Professional Development for REU Students - ACS Publications

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Professional Development for REU Students Holly C. Gaede* Department of Chemistry, Texas A&M University, P.O. Box 30012, College Station, Texas 77842, United States *E-mail: [email protected].

Immersion in research will always be the primary goal of REU programs. However, students engaged in meaningful research projects receive additional benefit when they are intentionally introduced to research culture. This introduction can be accomplished through many different avenues, such as workshops, discussion, lectures, demonstrations, and field trips. Many topics are of value to novice researchers, including but not limited to, safety, ethics, and graduation school application and admission procedures. This professional development is intended to increase students’ understanding of the research process, confidence in their own skills, and awareness of career opportunities in the sciences for Ph.D. chemists.

Introduction Research Experiences for Undergraduates (REU) is a National Science Foundation wide program that funds active research participation of undergraduate students in any of its supported areas of research (1). One of the aims of the REU program is to broaden participation in science and engineering among underrepresented groups, and to increase participation of students who would not otherwise have research opportunities. Accordingly, providing appropriate projects in quality research environments is the priority for REU sites. Mentoring of the participating students is an important characteristic of successful programs, and one aspect of mentoring includes intentionally introducing the undergraduates to the culture of research. A comparative and longitudinal study of undergraduate students who did and did not participate in formal undergraduate research has shown that undergraduate STEM students report greater educational and career gains if they participate in authentic, professional communities of practice (2). © 2018 American Chemical Society Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

One method for achieving this introduction is through professional development programming, and indeed quality of professional development opportunities is part of the specific review criteria used for evaluating REU proposals (1). The REU program in the Department of Chemistry at Texas A&M University is primarily focused on preparing students for graduate study in the chemical sciences, and so our professional development programming is designed to facilitate this. The skill set for preparing students for the workforce strongly overlaps that of graduate school preparation (though it is not identical (3)) and most of the topics would be helpful for REU programs with other aims. Our program has run (with some interruptions) since 1987, with hundreds of students from across the country participating over the decades. The author has directed the program, including organizing the professional development activities, since 2007. Most of our formal professional development program occurs through weekly meetings with REU student cohort. The range of helpful professional development is vast, and includes an array of topics, from “hard skills” like instrument training to “soft” communication skills. The development opportunities can be provided in a number of venues, including lectures, workshops, small group discussions, field trips, tours, and informal (even unscheduled) interactions. The providers of this development can vary, and in our program, have included program alumni, program director, faculty mentors, graduate students, university staff, and outside experts. The objective of this chapter is provide suggestions to current and future REU directors about important professional development topics, as well as provide reference for helpful associated resources. Table 1 shows a possible timeline for the introduction of these activities during a ten-week program.

Table 1. Typical Timeline of Professional Development Events Topic

Week of Program

Presenter(s)

Prior to program

CITI RCR online traininga)

Self-directed

Week 1

Safety

Environmental Health & Safety staff; research mentors

Week 1

Laboratory Notebooks

Selected faculty mentor

Week 1-2

Technical training

Research mentors; departmental technical staff

Week 2

Library Resources and Literature Searching

Chemistry Librarian

Week 2

Brief Project Presentations

Student Participants

Week 3

Outreach Demonstrations

Chemistry Road Show Coordinator

Week 3

Social Media for Scientists

REU Director Continued on next page.

34 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

Table 1. (Continued). Typical Timeline of Professional Development Events Topic

Week of Program

Presenter(s)

Week 4

Ethics Case Study Discussion


Week 5

Career Day

Invited Ph.D. Alumni

Week 6

Scientific Writing & Authorship

Selected faculty mentor, associate journal editor

Week 7

Scientific Presentations


Week 8

Graduate Student Panel

Selected Graduate Students

Week 9

Graduate School Application and Admission

Departmental Graduate Admissions Coordinator

Week 10

University Undergraduate Research Symposium


Week 10

Departmental Undergraduate Research Symposium


a)

The Collaborative Institutional Training Initiative (CITI Program) Responsible Conduct of Research

