Education of Chemists: Some Advice for Undergraduates Leveren R. Smith KennedylJenkslChilton, Inc., Laboratory Division, Marathon Plaza, Tenth Floor North. 303 Second Street, San ~r&cisco.CA 94107 Back in 1973 R. L. Wolke published a Prouocatiue Opinion in this Journal that discussed the distinctions between "training"and "education" (I). At one extreme, training was taken to consist of rote learning, mastering particular skills, and the like. At the other, education comprised gaining ability to work on one's own, developing professional judgement, and so forth. The gist of the article was that educators needed to educate, not just train. Some time later, Russell Baker addressed related concerns in a column entitled "School vs. Education", which dwelt on the many ways in which the actual content and goals of education are not what they are touted to be, concluding with (2): Afterwards, the former student's destiny fulfilled, his life rich with oriental carpets, rare porcelain and full hank accounts, he may one day find himself with the leisure and the inclination to open a book with a curious mind, and start to become educated. Theviews of Saker andof Wolke weren't quite the same, but both implied that education includes a component that can't be guaranteed by the curriculum, namely the interest and motivation of the student to push beyond readily specifiable classroom objectives. Students must be equipped to take control of their own lives and futures. How effectively colleges address "education", in this sense, remains a matter of possible controversy (34).The extent to which colleges can legitimately take the credit for much of what their graduates accomplish may therefore be uncertain. In chemistry, teaching approaches have changed (6)and will continue to evolve (7)along with curricular goals. Since colleges are typically exvected to maduate students who can function on their own, there eight to be some attempt to build awareness of what will be needed in the "real world". As the manager - of a commercial chemical analysis laboratory, one who interviews, hires, and sees to the training and supervision of usually recent graduates, I would like to offer some direct advice to undergraduates who plan t o look for work as professional chemists. Perhaps you, the undergraduate in chemistry, should start by trying to understand your own motivation. This must happen on an ongoing basis and should not stop just because you filed aform with the registrar a year or two ago declaring your intentions to major in chemistry. Tbe hardest question to answer, especially when you may have only a hazy idea of how the "real world" actually works, is "What do I really want to do?" Almost as hard to answer may be related questions such as where you're willing to live, which can strongly affect the opportunities open to you. These aren't questions that require answers before graduation, and you will still be able to change your mind later on ( 8 , 9 ) ,but you will need to find your own answers. Try to unravel your own goals from the virarious ambitions of your parents, teachers, and others generally. Be careful about steering one way or another justbecause you've read a survey about how one field currently brines a hieher averaee salary than another. If salary is the bverri-ding conrern, y;u'd best look outside of rhemistry. The motivation has to be deeper than that: when you accept a paycheck, you also accept -an obligation to do your professional best. Your professional integrity should not be compromised for the sake of a large paycheck-or
from resentment over a small one. I t is ~erfectlvreasonable to hope for a comfortable living as a chemist (id),hut, if you don't enjoy the subiect, your career in chemistrv will be short or unsaiisfactory. Careers, unlike semesters, Eontinue past Christmas and through the summer. Having a iob differs in many ways from being a student and wilipribably seem strange, restrictive, alien, and insecure a t times. After all, vour college education is intended to nrenare vou for therest bf your lifi, not simply to be a good corporate or bureaucratic soldier (11).Remember that there are manv kinds of working environments (12), and, if you don't Feel comfort&le even after an extended time with one employer, i t may be time to find another, carefully and discreetly. Grad school also remains an option. Of course, as a chemistry major you've perhaps already learned to cope with feelings of strangeness, amid numerous stereotypes of scientists in general (13,14) and chemistry and chemistry students in particular (15-17). Ultimately, you must develop enough assurance t o be able to depend on vourself for nositive reinforce-~~ ment and achievement, particularly if you happen to come from a backnound not traditionallv well revresented in science (18). others, including co-workers andasupervisors, can and indeed must help in imvortant wavs. However. nobodv can create your own accomplishmen& but you. ~ o n ' tbk intimidated by the difficulties you encounter! Chemistry is a difficult subject and a high tolerance for frustration is a very useful trait to develop. Keep in mind that the people who hire you will have a vested interest in seeing ~ucceed. Learn to listen carefully to suggestions and criticisms even if you don't immediately accept their validity. Things do tend to work out, but not always the way you first planned, and not alwavs as auicklv .as vou . mieht hone. ~ o n c e k about s entering thejob market bring questions about how you can best do so on favorable terms. What should you be learning before you go out, diploma, resume, list of references (including phone numbers), and transcript in your perhaps sweaty &d nervous hands, to transfork yourself into a solid citizen? First off, if you plan to be a chemist, you had better perform respectably in your courses. T o (I hope not mis)quote a former colleague, "You have to know somethine to do somethine." You need to show vour aptitude for chemistry, not just hive a lot of classes list& on the transcript. I t is better to study fundamentals intensively than to cover more subjects superficially. There is a big difference between remembering and understanding. Rememberingusually comes first, but don't let yourself stop a t that point! What you remember, but don't understand, can trip you up whenever an even slightly out-of-the-ordinary situation comes up. Once you fully understand what you're doing, you can figure out details with less dependence on memory, or master new concerns that nobody ever thought to mention. On the iob. vou must continue to learn: the difference between mediocrity and excellence will come from a relentless effort to improve your work. The value of experience lies not just in accumulation of seniority, but in what it teaches you. The concept of resvonsihilitv gains a wider meaning when you share work with-others, p&
