingroom/books/mentor/1.html#mentoring • http://sll.stanford.edu/projects/tomprof/newtomprof/postings/97.html • http://www.nap.edu/readingroom/books/mentor/6.html

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