Safety A crucial value that must be inculcated into developing researchers is a knowledge of safe laboratory practices, and an insistence on implementing these practices. In December 2016, the American Chemical Society recognized laboratory safety as one of its core values (4). At the August 2016 meeting, the ACS board approved an online workshop in chemical and laboratory safety that is under development; students (or others) will be able to receive an ACS certificate for successful completion of the 11-module program. In the meantime, several safety resources are available at the American Chemical Society website subsection on chemical and laboratory safety (5). We have had professionals from our office of Environmental Health & Safety speak with our REU participants about safe laboratory practices, including for example, personal protective equipment and waste disposal. A speaker from Dow (an alumna of our graduate program) has spoken with our students about safety practices in industry, and particularly the resources available online at the Dow Lab Safety Academy that has videos introducing students to safe laboratory topics, laboratory hazards, mitigating risks, and sustaining a safe laboratory culture (6). Another fun and confidence-building activity that enforces safety is fire extinguisher training that can be implemented as part of the program orientation. All students complete general and workplace-specific safety training before beginning research work. Of course, the most important conveyer of safe practices is the research mentor, who sets the tone of safety as a priority (7). We have found the personal, hands-on training in the laboratory to be more effective than lectures or online resources. Any additional graduate student or postdoctoral mentors must model safe practices. Good practice includes discussion of safety 35 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

at initial meetings, setting expectations, writing out experimental procedures, and safety discussion during regular group meetings.

Technical Training Providing students with necessary technical training is crucial for their success in research projects. Beyond the immediate benefit, students who have gained additional technical skills may transfer these skills in later opportunities, e.g. internships or industrial positions. Learning new techniques or instrumental skills increases student sense of confidence and belonging in the scientific community (8). Highly specialized training particular to a single research project may best be provided on a one-on-one basis by a research mentor. However, some skills required of many or all participants may be taught efficiently in a group setting. For example, training in NMR may be scheduled for students through early summer workshop(s). The group setting may inspire questions that lead to a deeper understanding of the techniques and shared ideas about experiments. Instruments in other shared facilities, like XRD or mass spectrometry, may also be ideal for group training. Computational projects may require training in LINUX and/or particular software packages. Some programs choose to include technical workshops such as instrument instruction as a weekly event ongoing throughout the summer. Programs that are centered around a particular theme often include lectures or workshops to provide background information in that area, particularly if the topic is not typically included in the undergraduate curriculum. Programs that particularly focus on younger, less experienced students sometimes include formal mini-courses.

Ethics Yet another important aspect of research culture is the responsible conduct of research. Because novice scientists may be unaware of the ethical conventions of research, it is important that professional development include explicit instruction in these conventions. Indeed, the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science (COMPETES) Act requires that each institution that applies for financial assistance from the NSF for science and education research and training provided appropriate training in the responsible and ethical conduct of research to students and postdoctoral researchers participating in the proposed project (9). At one time the NSF offered supplementary funding for developing ethics training, so in many established programs, ethics instruction is an ongoing theme with weekly scheduled activities. At our program, we accomplished basic ethics training through Responsible Conduct of Research online training through the Collaborative Institutional Training Initiative (CITI) course (10). Our institution has a subscription for this course, and it is available for free for our trainees. The comprehensive training includes authorship, collaboration, conflicts of interest, data management, financial responsibility, mentoring, peer review, plagiarism, and research misconduct. This course is made available to students before their arrival on 36 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

campus, since it is most effective if completed in multiple sittings. We supplement the online training with case study discussions. Example case studies are available from several sources. On Being a Scientist, which is produced by the National Academies of Science, Engineering, and Medicine, is available in paperback, ebook, or pdf (11). This publication includes a discussion guide with suggestions for topics to raise during the discussion of case studies. Another useful resource is The Ethical Chemist, also a good source for cases involving ethical problems faced by students and practicing chemists (12). The Online Ethics Center is an NSF-funded project that has compiled information, references, and science and engineering relevant case studies (13). Finally, another good resource for students is The Chemical Professional’s Code of Conduct, last revised in August 2016 (14).

