Graduate school is a time for students to learn skills that will serve them in their professional career. While there are a myriad of professional development skills graduate students need, most U.S. graduate programs focus only on developing research skills, where students often work individually or at best with a few other group members (Austin, 2002). However, there is growing realization that this is not enough to prepare graduate students for their future careers (Loshbaugh et al., 2011). The challenge that remains is how to structure graduate student professional development to prepare these students for goal-driven, collective research and move their skill sets beyond that of an individual researcher or lab group. Research centers with multiple experts collaborating to achieve a common goal can provide vast opportunities for students to develop the many skills they need to participate in collaborative chemistry, as well as a context for exploring opportunities for graduate student professional development. The Center for Sustainable use of Renewable Feedstock (CenSURF), a National Science Foundation Center for Chemical Innovation, provides an example for center-focused professional development. Described in this presentation is the use of survey data from graduate students and interview data from faculty participating in CenSURF to better understand the role that participation in a research center plays in graduate student professional development. Responses were thematically coded to illustrate the benefits of participating in center research with regard to professional development. The experience of graduate students are also highlighted to provide a unique perspective on what students can learn from participating in the creation, funding, research, and decision-making aspects of center research. Findings provide insights into the potential benefits of center-driven professional development and the types of center activities that best support graduate students.Austin, A. (2002). Creating a bridge to the future: Preparing new faculty to face changing expectations in a shifting context. The Review of Higher Education, 26(2), pp. 119-144.Loshbaugh, H., Laursen, S., & Thiry, H. (2011). Reactions to changing times: Trends and tensions in U.S. chemistry graduate education. Journal of Chemical Education, 88, pp. 708-715.

Role of research centers in graduate student professional development

248th National Meeting (2014)

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