EDUCATING TOMORROW’S CHEMISTS
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Chemistry” is the title of a lithography by Roy Lichtenstein . This work and
its title attracted my attention when I recently visited an exhibition of
modern art. I can hardly imagine finding a current piece of art, which
professes a similar gratitude and expectation to chemistry. Our society has
changed so much since 1970, the year of origin of “Peace Through Chemistry.” To
what extent did these changes in society influence our study programs? Yes, we
now teach advanced instrumental analysis, quantum chemistry, nanochemistry, and
much more. But are such added fundamentals sufficient to prepare young people
for the new challenges in modern societies? A Presidential Task Force of the
American Chemical Society (ACS) concluded in their brochure “Innovation,
Chemistry, and Jobs—Meeting the Challenges of Tomorrow” on page 33: In
chemistry departments (although not in chemical engineering and other fields),
“professors’ words and actions promote the idea that basic research, and a
career in academe, are the highest aspirations for topnotch students” . How
do such topnotch students themselves look at their status : “As researchers,
we are trained to workwithin a rational andmethodical framework. But when it
comes to running our labs and managing people, we have to rely on our gut
feelings, our limited know-how from mentoring a few students, or our
observations of our previous advisers. We can often feel ill-prepared. Starting
an academic lab is like launching a small business. But does scientific
training really prepare us for success? As a young investigator just over a
year into my job, I feel pressure.” Many young scientists look at working in industrial
research as very innovative and not much different than in many academic labs.
There are long-term industrial project goals in numerous areas—pharma and
medical genetics, biofuels, materials, and others that push discoveries as much
as academia does. The perspectives of how scientists look at industrial and
academic research might be somewhat different in different parts of the world,
but success requires similar skills and attitudes everywhere. My perspective is
certainly a European one. In order to achieve a certain balance, I chose most
of my references from outside Europe. In the history of analytical science, the
deciding incentive for the birth of a novel and leading analytical technique
often came from academic research. The self-conception of research and
development in academia and industry is and must be significantly different.
Schlemmer described this and listed some of the substantial differences in an
earlier contribution to this column (Table 1 and ). Whereas academic
research has to be predominantly interested in fields where white spots on the
scientific map promise a fruitful research playground, most industrial topics
exploit further developments of existing products rather than elaboration of a
new procedure. These differences will always remain. The challenge consists in
providing gateways from either side according to their current needs. The
above-mentioned ACS Presidential Task Force emphasizes for the academic part:
If universities are indifferent to what society needs, society may reciprocate
that indifference. Educating the next generation of scientists and engineers to
recognize and consider opportunities that have impact on society is essential
for future cultural changes in the chemical enterprise.
EDUCATING TOMORROW’S CHEMISTS
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