Communication Among the most prized professional skills are oral and written communication, which are consistently rated as highly desirable by employers in a variety of fields, including science (15). The National Association of Colleges and Employers, through a task force of college career services and HR/staffing professionals, has identified oral/written communication skills as one of seven core competencies associated with career readiness (16). Specifically, career ready college graduates are able to articulate ideas effectively in oral and written forms to persons inside and outside their organization. Communication, writing, and organizational skills are commonly requested in job advertisements in nearly all job categories and skill levels, and are the top three requested soft skills overall (17). Furthermore, the ACS presidential report Advancing Graduate Education in the Chemical Sciences encourages departments to offer activities to enhance students’ ability to communicate complex topics to both technical and nontechnical audiences (18). The ACS Committee on Professional training recognizes that excellent undergraduate chemistry programs should include critically evaluated writing and speaking opportunities. In our professional development series, we include two hour-long, faculty-led discussions on scientific communication: one focuses on scientific writing and publishing, and one focuses on oral communication. The discussion facilitator varies from year to year, but is often not only a scientific author and reviewer, but also an associate journal editor who can give deeper insight into the publication process. Topics include appropriate content, format of scientific articles, writing conventions, and audience consideration. Example scientific writing may be dissected, and free resources on scientific publishing are available from ACS on Campus to supplement discussions (19). Of course, none of the discussion is useful until put into practice, and in our program, all of our REU participants do so with an end-of-summer paper in the format of a journal article. The students receive feedback from their mentors and revise their papers accordingly. Of course, the aim is that these papers will ultimately appear as published work in peer-reviewed journals. Some REU programs emphasize developing writing 37 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

skills throughout the summer, with separate discussions on each aspect of a technical paper, and intermediate deadlines throughout the summer. The discussion on oral presentations includes a conversation on the difference in purpose and approach in poster sessions versus oral seminars. A discussion of appropriate visuals, as well as critiques of examples are an important aspect of the discussion. Practical advice on backgrounds, font size, time management, rehearsal, etc. is relayed. Again, students put this knowledge to practice at a university-wide poster session and a departmental oral symposium at the end of the summer. The training in different fora as well as different audiences is good experience for fledging scientists who will need to communicate in these different venues. The REU students prepare for these presentations by practicing in research group meetings and for each other. The students are asked to display their posters in their home institutions, and many repeat their oral presentation to their department. Most of our students attend the spring ACS meeting, giving either poster or oral presentations. The components of a good laboratory notebook are discussed in the opening orientation. Students are asked early in the program (week 2) to explain their research goals briefly in an informal setting (without slides), both to reduce anxiety and gain practice in this important communication skill. Another aspect of scientific communication that we discuss is abstracts, particularly the difference in manuscript abstracts compared to conference abstracts. Students peer review each other’s abstracts that are submitted for the final university symposium. These abstracts are often sufficient for submission to attend an ACS national meeting.

Library and Literature Searching An important extension of developing communication skills is becoming adept at finding and understanding the scientific literature. Within the first week of the program, our students participate in a library workshop led by our chemistry librarian in which they gain hands-on experience with important library tools. Students learn to search the primary literature with the databases Web of Science and SciFinder. They practice finding reactions and property data with Reaxys and online handbooks such as the Merck Index and Lange’s Handbook of Chemistry. Though we do not highlight patent searching in our program, that topic would valuable for programs that emphasized entrepreneurship or commercialization. Our institution has a license for EndNote, bibliographic software useful for managing and citing references (20). Our students are encouraged to download the software and use it for organizing the literature relevant to their projects. As part of our emphasis on encouraging students to consider themselves as members of the research community, all students register for an ORCID, a digital identifier that uniquely identifies researchers (21). This identifier encourages linkages between the researchers and their professional activities, and can be used throughout their career. An additional benefit from having students register for this ORCID is that it may facilitate long-term tracking of REU participants.


Social Media Social media are an emerging aspect of communication that are increasingly important for scientists (22). Our professional development activities have included a discussion on new media platforms that are aimed at professionals, including LinkedIn, ResearchGate, and Mendeley, as well as more general platforms for broader audiences like twitter, Facebook, Instagram. Students are encouraged to do a google search of their names to discover the (sometimes unexpected) nature of their online presence. We discuss the importance of curating what is publicly viewable through establishment of profiles on LinkedIn or Google Scholar, particularly for students who will soon be transitioning from undergraduates to job-searchers or applicants for graduate or professional school. (See for example, the case on Harvard rescinding admission offers to applicants because of offensive social media posts (23).) Beyond presenting a profile to potential employers or admission officers, social media can be an important venue for scientists to communicate with each other. We point students to curated lists, such as the list of chemistry journals curated by Nature Chemistry and lists of chemists on twitter (24). We discuss the use of hashtags to participate in discussions; for example, American Chemical Society meetings often publicize hashtags (e.g. #ACSSanFran) to extend the discussions outside of meeting rooms. Hashtags on twitter like #WomenInSTEM can be used to network into larger communities. The Royal Society of Chemistry hosts twitter poster sessions in which scientists can post posters with the hashtag #RSCPoster. This annual event is held entirely online and allows the scientific research community together to share their research, network and engage in scientific debate (25). Another aspect of social media that students consider is as a tool for outreach. Scientists can communicate their research with a broad audience through #RealTimeChem (26, 27). @realscientists is an account run by a different scientist every week, who post information and answer questions. Reddit’s “Ask Me Anything” is a platform used so that the public can ask questions of scientists (28). New platforms are extending avenues for peer review and publication, and our social media discussion connects to our library workshop, with discussion of the new preprint server for chemists, ChemRXiv (29). We also discuss new avenues for post publication comments in blogs and pubpeer.com (30). Students learn about the move toward open access articles and shared data and tools like slideshare (31). One challenge in discussing these issues is the continual evolution of the platforms that are available, as well as evolving norms about their use. In many cases, students will be more adept at the technology than the discussion facilitators.

Outreach Traditional outreach is another important aspect of immersion in research culture. In our program, our Chemistry Road Show director teaches our REU participants hands-on chemical demonstrations. The students practice 39 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

experiments like “Genie in a Bottle (32),” “Elephant Toothpaste (33),” and “Rainbow Magic (34).” The students learn the science behind each of the demonstrations, as well as how to engage young children with banter. They are given a list of equipment and materials and encouraged to engage in outreach back at their home institutions. Our colleagues in the Department of Physics have sent their REU students out to engage with the public during First Fridays –a family friendly outdoor celebration of arts, performance, and culture held the first Friday of every month in downtown Bryan, TX – engaging in fun demonstrations and activities they call “Street Physics.” Other programs may be able to invite student groups for tours or visits on campus. Acting as a mentor to aspiring scientists allows REU participants to “give back” and gives them a sense of belonging to the larger scientific community (35).

Graduate School Application, Admissions, and Life Since one of our program goals is to encourage students to consider graduate school in the chemical sciences, much of our professional development is aimed at demystifying application and admission to graduate school. Moreover, we aim to answer any questions and clarify misconceptions students have about life during graduate school. REU participants witness first-hand many aspects of graduate school life as members of traditional research groups and through close interaction with designated graduate student mentors. REU students participate regularly in ongoing events, like weekly journal club and research group meetings. REU students may also contribute to practice sessions for preliminary exams and witness final defenses (and the celebrations afterwards.). However, since the REU program occupies only a small sliver of the year, our participants cannot experience first-hand aspects of graduate school like graduate coursework, teaching assistant duties, and research group selection. To clarify these aspects of graduate school, we host a graduate student panel, in which several graduate students at various stages of their careers answer any remaining questions the REU students may have. We strive to invite panelists from research groups that are not hosting an REU student that summer to increase the networking opportunities and broaden the points of view that are shared with our students. Seasoned graduate students are poised to speak about the job search process, while newer graduate students have fresh memories of graduate school application and selection as well as courses and research group selection. To address directly questions about graduate school application and admission, our graduate admission coordinator outlines the process for our REU students. Components of the graduate school application are reviewed, including GRE, transcripts, personal statement, and letters of recommendation. Our coordinator discloses average GREs and GPAs of matriculating graduate students in our program, but emphasizes that no single factor will guarantee admission (or denial). Students are told what kind of information is useful in letters of recommendation, and emphasizes that references should be requested from people who can testify to potential for success in research, rather than character references. Resources on writing a personal statement are distributed (36). Some 40 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

programs have students prepare a draft personal statement and provide feedback or facilitate peer review for those statements. The timeline for application, admission offers, and visits is discussed. We emphasize that students should not have to decide on an offer before April 15. We discuss how to compare offer letters, which may look very different even for offers that are ultimately similar. We discuss tuition, fees, stipends, health insurance, and fellowship opportunities. We encourage students to apply for external fellowships, and indeed, some programs facilitate the preparation of these applications such that students leave the summer programs with fellowship applications ready (or nearly ready) to submit.

Careers for Ph.D. Chemists Another of our goals as a program is to make students aware of career options for Ph.D. chemists. Career Day, a day set aside for our students to interact with several Ph.D. alumni, is a personal method of illustrating different career paths. Other sites may choose to have an ongoing series with guest speakers from different employment sectors visiting on a weekly (or other interval) basis, rather than setting aside an entire day for career discussions. For our event, three to four alumni return to campus for the day and each presents a scientific autobiography, in which they discuss their career evolutions. These presentations often begin with the speaker testifying that his or her interest in science was affirmed by undergraduate research, and the REU students appreciate how life-changing the undergraduate research experience can be. With their stories, speakers illustrate how one opportunity can lead to another, but not always in a predictable, linear path. We choose a diverse array of speakers, men and women of different races and ethnicities who have been successful in different employment sectors. We have had speakers from various chemical industries (e.g. Dow, Halliburton, Intel, Merck, Proctor & Gamble); different types of educational institutions (e.g. Prairie View A&M University, Trinity University, University of North Texas); government laboratories (e.g. Environmental Protection Agency, NASA); and pursuing other “non-traditional” careers (e.g. Patent Law; Patent Judge, Science Journalist). The speakers form a panel and field questions from the students. Example topics of discussion include the decision to pursue industry versus academia, the importance of a postdoctoral appointment, and work/life balance. Students are most enthusiastic about the networking lunch, in which students are able to informally network with speakers. The speakers swap tables during dessert to maximize the number of students they meet. Some of these connections have developed into long-term relationships; one of our visiting speakers became the Ph.D. advisor for an REU student who first become aware of her work during Career Day. Visiting practicing chemists at their work site is another option of illustrating career options. The types of sites available for a day trip will vary according to the location and focus of each site. Programs have visited national laboratories, chemical plants, and research & development laboratories. These tours allow students to see how chemistry is put into practice in “real life,” outside of academia, 41 Griep and Watkins; Best Practices for Chemistry REU Programs ACS Symposium Series; American Chemical Society: Washington, DC, 2018.

perhaps for the first time, and exposes them to different job settings. Our own program includes tours of research facilities on campus that are unique, such as our cyclotron, the low-speed wind tunnel, the materials characterization facility, and the immersive visualization center.

Conclusion It is notoriously difficult to assess the impact of undergraduate research programs altogether, much less the role that different components of the program play in student learning gains (37). However, Locks and Gregerman highlight skill building workshops as one of the most important parts of the University Research Opportunity Program at the University of Michigan, which has been running for more than 25 years (38). We have found that the more personalized and interactive the activity, the more the students benefit. Professional development programming should be tailored to program participants, the focus area of the program, the physical facilities, as well as the geographic location. Most programs will include some topics in safety, ethics, technical skills, and communication. The overall aim of the professional development should be that the REU student participants become instilled with the values and norms of the research community and consider themselves as full members of that community.

Acknowledgments The author wishes to extend special thanks to James Batteas, and to all the students, faculty, staff, and alumni of Texas A&M University who have contributed to the professional development program for our REU program. I am grateful the student participants, graduate student mentors, and faculty advisors, as well as the staff and administration at Texas A&M University for the long-term support of the Department of Chemistry REU program. The author would also like to thank the National Science Foundation (CHE-1359175; CHE-1062840; and CHE-0755207) and Texas A&M University (Department of Chemistry, College of Science, Office of Graduate and Professional Programs, and Office for the Vice President for Research) for financially supporting the program.

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Professional Development for REU Students - ACS Publications

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